Margaret Carmody Hagood


Address: 86 Wentworth Street, #332
Office Hours: Spring 2021 via Zoom: Tuesday/ Thursday 1:45-3:00; Friday 12:00-1:00; or by appointment
Phone: 843.953.3377
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


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)

EDEE 445 Teaching Writing/Design (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


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. (

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.

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.