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Margaret Hagood

Professor

Address: 86 Wentworth Street, #332
Office Hours: Fall 2016: Tuesday/ Thursday 1:45-2:45, Friday 12-1 (By Appointment)
Phone: 843.953.3377
E-mail: hagoodm@cofc.edu


Margaret Carmody 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 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. 


Fall 2016 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 325: Development of Language and Literacy (PreK-Grade 8) 

EDEE 331: Teaching Writing/Design (PreK-Grade 3)

EDEE 333: Teaching Writing/Design (Grades 2-6)

EDEE 375: Early Childhood Literacies (PreK-Grade 3)

EDEE 377: Elementary Grades Literacies (Grades 2-8)

EDEE 378: Instructional Strategies for Teaching Reading (Grades 2-6)

EDEE 384: Teaching Language Arts (Grades 1-8)

EDEE 430: Teaching Reading (Grades 1-8)

EDEE 455: Clinical Practice (PreK-Grade 3)

EDEE 457: Clinical Practice (Grade 2-6)

EDEE 580: Special Topics in Education: Adolescents' New Literacies

EDEE 617: Early Childhood Literacies, Graduate Level

EDEE 640: Teaching Language Arts (Grades 1-8) Graduate Level

EDEE 678: Teaching Reading (Grades 1-8) Graduate Level

EDFS 702: Research and Development Project

EDFS 705: Reflective Practice and Professional Development

EDMG 335: Teaching Writing/Design (Grades 5-8)

HONS 382: Constructing and Deconstructing Literacies in the South

HONS 395: Independent Study: Journal Editing and Publication

HONS 499: Bachelor’s Essay


Honors and Awards

2015-2016  Yearlong Sabbatical Award

2014-2015  Faculty Fellow, Center for Partnerships to Improve Education

2015  The Distinguished Teaching Award, College of Charleston

2013 Nomination for Distinguished Teaching Award, College of Charleston

2011  Nomination for Distinguished Researcher Award, College of Charleston 

2008-2009  Yearlong Sabbatical Award

2006  Junior Teacher Scholar Award, School of Education, College of Charleston


Publications

Selected Publications

Hagood, M. C., & Skinner, E. (2015). Moving beyond data transcription: Rigor as issue in representation of digital literacies. Literacy Research: Theory, Method, and Practice, 64, 429-442, DOI: 10.1177/2381336915617600. (http://lrx.sagepub.com/cgi/reprint/64/1/429.pdf?ijkey=wrc6BJ3CaHFj42K&keytype=finite)

Hagood, M. C. (2014). Using Discourse study as an instructional practice with adolescents to develop 21st century literacies of critically conscious citizens. In K. Hinchman & H. Sheridan-Thomas (Eds.), Best practices in adolescent literacy instruction (2nd ed.) (pp. 62-79). New York: Guilford.

Skinner, E. N., Hagood, M. C., & Provost, M. (2014). Creating a New Literacies Coaching Ethos. Reading & Writing Quarterly: Overcoming Learning Difficulties, 30(3), 215-232, DOI: 10.1080/10573569.2014.907719

Hagood, M. (2013). Lessons learned from Amanda Baggs: Implications for New Media Literacies Education. In B. De Abreu & P. Mihailidis (Eds.), Media literacy education in action: Theoretical and pedagogical perspectives (pp. 37-44). New York: Routledge. 

Hagood, M.C. (2012). Risks, rewards, & responsibilities of using new literacies in middle grades. Voices from the Middle, 19 (4), 10-16.

Hagood, M. C.  (2012). Have computers and other new technologies enhanced classroom instruction? [The Counterpoint Position]. In K. P. Brady (Ed.), Technology in schools: Debating issues in American education: A SAGE Reference Set Volume 10 (pp. 208-225). Thousand Oaks, CA: Sage.

Hagood, M. C. (2011). Middle school teachers’ successes and challenges in navigating web 2.0 technologies in a web 1.0 middle school. In D.E. Alvermann & K.A. Hinchman (Eds.), Reconceptualizing the literacies in adolescents’ lives (3rd ed., pp. 224-263). 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., Alvermann, D.E., & Heron, A. (2010). Bring it to class: Unpacking pop culture in literacy learning. New York: Teachers College Press.

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. (Ed.). (2009). New literacies practices: Designing literacy learning. New York: Peter Lang.

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.