Margaret Carmody Hagood
Professor
Office Hours: Spring 2021 via Zoom: Tuesday/ Thursday 1:45-3:00; Friday 12:00-1:00; or by appointment
Phone: 843.953.3377
E-mail: hagoodm@cofc.edu
Curriculum Vitae: Download
Margaret Carmody Hagood teaches undergraduate and graduate courses in elementary and middle grade literacies, focusing on culturally relevant and responsive literacy instruction inclusive of digital literacies and pop culture. Her courses are built around creating a context of mindfulness inspired by Eastern philosophies and attentive to diversity, equity, inclusion, and belonging. She is involved in the College of Charleston/Memminger Elementary partnership, working with both schools for meaningful teaching and learning experiences for students and teachers.
Spring 2021 Courses
FYE 138 Learn it, live it, give it: Mentoring in Charleston
EDEE 435 Instructional Strategies for Teaching Reading 2-6
EDEE 445 Teaching Writing/Design with Children’s Literature and Multimodal Texts, 2-6
Education
University of Georgia, PhD, Reading Education
Furman University, MA, Reading and Language Arts
College of Charleston, BS, Elementary Education & Early Childhood Add-On Certification
Research Interests
Margaret researches teachers' and students' connections between their identities and developing literacies to find meaning for their own lives. She currently situates her work using ethnography, formative experiment, and integral theory, poststructuralism, mindfulness, and Buddhist philosophy.
Courses Taught
Recent Undergraduate Courses
EDEE 425 Foundations of Language and Literacies
EDEE 435 Instructional Strategies for Teaching Reading (Grades 2-6)
EDMG 335 Teaching Writing/Design (Grades 5-8)
Recent Graduate Courses
EDEE 525 Advanced Foundations of Language and Literacies Development
EDEE 535 Theories and Strategies for Developing Literacies (Grades 2-6)
EDEE 545 Advanced Teaching Writing/Design with Children’s Literature & Multimodal Texts (Grades 2-6)
EDEE 617 Early Childhood Literacies
EDFS 702 Research and Development Project
EDFS 705 Reflective Practice and Professional Development
Recent Honors College Courses
HONS 382: Constructing and Deconstructing Literacies in the South
HONS 395: Independent Study: Journal Editing and Publication
HONS 499: Bachelor’s Essay
Recent First Year Experience Courses
FYE 138: Learn it, live it, give it: Mentoring in Charleston
FYE 138: Schooled: Exploring Anti-Racism, Inclusion, and Equity Through Children’s Literature (Critical Conversations Course)
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., & Attafi, H. (in preparation). Awakening: Reclaiming wholeness in teaching.
Hagood, M. C. (in press). Rhizomatic cartography of a literate life. In D. Sumara & D. Alvermann (Eds.), Ideas that Changed Literacy Practices: First Person Accounts from Leading Voices. Myers Education Press.
Hagood, M. C. (2016). Afterword. In D.E. Alvermann (Ed.), Adolescents’ online literacies: Connecting classrooms, digital media, & popular culture (pp. 205-210). New York: Peter Lang.
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/
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.