Department Mission
Our mission is to foster the understanding and acquisition of literacies toward cultivating a more just, inclusive, and equitable society.

Department Vision
Our vision is for faculty, students, and alumni to be on the forefront of broadening conceptualizations of literacy teaching and learning, engaging in inquiries through innovative approaches and methodologies, and collaborating with diverse communities in socially transformative ways. Through our collective scholarship, teaching, and service, we seek to hold a pre-eminent place among top tier literacy programs.

Master's Students:

Approval Lists
Approval lists are now open. If you plan to take any of the approval list courses in the summer or fall, please send an email to Reisha Rieder, Department Coordinator, as soon as possible. There is more information available on approval list courses on our website: http://www.albany.edu/eltl/department_approval_lists.php.

Advance Registration
Advance registration for the summer and fall 2017 semesters starts on March 20. You may contact your advisor starting on March 1 for your AVN. Please make sure to have an idea of the classes you want to take before reaching out. You can find the department's schedules located on the top of this page in purple.

Graduating Students:

If you intend on becoming certified, all students must apply through the TEACH system. Instructional seminars will be hosted by the School of Education for anyone seeking certification. For specific questions and help with NYS certifications, contact the staff in Pathways into Education (PIE) right here in the School of Education. Among their many services, they provide UAlbany graduate students with information about teacher certification, NYS Teacher Certification Exams, and assists students in applying for teacher certification. Program Codes and certification application information can be found at: http://www.albany.edu/education/teacher_certification_applying_initial_provisional.php.

Recent Publications

Grifenhagen, J.F., Barnes, E.M., Collins, M.F., & Dickinson, D.K., (2017). Talking the talk: Translating research to practice. In O.N. Saracho (Ed), Research in Young Children's Literacy and Language Development. New York: Routledge.

Barnes, E.M. & Puccioni, J., (2017). Shared book reading and preschool children’s academic achievement: Evidence from the Early Childhood Longitudinal Study- Birth Cohort. Infant and Child Development. Advanced on-line publication. Doi: 10.1002/icd.2035

Barnes, E.M., Dickinson, D.K. (2017). Teachers commenting during book reading. Journal of Educational Research. 110(5), 515-527. Doi: 10.1080/00220671.2015.1134422

Barnes, E.M., Dickinson, D.K. (2017). The impact of teachers’ commenting strategies on children’s vocabulary growth. Exceptionality, 25(3), 186-206. Doi: 10.1080/09362835.2016.1196447

Wissman, K.K., Burns, M.N., Jiampetti, K., O’Leary, H., & Tabatabai, S. (2017). Teaching global literature in elementary classrooms: A critical literacy and teacher inquiry approach. New York, NY: Routledge.

Dozier, C. & Stephens, S.J. (2017). Becoming responsive teachers during a practicum-based study abroad experience: Learners leading to new perspectives. In H. An (Ed.), Handbook of research on efficacy and implementation of study abroad programs for P-12 teachers (pp.209-224). IGI Global.

Dozier, C. (2016). “My grandma is my gold.” Learning from young writer in Belize. Language and Literacy Spectrum.

Johnston, P.H., Dozier, C., & Smit, J.M. (2016). How language supports adaptive teaching through a responsive learning culture. Theory Into Practice, 55(3), 189-196.

Affinito, S. (2016, March/April). Modeling digital learning: Transforming teacher learning with digital tools. Literacy Today, 8 – 9.

Barnes, E.M., Dickinson, D.K., & Grifenhagen, J.F. (2016). Facilitating academic language in early childhood classrooms. The Reading Teacher. 70(1), 39-48.

Greene, Delicia. "We Need More 'US' in Schools": Centering Black Adolescent Girls' Literacy and Language Practices in In-School Online Spaces, The Journal of Negro Education (JNE), Special Issue Theme: Why We Can't Wait: (Re) Examining the Opportunities and Challenges for Black Women and Girls in Education.

Scanlon, D.M., Anderson, K.L., & Sweeney, J.M. (2016). Early Intervention for reading difficulties: The Interactive Strategies Approach (2nd ed.). New York, NY: Guilford Press.

Wissman, K. (2016). “No more paperwork!”: Student perspectives on multimodal composing in response to literature. In K. Hinchman & D. Appleman (Eds.), Adolescent Literacy: A handbook of practice-based research. New York, NY: Guilford Press.

Puccioni, J.L. (2015). Predictors of reading achievement: Time on reading instruction and approaches to learning. Literacy Research: Theory Method, and Practice, 64(1), 249-266.

Bean, R.M., Kern, D., Goatley, V.J., Ortlieb, E., Shettel, J., Calo, K., Marinak, B., Sturtevant, E., Elish-Piper, L., L’Allier, S., Cox, M.A., Frost, S., Mason, P., Quatroche, D., & Cassidy, J. (2015). Specialized literacy professionals as literacy leaders: Results of a national survey. Literacy Research and Instruction, 54(2), 83-114.

Barnes, E.M. (2015).  Academic language in early childhood classrooms.  American Speech and Hearing Association’s Perspectives on Language Learning and Education, 22(3), 85-92.

Wissman, K. K., Staples, J. M., Vasudevan, L., & Nichols, R.E. (2015). Cultivating research pedagogies with adolescents: Created spaces, engaged participation, and embodied inquiry. Anthropology & Education Quarterly, 46(2), 186-197.

Deeney, T., & Dozier, C.L. (2015). Constructing successful video reflection experiences in practicum settings. In E. Ortlieb & E. Cheek (Eds.), Literacy Research, practice and evaluation (vol. 5). Video reflection in literacy teacher education and development: Lessons from research and practice (pp. 41-57). Bingley, West Yorskhire, UK: Emerald Publishers.

Lee, S. & Scanlon, D. M. (2015). The Effects of the Interactive Strategies Approach on At-Risk Kindergartners' Spelling. Reading and Writing: An Interdisciplinary Journal, 28(3), 313-346.

Puccioni, J. (2015). Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories. The Journal of Educational Research, 108(2), 130-147.

Puccioni, J. & Michaels, L. (2015). Mobile phone use and children’s literacy learning. In Z. Yan (Ed.), Encyclopedia of Mobile Phone Behavior (pp. 519-527).). Hershey, PA: IGI Global.

  • Teacher Education Accreditation Council logo

     

    The University at Albany's Teacher Education Program is accredited by the Teacher Education Accreditation Council (TEAC) for a period of 10 years, from April 30, 2011 to April 30, 2021.