Margaret Hagood
Associate Professor
Office Hours: Fall 2011: 11:00-12:15 T/ Th; Virtual Hours will respond within 24 hours and by appointment
Phone: 843.953.3377
E-mail: hagoodm@cofc.edu
Margaret C. Hagood teaches undergraduate and graduate courses in early childhood, elementary, and middle grade literacies, focusing on digital literacies and pop culture. She also conducts professional development and research with middle school teachers and students, studying how they understand new literacies and utilize out-of-school literacies to improve performance in teaching and learning with literacies in schools. She and Emily Skinner are co-editors of the Journal of Adolescent & Adult Literacy.
Spring 2012 Syllabi
Education
University of Georgia, PhD, Reading Education
Furman University, MA, Reading and Language Arts
College of Charleston, BS, Elementary Education & Early Childhood Add-On
Research Interests
Margaret researches adolescents' and adults' uses of digital literacies and pop culture in their literacy repertoires. She is interested in sociocultural and poststructural theories related to literacy development.
Courses Taught
EDEE 375: Early Childhood Literacies (PreK-Grade 3)
EDEE 377: Elementary Grades Literacies (Grades 2-8)
EDEE 617: Early Childhood Literacies, Graduate Level
EDFS 702: Research and Development Project
HONS 382: Constructing and Deconstructing Literacies in the South
Honors and Awards
2006 Junior Teacher Scholar Award, School of Education,
College of Charleston
Publications
Selected Publications
Skinner, E. N., Hagood, M. C., & Provost, M. (in press). New literacies professional development: Working towards engaging and empowering middle school teachers in high poverty contexts. Reading and Writing Quarterly.
Hagood, M.C. (in press). Risks, rewards, & responsibilities of using new literacies in middle grades. Voices from the Middle. (To be published May, 2012.)
Hagood, M.C. (2011). Middle school teachers successes and challenges of navigating Web 2.0 technologies in a Web 1.0 middle school. In D. Alvermann & K. Hinchmann (Eds.),Reconceptualizing the literacies in adolescents' lives: Bridging the everyday/academic divide (3rd ed.). New York: Routledge.
Hagood, M.C. (2011). Media literacy education: On the move. Journal of Media Literacy Education, 3(1), 11-13. http://jmle.org/index.php/JMLE/article/view/171
Hagood, M. C. (2010/2011). An ecological approach to classroom literacy instruction: Lessons learned from No Impact Man. Journal of Adolescent & Adult Literacy, 54, 236-243.
Hagood, M. C. (2009). Mapping a rhizome of 21st century language arts: Travel plans for research and practice. Language Arts, 87 (1), 39-48.
Hagood, M.C., Provost, M., Skinner, E., & Egelson, P. (2008). Teachers' and students' literacy performance in and engagement with new literacies strategies in underperforming middle schools. Middle Grades Research Journal 3, 57-95.
Hruby, A., Hagood, M.C., & Alvermann, D. (2008). Switching places and looking to adolescents for the formation of standardizing practices in relation to school literacies. Reading and Writing Quarterly, 24, 311-344.
Alvermann, D. E., Hagood, M. C., Heron, A., Hughes, P., Williams, K. B., & Yoon, J. (2007). Telling themselves who they are: What one out-of-school time study revealed about underachieving readers. Reading Psychology, 28, 1-19.
Alvermann, D. E., Huddleston, A., & Hagood, M. C. (2004). What could professional wrestling and school literacy practices possibly have in common? Journal of Adolescent & Adult Literacy, 47, 532-540.
Hagood, M.C., Leander, K.M., Luke, C., Mackey, M., & Nixon, H. (2003). Media and online literacy studies [New Directions in Research]. Reading Research Quarterly, 38, 386-413.
