Department of Teaching & Learning

Stephanie Reid

Assistant Professor

Contact

Personal Summary

Stephanie F. Reid is an Assistant Professor in Literacy Education in the Department of Teaching and Learning at the University of Montana. She studied English Literature at the University of Cambridge and Education at the University of Oxford and Hamline University before graduating from Arizona State University with a PhD in Learning, Literacies, and Technologies (May 2020). Prior to pursuing her doctoral degree, Stephanie was a middle school English Language Arts and Reading teacher for 15 years. She taught students in both England the United States and won local, state, and national awards for her teaching. Stephanie's research interests include multimodality, visual literacy, and how students make and interpret multimodal texts. Her scholarship has appeared in the Journal of Language and Literacy Education, Literacy Today, the Journal of Children’s Literature, Voices from the Middle, The Reading Teacher, Language Arts, Theory and Research in Social Education, and Visual Communication.

Education

PhD in Learning, Literacies, and Technologies (2020)

Arizona State University, Tempe, AZ

MA in Education (2010)                 

Hamline University, St. Paul, MN 
                        

Additional certification: K-12 Reading License (2006)

MA in English Literature (2003)    

University of Cambridge, Cambridge, UK

Postgraduate Certificate in Secondary Education (2001)

University of Oxford, Oxford, UK

Specialization: English Language Arts Teaching

BA Honors in English Literature (1999)

University of Cambridge, Cambridge, UK

Publications

FORTHCOMING PUBLICATIONS

  • Reid, S. F., Kessner, T., Harris, L. M., Benkert, V., & Bruner, J. (accepted for publication). Comparative genocide pedagogy and survivor testimony: Lessons from a unit on the Holocaust and the Rwandan Genocide.
  • Kachorsky, D., Reid, S. F., & Chapman, K. (accepted for publication). Representations of education on the cover of Time Magazine: A multimodal content analysis.

RECENT PUBLICATIONS

  • Reid, S. F. & Scholes, J. (2020). Making meaning from visuals: Teaching multimodality in English language arts. Literacy Today, 38(1), 16-17.
  • Kachorsky, D., & Reid, S. F. (2020). Examining the covers of young adult novels and their graphic novel counterparts: A multimodal content analysis. Literacy Research: Theory, Method, and Practice. doi: 10.1177/2381336920937303
  • Reid, S. F. (2020). Playful images and truthful words: Eighth-graders respond to Shaun Tan’s Stick Figures. Journal of Language and Literacy Education, 16(1), 1-22.
  • Serafini, F., & Reid, S. F. (2020). Crossing boundaries: Exploring metaleptic transgressions in contemporary picturebooks. Children’s Literature in Education, 51, 261-284. doi:10.1007/s10583-019-09382-9
  • Reid, S. F., & Moses, L. (2020). Students become comic book author-illustrators: Reading and composing with words and images in a fourth-grade writer’s workshop. The Reading Teacher, 73(4), 461-472. doi: 10.1002/trtr.1864
  • Williams, W. R., & Reid, S. F. (2019). Writing and learning together in Young Authors’ Studio. Literacy Today, 36(4), 44-46.
  • Serafini, F., & Reid, S. F. (2019). Multimodal content analysis:  Expanding analytical approaches to content analysis. Visual Communication (first available online). doi: 10.1177/1470357219864133
  • Harris, L. M., Reid, S. F., Benkert, V., & Bruner, J.  (2019). Investigating comparative genocide teaching in high school classrooms. Theory and Research in Social Education (first available online). doi: 10.1080/00933104.2019.1635058
  • Reid, S. F., & Dyer, M. (2018). Stick figures and a Marvel-lous multimodal novel: Investigating words and images with eighth-grade English students. Voices from the Middle, 26(2), 53-58.
  • Reid, S. F., & Serafini, F. (2018). More than words: An investigation of the middle- grade multimodal novel. Journal of Children’s Literature, 44(2), 32-44.
  • Serafini, F., Kachorsky, D., & Reid, S. (2018). Revisiting the multimodal nature of children’s literature. Language Arts, 95(5), 311-321.

PROFESSIONAL AFFILIATIONS

American Educational Research Association (AERA)

AERA Special Interest Groups: Literature, Writing and Literacies, Semiotics in Education, Arts and Learning, and Arts-Based Educational Research, Research in Reading and Literacy

English Language Arts Teacher Educators (ELATE)

International Literacy Association (ILA)

Literacy Research Association (LRA)

Montana Association of Teachers of English Language Arts (MATELA)

National Council of Teachers of English (NCTE)