Learned Honored with International Literacy Association Dissertation Award

Albany, NY (October 1, 2016) - Julie Learned, assistant professor in Educational Theory and Practice whose interests revolve around youth and adolescent literacy, is recipient of the 2016 International Literacy Association (ILA) Outstanding Dissertation Award, which is given annually for a completed dissertation in reading or literacy.

Julie Learned (second from left)She was recognized for her dissertation entitled, "Feeling Like I'm Slow Because I'm in This Class": Secondary School Contexts and the Identification and Construction of Struggling Readers, at the annual ILA Conference and Exhibits in July.

Learned currently examines the roles of social, institutional, and instructional contexts in young people's literacy learning. By exploring how secondary schools position youth as readers and writers (and how young people experience, resist, and help construct those contexts) she investigates issues of equity and access in literacy education. Learned has expertise in adolescent literacy, disciplinary literacy, English education, and qualitative research methods. Her scholarship and teaching are informed by her experiences as a public high school teacher in a culturally and linguistically diverse community.