Douglas K. Hartman

From Wikipedia, the free encyclopedia
Jump to: navigation, search

Douglas K. Hartman works at Michigan State University as a Professor of Literacy and Technology in the College of Education. Hartman's research focuses on new literacies, adolescent literacy, health literacy and the history of literacy.

Education and employment[edit]

Hartman received his Bachelor of Science degree at Warner Pacific College in Social Science and Reading in 1981 and began working as a reading specialist for the East Orient Middle School in Gresham, Oregon for grades 7 and 8. Hartman was also an elementary teacher for West Fresno School District School in Fresno, California while working on his Masters degree.[1]

Hartman followed this with a Masters in Arts in Reading Education from California State University in Fresno in 1986 while working as an elementary teacher in the West Fresno School District in Fresno, California. In addition, he served as a Teaching and Research Assistant at California State University in the Summer Bridge Program and in the School of Education.

Hartman completed his Doctorate of Philosophy in 1991 at the University of Illinois, Urbana-Champaign, in Literacy and Language.

Following the completion of his doctorate, Hartman worked as an Assistant and Associate Professor for the University of Pittsburgh in the School of Education until 2004. During this time, he served two academic years as the Reading Coordinator and as a Visiting Assistant Professor at the University of California, Berkeley, School of Education.

Following these appointments, Hartman continued his research at the University of Connecticut as a Professor, Research Fellow, Research Scientist and Co-Director of the New Literacies Research Lab.[2] He also served as a Visiting Professor for the Teachers College at Columbia University.

Dr. Hartman is a Professor at Michigan State University in the College of Education. He served as the Coordinator for the Language and Literacy Program until 2010 and continues as the Co-Director & Principal Investigator of the Literacy Achievement Research Center (with Nell K. Duke).[3]

Areas of research[edit]

Hartman research focus falls into three main categories: New Literacies and Intertextualities, Teacher Practices (including adolescent literacies) and the History of Literacy.

New Literacies and Intertextualities[edit]

Hartman has published in the areas of New Literacies and Intertextuality.[4] This area of research has focused on the discussion of multiple texts[5] and building sustainable cognition along with a transition to online reading. This area of research began through Dr. Hartman’s work on his Dissertation “Eight Readers Reading: The Intertextual Links of Able Readers Using Multiple Passages[6] ” (winner of the International Reading Association’s Dissertation of the Year Award[7]) and continues with his most recent, in print, publication “From Print to Pixels: The Evolution of Cognitive Conceptions of Reading Comprehension” (Hartman, Morsink, and Zheng, 2010).

Teacher Practices including Adolescent Literacies[8][edit]

Hartman’s research in the areas of Teacher Practices focused on the use of using multiple texts in the classroom, leading discussions[9] in the classroom and shaping readers experiences through multiple texts. This area of research draws from the research in intertextualitiy but puts it into a practitioner lens for use by classroom teachers.

History of Literacy[10][edit]

Hartman research includes work on the History of Literacy. He gave an address at the 57th Annual Meeting of the National Reading Conference on “One Hundred Years of Reading Research, 1908–2008” in 2007.

Awards and honors[edit]

  • Albert J. Kingston Distinguished Service Award, National Reading Conference, 2006.[11]
  • Chancellor’s Diversity Fellow, Diversity Working Group, University of Pittsburgh, 1999.
  • Spencer Postdoctoral Fellow, National Academy of Education, Stanford University, 1996-98.
  • Outstanding Manuscript Award, Journal of Industrial Teacher Education, 1992.
  • Outstanding Dissertation of the Year Award, International Reading Association, 1991.
  • Promising Researcher Award, Finalist, National Council of Teachers of English, 1991.

Service to the profession[edit]

Editorships[edit]

  • Journal of Literacy Research, Co-Lead Editor.[12]

Elected offices[edit]

  • President, History of Reading Special Interest Group, International Reading Association, 2002–04n[1]
  • Board of Directors, National Reading Conference, 1999-01.
  • Treasurer, History of Reading Special Interest Group, International Reading Association, 1996-99.
  • Member-at-Large, History of Reading Special Interest Group, International Reading Association, 1995-96.

Appointed offices[edit]

  • Historian, National Reading Conference, 2002-09.

State/governmental activities[edit]

  • TELLS Reading Assessment Advisory Committee, Division of Testing and Evaluation, Pennsylvania Department of Education, 1990-95. Conference Chair
  • Co-Chair, Research-to-Practice Institute, Michigan Reading Association, 2008-10.
  • Area 3 Chair, Recent Emphases in Literacy Research, National Reading Conference, 1996-98.

National/international committees[edit]

  • Representative, Northeast and Islands Regional Education Lab (NEIREL), Educational Development Center/WestEd/American Institutes for *Research/U.S. Department of Education, 2006-07.
  • Member, The Literacy Hub: Broader Middle East and North Africa Countries, An International Development Project sponsored by the USAID and International Reading Association, 2006-08.
  • Member, History of the ‘International Reading Association’ Working Group, International Reading Association, 2003.
  • Member, National Task Force: New Visions in Action in Foreign Language Education, American Council on the Teaching of Foreign *Languages/National K-12 Foreign Language Resource Center, 2002.
  • Member, New Media Committee, Association of Educational Publishers, 2000-02.
  • Member, Studies and Research: Program Development Committee, International Reading Association, 1994-96.

References[edit]

  1. ^ a b dhartman - Vitae
  2. ^ New Literacies Research Lab
  3. ^ Literacy Achievement Research Center
    Nell K. Duke
  4. ^ Morrow, Lesley Mandel; Donald J Leu; Gregory McVerry, W. Ian O'Byrne, Liza Zawilinski, Jill Castek and Douglas K. Hartman (2009). "The New Literacies of Online Reading Comprehension and the Irony of No Child Left Behind". In Lesley Mandel Morrow, Robert Rueda, Diane Lapp. Handbook of Research on Literacy and Diversity. New York: The Guilford Press. pp. 173–194. 
  5. ^ Hartman, Douglas K. (1992). "Intertextuality and Reading: The Text, The Reader, The Author, and the Context". Linguistics and Education 4 (3-4): 295–311. doi:10.1016/0898-5898(92)90005-h. 
  6. ^ Hartman, Douglas K. (1991). Eight Readers reading: The intertextual links of able readers using multiple passages. University of Illinois-Champaign. 
  7. ^ International Reading Association. "Awards: Outstanding Dissertation of the Year". Outstanding Dissertations of the Year. 
  8. ^ Hartman, Douglas K; Paul Mark Morsink; Jinjie Zheng (2010). "7: From Print to Pixiels: The Evolution of Cognitive Conceptions of Reading Comprehension". In Eilzabeth A Baker. The New Literacies. New York: The Guilford Press. 
  9. ^ O'Flahavan, J.F.; Hartman, D.K.; Pearson, P. D. (1988). "Teacher questioning and feedback practices: A twenty year retrospective". Nartional Reading Conference Yearbook: 183–208. 
  10. ^ Moore, D.W.; E Monaghan; D. K. Hartman (1997). "Values of Literacy History". Reading Research Quarterly 32 (1): 90–102. doi:10.1598/RRQ.32.1.6. 
  11. ^ Albert J. Kingston Award. Literacy Research Association. Accessed June 9, 2011
  12. ^ Editorial Board, Journal of Literacy Research. Accessed June 9, 2011