Dr. Swaggerty is a former elementary educator who earned a PhD in literacy education from the University of Tennessee. She joined the literacy studies faculty at ECU in 2006.Her research focuses on literacy education, K-12 literacy teacher preparation, and community engaged literacy research. She served as the LEHE Graduate Program Director and was recognized as an ECU Distinguished Faculty Mentor. She was instrumental in providing leadership on the development and implementation ofa new online Master's in Reading and Literacy program, which utilizes the unique block course delivery model. She has also served the university as vice-chair of the ECU UMC Institutional Review Board for Behavioral/Social Sciences. Nationally, she has served in leadership roles that focus on literacy teacher preparation and children's literature for organizations such as the International Literacy Association, the Literacy Research Association, and the United States Board on Books for Young People. She is currently Professor of Literacy Education and Chair of the Department of Literacy Studies, English Education, and History Education.
The Reading Teacher Journal
Reviewed the following manuscripts this year: RT-2020-07-0152, "Critical Literacy Book Clubs in a Second Grade Classroom" ID RT-2020-10-0225 entitled "MAKING THE MOST OUT OF YOUR GOOGLE MEET:CREATING COMMUNITIES OF INQUIRY" 2019 - 2020
Emergent Curriculum and Standards-based Assessment in an Undergraduate Reading Education Course Examining Awareness of Literacy Demands Before and After Literacy Education Instruction Exploring Questioning with Preservice Teachers: Self-Analysis and Coding for Understanding Illuminating PST Literacy PCK Development to Inform Teacher Education Practices “Now in the classroom I have all the concerns…” Secondary ELA Preservice Teachers’ Attitudes About Linguistically Diverse Classrooms Reading, Writing, and Care of the Self: Sustaining Literacy Practices in Teacher Education “Your classroom library must represent your students”: Preservice teachers’ knowledge of and intention to use diverse literature for children 2018
The Reading Teacher
Reviewed the following manuscripts this year: Why Care about Comics in the Classroom? Making Sense of Technology: Two Teachers' Long-term Plans 2017 - 2018
Literacy Research Association Proposal Reviewer (6 proposals)
May 5, 2017LRA Proposals reviewed in two areas: Preservice Teacher Education and Early and Elementary Literacy Processes ;1. Casting racial literacies as the academic means to a social end: Improving critical racial reflection with pre-service teachers 2. Critical Reflection: ;The Key to Promoting Meaningful Literacy Practices in the Secondary Classroom 3. Reading motivation across the years: An exploration of kindergarten through sixth grade perceptions 4. Teachers Are Listening to Kindergartners as They Author (Are We?) 5. Using Talk to Support Students’ Independent Comprehension of ;Informational Text 6. What counts as good reading: A young reader’s journey 2016
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Co-investigator Network