Julie E. Learned

 

Assistant Professor
OFFICE: ED 113A
PHONE: (518) 442-5014

FAX: (518) 442-5008

EMAIL: jlearned@albany.edu

 

 

Julie E. Learned is an assistant professor in the Department of Educational Theory and Practice at the University at Albany, State University of New York. She researches adolescent literacy. By examining how secondary schools position readers and writers and how young people experience, resist, and help construct school contexts, she investigates issues of equity in literacy education. Learned was awarded the International Literacy Association’s Outstanding Dissertation of the Year Award for 2016, and in 2017 she received a Spencer Foundation grant to extend her work. Learned has expertise in adolescent literacy, disciplinary literacy, and English education. Her scholarship and teaching are informed by her experiences as a public high school teacher in a culturally and linguistically diverse community.      


Education

Ph.D. University of Michigan (Educational Studies; Literacy, Language, and Culture) 2014

M.Ed. University of Washington (Special Education) 2008

M.Ed. Harvard University (Learning and Teaching) 1999

B.A. The Ohio State University (major in English and minor in Sociology) 1997

Journal Publications

Learned, J. E. (2018). Classroom contexts and the construction of struggling high school readers. Teachers College Record, 120(8), 1-47.

Learned, J. E. (2018). Doing history: A Study of disciplinary literacy and readers labeled as struggling. Journal of Literacy Research, 50(2), 190-216.

Learned, J. E., & Morgan, M. (2018). Constructing reading proficiency and struggle through tracked contexts. English Teaching: Practice and Critique, 17(3), 182-198.

Learned, J. E., Morgan, M., & Lui, A. M. (2017). “Everyone’s voices are to be heard”: A comparison of struggling and proficient readers’ perspectives in one urban high school. Education and Urban Society. Advance online publication. doi:10.1177/0013124517715065.

Learned, J. E. (2016). “The behavior kids”: Examining the conflation of youth reading difficulty and behavior problem positioning among school institutional contexts. American Educational Research Journal, 53(5), 1271-1309.

Learned, J. E. (2016). ILA Outstanding Dissertation Award for 2016: “Feeling like I’m slow because I’m in this class”: Secondary school contexts and the identification and construction of struggling readers. Reading Research Quarterly, 51(4), 367-371.

Learned, J. E. (2016). Becoming “eligible to matter”: How teachers’ interpretations of struggling readers’ stress can disrupt deficit positioning. Journal of Adolescent and Adult Literacy, 59(6), 665-674.

Learned, J. E., Dowd, M. V., & Jenkins, J. R. (2009). Instructional conferencing: Helping students succeed on independent assignments in inclusive settings. Teaching Exceptional Children, 41(5), 46-51.

Massey, D. M., Brown, C., Graeber, B., Johnson, R., & Learned, J. E. (2009). Teaching the teachers: How adolescent learners explain their literacy practices. Journal of School Connections, 2(1), 47-74.

Book Chapters

Learned, J. E., Morgan, M. J., & Dacus, L. (in press). Attending to readers’ identities, positions, and social contexts: An argument for disciplinary literacy in English language arts. In M. Nachowitz and K. C. Wilcox (Eds.), High literacy in secondary English/language arts classrooms: Bridging the gap to college and career.

Learned, J. E., & Moje, E. B. (2015). School contexts and the production of individual differences. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Reader, text, and context (pp. 177-195). New York, NY: Routledge.

Carlisle, J. F., Dwyer, J., & Learned, J. E. (2013). Discussion as a means of learning to reason, read, and write analytically. In B. Miller, P. McCardle, and R. Long (Eds.), Teaching reading and writing: Improving instruction and student achievement (pp. 83-92). Baltimore, MD: Paul H. Brookes Publishing Co.

Stone, C. A., & Learned, J. E. (2013). Atypical language and literacy development: An integrative perspective. In C. A. Stone, E. R. Silliman, B. J. Ehren, and G. P. Wallach (Eds.), Handbook of language and literacy: Development and disorders (2nd ed.) (pp. 5-25). New York, NY: The Guilford Press.

Learned, J. E., Stockdill, D., & Moje, E. B. (2011). Integrating reading strategies and knowledge building in adolescent literacy instruction. In S. J. Samuels and A. E. Farstrup (Eds.), What Research Has to Say About Reading Instruction (4th ed.) (pp. 159-185). Newark, DE: International Reading Association.