Douglas K. Hartman

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Douglas K. Hartman

Douglas K. Hartman is an American scholar in the field of education. He is a professor of technology, learning, and literacy in the College of Education at Michigan State University. He has a joint appointment in the Departments of Educational Psychology & Educational Technology and Teacher Education. His research focuses on the use of technologies for human learning in a number of domains (e.g., school, work, community, sports, church and home).

Education and employment[edit]

Hartman earned his Ph.D. in 1991 at the University of Illinois, Urbana-Champaign, in Literacy, Language & Learning. He worked as a research assistant at the University's Center for the Study of Reading.

He received an M.Ed. in Reading Education from California State University, Fresno, in 1986 while working as an elementary teacher. In addition, he served as a Research Assistant in the School of Education and a Teaching Assistant in the Summer Bridge Program.

Hartman received his B.S. degree at Warner Pacific College in Social Science and Reading in 1981 and began working as an English/language arts teacher for the East Orient Middle School in Gresham, Oregon.

Following the completion of his doctorate, Hartman worked as an Assistant and Associate Professor at the University of Pittsburgh (1989-2004). He also served as a Visiting Assistant Professor at the University of California, Berkeley.

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 (2004-2008).[1] He also served as a Visiting Professor for the Teachers College at Columbia University.

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.[2] This area of research has focused on the discussion of multiple texts[3] 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[4] ” (winner of the International Reading Association’s Dissertation of the Year Award[5]) 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[6][edit]

Hartman’s research in the areas of Teacher Practices focused on the use of using multiple texts in the classroom, leading discussions[7] 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[8][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.

References[edit]

  1. ^ New Literacies Research Lab
  2. ^ Morrow, Lesley Mandel; Donald J Leu; Gregory McVerry; W. Ian O'Byrne; Liza Zawilinski; Jill Castek; 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. 
  3. ^ 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. 
  4. ^ Hartman, Douglas K. (1991). Eight Readers reading: The intertextual links of able readers using multiple passages. University of Illinois-Champaign. 
  5. ^ International Reading Association. "Awards: Outstanding Dissertation of the Year". Outstanding Dissertations of the Year. 
  6. ^ 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. 
  7. ^ 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. 
  8. ^ 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.