Mar 20, 2023  
2008-2009 Graduate Studies Bulletin 
2008-2009 Graduate Studies Bulletin [ARCHIVED BULLETIN]

Literacy Studies

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Associate Professor Goodman, Chairperson, 291 Hagedorn Hall, (516) 463-5372,

Professor Taylor
Associate Professors Cohen, Flurkey, Garcia, Henry, Zaleski
Assistant Professor McGinnis
Associate Professor Garcia, Director of the Reading/Writing Learning Clinic

The Reading/Writing Learning Clinic offers noncredit clinical services for the University and for the community-at-large.

The department of literacy studies offers a Master of Science in Education in Literacy Studies with either an elementary or secondary emphasis; a Master of Science in Education in Literacy Studies and Special Education; a Master of Arts in the Teaching of Writing; a Certificate of Advanced Study in Literacy Studies; a Professional Diploma in Advanced Literacy Studies; a Doctor of Education in Literacy Studies; and a Doctor of Philosophy in Literacy Studies.

Program Statement

The faculty in literacy studies is committed to the exploration of issues of literacy and social justice. Our degree programs have been updated and are designed to maximize opportunities for students to work closely with a faculty that is committed to excellence in teaching. The faculty has received national and international recognition for their research and scholarship. They are committed to providing students in literacy studies with opportunities to participate in intellectual discussions that frame current understandings of school literacy practices and literacy practices that occur in family and community settings. The Literacy Studies Department provides support for families and communities as well as teachers and students in the New York metropolitan area.

Our programs prepare effective literacy educators who will work at the crossroads of home, school, and community discourses to forge instruction that is meaningful and life-affirming to learners. Our students will engage in critical explorations of:

  1. literacy practices in schools;
  2. local and vernacular literacies of families and communities;
  3. the relationships between literacy and social class, ethnicity, race, gender, poverty, language of origin and disability.

Graduate students will join with faculty in a critical exploration of the ways in which students are taught to read and write in schools in urban, suburban, and rural communities. Attention is paid to the relationship between oral and written language from a variety of perspectives—social, cognitive, phonological, syntactic, semantic, and pragmatic. Faculty share the belief that all students bring rich language and literacy backgrounds to school that serve as a resource for learning. Graduate students will view theory and practice as inseparable and will possess the ability to engage in reflective practice.


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