Personal Summary

Stephanie F. Reid is an Assistant Professor of Literacy Education in the Phyllis J. Washington College of Education at the University of Montana. Stephanie is a first-generation college student from Kent, England. She studied English Literature at the University of Cambridge and secondary education at the University of Oxford. She achieved her MA in Education and K-12 Reading Teacher endorsement at Hamline University. Before pursuing her doctoral degree in Learning, Literacies, and Technologies at Arizona State University, Stephanie was a long-time middle school Language Arts and Reading educator who utilized arts-infused and multimodal approaches to pedagogy to create equitable and accessible learning experiences for and with the students she taught. Stephanie taught for fifteen years in both England and the US and earned national, state, and local awards in recognition of teaching excellence. 

In line with Stephanie's K-12 teaching experiences, her research focuses on innovative classroom practices that offer students various opportunities to showcase their brilliance and knowledge. In particular, she has worked to understand how students transact with and create visual and multimodal texts in elementary and middle-grade classrooms. Stephanie also works with K-12 teachers to co-design and implement equitable and accessible curricula in school contexts. Her scholarship has been published across a number of venues, including Written Communication, the Journal of Language and Literacy, AERA Open, the Journal of Children's Literature, Language Arts, Voices from the Middle, 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

SELECTED PUBLISHED WORKS

Reid, S. F., & Moses, L. (2022). One fourth-grader’s orchestration of modes through comics composition. Written Communication. First available online. https://doi.org/10.1177/07410883221107934 

Kachorsky, D., & Reid, S. F. (2022). Teaching with comics for the first time: Traditional literacy and non-traditional texts in content area classrooms. Study and Scrutiny, 5(2), 64-94. https://journals.shareok.org/studyandscrutiny/article/view/1124  

Serafini, F., & Reid, S. F. (2022). Analyzing picturebooks: Semiotic, literary, and artistic frameworks. Visual Communication. First available online. https://doi.org/10.1177/14703572211069623 

Reid, S. F., Close, K., & Scholes, J. (2021). Planned design and curricular mess in a seventh-grade English classroom. Voices from the Middle, 29(2), 23-27. 

Reid, S. F. (2021). Novel ways of “writing.” English Journal, 110(5), 106-108. 

Oviatt, R. L., & Reid, S. F. (2021). Bounding Our Liberation Together: Toward pedagogies of coalitional liberation. Michigan Reading Journal, 54(1), 18-27. 

Reid, S. F., Kessner, T., Harris, L. M., Benkert, V., & Bruner, J. (2021). Comparative genocide pedagogy and survivor testimony: Lessons from a unit on the Holocaust and the Rwandan Genocide. The History Teacher, 54(2).  

Reid, S. F., & Moses, L. (2021). Rewriting deficit storylines: The positioning of one fourth-grader as comics expert. English Teaching: Practice & Critique, 20(3), 298-312. https://doi.org/10.1108/ETPC-07-2020-0075 

Moses, L., & Reid, S. F. (2021). Supporting Literacy and Positive Identity Negotiations with Multimodal Comic Composing. Language & Literacy, 23(1), 1-24. https://doi.org/10.20360/langandlit29502 

Reid, S. F., & Scholes, J. (2020). Making meaning from visuals: Teaching multimodality in English language arts. Literacy Today, 38(1), 16-17. 

Girard, B., Harris, L. M., Mayger, L., Kessner, T., & Reid, S. F. (2020). There’s no way we can teach all of this”: Factors that influence secondary history teachers’ content choices. Theory and Research in Social Education (first available online). doi: 10.1080/00933104.2020.1855280 

Kachorsky, D., Reid, S. F., & Chapman, K. (2020). Representations of education on the cover of Time Magazine: A multimodal content analysis. AERA Open, 6(3), 1-19. doi: 10.1177/2332858420961110 

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. 

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 

Serafini, F., & Reid, S. F. (2020). Crossing boundaries: Exploring metaleptic transgressions in contemporary picturebooks. Children’s Literature in Education, 51(2), 261-284. doi:10.1007/s10583-019-09382-9 

Serafini, F., & Reid, S. F. (2019). Multimodal content analysis: Expanding analytical approaches to content analysis. Visual Communication (available online). doi: 10.1177/1470357219864133 

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.  

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)