Kelly Wissman, Associate Professor
Ph.D., University of Pennsylvania
Education Building-Room 328; (518) 442-5064
Dr. Wissman is an Associate Professor in the Department of Reading at the University at Albany. Across her scholarship and teaching, she considers how literature, literacies, and the arts can facilitate the creation of more socially just and more humanizing educational spaces, especially for students who are often marginalized in broader educational and public discourses. Her research interests include children’s literature, sociocultural approaches to literacy teaching and learning, and multimodal literacies. She pursues these interests through collaborative, arts-based, and ethnographic research methodologies. Prior to completing her doctorate at the University of Pennsylvania, she held various and often overlapping roles as an educator, qualitative researcher, and after school program facilitator.
Dr. Wissman’s research has been supported by the National Council of Teachers of English (NCTE) Research Foundation, the Longview Foundation for World Affairs and International Understanding, and UAlbany’s Faculty Research Awards Program. Her publications have appeared in several journals, including, Research in the Teaching of English, Children’s Literature in Education, Journal of Children’s Literature, Journal of Adolescent and Adult Literacy, and Changing English. She also serves on the Editorial Board of the Journal of Adolescent and Adult Literacy.
Dr. Wissman has received recognition for both her scholarship and her teaching. In 2006, she was awarded the Selma Greenberg Dissertation Award from the Research on Women and Education Special Interest Group of the American Educational Research Association. She is also the recipient of the 2010 Virginia Hamilton Essay Award Honor Certificate for one of her articles in Children’s Literature in Education. In 2013, she received an Excellence in Full-Time Teaching Award from UAlbany’s School of Education.
Dr. Wissman regularly teaches Children’s Literature (ERDG 504), Literacy in Society (ERDG 610) and Theory and Research in Teaching Literature (ERDG 732).
Wissman, K. (forthcoming). “Let me gather spring flowers for a wreath”: Writing about
historical trauma for young people in A Wreath for Emmett Till. Journal of Children’s
Wissman, K. (2013). Seeing clearly: Global visions in a teacher inquiry community. Worlds of
Words Stories: Connections from the Classroom. Available: http://wowlit.org/on-line-publications/stories/storiesiv7/
Wissman, K., Costello, S., & Hamilton, D. (2012). “You’re like yourself”: Multimodal literacies in a reading support class. Changing English: Studies in Culture and Education, 19 (3), 325-338.
Wissman, K. (2011). “Rise up!”: Literacies, lived experiences, and social identities in an in-
school “Other space.” Research in the Teaching of English, 45 (4), 405-438.
Wissman, K. & Wiseman, A. (2011). “That’s my worst nightmare”: Poetry and trauma
in the middle school classroom. Pedagogies: An International Journal, 6 (3), 234-249.
Vasudevan, L. & Wissman, K. (2011). Out-of-school literacy contexts. In D. Lapp & D. Fisher
(Eds.), Handbook of research on teaching the English Language Arts (3rd ed.) (pp. 97-
103). New York, NY: Routledge.
Wissman, K. (2009). “Spinning themselves into poetry”: Images of urban adolescent writers in
two novels for young adults. Children’s Literature in Education, 40 (2), 149-167.
(Recipient of 2010 Virginia Hamilton Essay Honor Certificate)
Wissman, K. (2009). Reading and becoming living authors: Urban girls pursuing a poetry of
self-definition. English Journal, 98 (3), 39-45.
Wissman, K. (2008). “This is what I see”: (Re) envisioning photography as a social practice. In
M. Hill & L.Vasudevan (Eds.), Media, learning, and sites of possibility (pp. 13-45). New
York: Peter Lang.
Wissman, K. (2007). “Making a way”: Young women using literacy and language to resist the
politics of silencing. Journal of Adolescent and Adult Literacy, 51 (4), 340-349.
Wissman, K. (2007). “Writing will keep you free”: Allusions to and recreations of the fairy tale
heroine in The House on Mango Street. Children’s Literature in Education, 38 (1), 17-34.