Stephanie F. Reid is a doctoral candidate in the Learning, Literacies, and Technologies program in the Mary Lou Fulton Teachers College at Arizona State University. Stephanie studied English Literature at the University of Cambridge and Education at both the University of Oxford and Hamline University. Prior to pursuing her doctoral degree, Stephanie taught secondary students English Language Arts for 15 years. Stephanie’s research interests include multimodality, multimodal narrative texts, and how readers make meaning from multimodal texts. Stephanie is working on her dissertation, speculatively titled: Multimodality matters: Exploring words, images, and design features in a seventh-grade English Language Arts classroom. Stephanie is the 2019 recipient of the International Literacy Association's Helen M. Robinson Grant, which is awarded to one scholar in the early stages of their dissertation.
PhD in Learning, Literacies, and Technologies
Arizona State University, Tempe, AZ
Candidacy earned in Spring 2019. Anticipated graduation in Spring 2020.
Dissertation: Multimodality matters: Exploring words, images, and design features in a 7th grade English language arts classroom. Committee: Dr. Frank Serafini (Chair), Dr. Josephine Marsh, Dr. Lindsey Moses, and Dr. Wendy Williams.
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
Wisconsin Early Childhood – Adolescence Reading Teacher
Wisconsin Grades 6 – 12 English Education
England Grades 6 – 12 English
Sociocultural approaches to literacy education and theories of multimodality
Reading and composing practices in school contexts
Multimodal text interpretation and composition
Children’s literature (particularly visual texts and graphic narratives)
Reid, S. F., & Moses, L. (2019). Students become comic book author-illustrators: Reading and composing with words and images in a fourth-grade writer’s workshop. The Reading Teacher (first available online). doi: 10.1002/trtr.1864
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
Serafini, F., & Reid, S. F. (2019). Crossing boundaries: Exploring metaleptic transgressions in contemporary picturebooks. Children’s Literature in Education (first available online). doi:10.1007/s10583-019-09382-9
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.
WORKS SUBMITTED FOR PUBLICATION
Reid, S. F. (under review). “Words and images go together like peanut butter and jelly” – but do they? Exploring eighth-grade students’ responses to word-image relationships in Shaun Tan’s Stick Figures. (40 manuscript pages).
Reid, S. F., Kessner, T., Harris, L. M., Benkert, V., & Bruner, J. (under review). Comparative genocide pedagogy and survivor testimony: Lessons from a unit on the Holocaust and the Rwandan Genocide. (39 manuscript pages).
Moses, L., & Reid, S. F. (under review). Using comics, publishing, and choice to support literacy and positive identity. (36 manuscript pages).
MANUSCRIPTS IN PROGRESS
Reid, S. F. Two tales of two artists: The rejection and acceptance of visual texts and multimodality concepts in an eighth-grade English language arts classroom.
Reid, S. F. Manufactured illusion and fractured reality: Middle school readers respond to Brian Selznick’s The Marvels.
Kachorsky, D., Chapman, K., & Reid, S. F. Representations of education on the cover of Time Magazine: A multimodal content analysis.
Williams, W. R., & Reid, S. F. (2019). Writing and learning together in Young Authors Studio. Literacy Today, 36(4), 44-46.
Reid, S. F., & Durand, E. S. (2018). First opinion: Deep ocean odyssey: Envisioning “Giant Squid” through multimodal nonfiction poetry. First Opinions, Second Reactions. Winter Issue.
Serafini, F., Kachorsky, D., & Reid, S. (2018). Changes in children’s and young adult literature. Language Arts, 95(5), 311-321.
Serafini, F., & Reid, S. F. (accepted for publication). Linguistic, semiotic, literary, and artistic perspectives for analyzing picturebooks. Chapter manuscript accepted for publication. In K. Coates & D. Stevenson (Editors), The Blackwell Companion to Children’s Literature. Hoboken, NJ: Wiley-Blackwell.
Reid, S. F., & Qiu, T. (2019, June). Innovative Community Group spotlight: The Literacy Association’s Doctoral Student Innovative Community Group. Literacy Research Association Newsletter.
Reid, S. F. (2019, June). LRA Annual Conference recap. Literacy Research Association’s Doctoral Students Innovative Community Group Newsletter.
Reid, S. F. (2018, Spring). We’re all in this together: Tapping into your doctoral student peer network. Literacy Research Association’s Doctoral Students Innovative Community Group Newsletter.
Reid, S. F. (2018, Spring). LRA Annual Conference recap. Literacy Research Association’s Doctoral Students Innovative Community Group Newsletter.
Reid, S. F. (2017, Fall). Building connections and shaping proposals: The 2017 proposal mentoring project report. Literacy Research Association’s Doctoral Students Innovative Community Group Newsletter.
Reid, S. (Contributor to each chapter). (2011). In J. Carlson & J. Strop (Authors), Multimedia text sets: Changing the shape of engagement and learning. Winnipeg, Canada: Portage & Main Press.
Reid, S. (2010). Language is power: A curricular supplement for 200 Nights and One Day. Hopkins, MN: Benu Press.
UNIVERSITY TEACHING EXPERIENCE
Fall 2018: Teaching Assistant, Arizona State University, Tempe, AZ
Supervising instructor: Dr. Cyndi Giorgis.
Developed and taught lessons in an undergraduate Children’s Literature course. Assisted with all other responsibilities related to the course (e.g. student assessment, syllabus design, learning management site maintenance).
2011–2016: Adjunct Faculty, Hamline University, St. Paul, MN
Developed/updated and taught the following Masters in Literacy Education and Reading Licensure courses (online and face-to-face settings). Online platforms used: Blackboard and Moodle (Learning House). Developed course shells and gained experience working with online learning designers. Prepared students for their Reading Teacher licensure examination.
2011 - 2012: Student Teacher Field Experience Supervisor, University of Wisconsin - River Falls in Partnership with School District of River Falls, WI
Supervisor for two preservice teachers as part of a Professional Development School initiative.
Guest Lecturer Invitations
April 2019: Children’s Literature (undergraduate class), Dr. Frank Serafini, Arizona State University. Topic: Children’s and Young Adult Multimodal Novels.
Fall 2018: Children’s Literature (undergraduate class), Dr. Dani Kachorsky, Texas A&M– Corpus Christi. Topic: Young Adult Multimodal Novels.
April 2018: Children’s Literature (graduate class), Dr. Miriam Martinez, University of Texas – San Antonio. Topic: Young Adult Multimodal Novels.
March 2018: Children’s Literature (undergraduate class), Dani Kachorsky, Arizona State University. Topic: Metafictive Children’s Picturebooks.
March 2018: Postcolonial Young Adult Literature, Dr. E. Sybil Durand, Arizona State University. Topic: Young Adult Multimodal Novels.
March 2018: Writing Methods (undergraduate), Anthony Ceylaya, Arizona State University. Topic: Multimodal Composition.