Stephanie Reid

Stephanie F. Reid (she/her) is an Assistant Professor in the Literacy and Second Language Studies program in the School of Education. She is a first-generation college student from an industrial and historic town in Kent, England. She studied English Literature at the University of Cambridge (BA and MA) and then secondary English education at the University of Oxford. She achieved her MA in Education and K-12 Reading Teacher endorsement at Hamline University and her doctoral degree in Learning, Literacies, and Technologies at Arizona State University (2020). Prior to pursuing her doctorate and her career she was a middle school Language Arts and/or Reading teacher for 15 years in both England and the US. She earned national, state, and local recognition for her teaching excellence.
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Stephanie’s current research and scholarship is organized around three key strands:

1. Content analyses of visual and multimodal texts relevant to education and literacy pedagogy (e.g., picturebooks, middle-grade multimodal novels, TIME magazine covers representing education issues).
2. Explorations of multimodal approaches to literacy and content area pedagogy in K-12 school contexts (with an emphasis on co-designing curricula with teachers and students).
3. Interdisciplinary and collaborative research that explores how literacy scholarship intersects with knowledge-building in other fields (e.g., special education and art education) to understand how educators might work across disciplinary boundaries to benefit children and youth in PK-12 formal and informal educational spaces.

PhD: Arizona State University 2020 (Learning, Literacies & Technologies)

MA: Hamline University 2010 (Education - with K-12 Literacy Endorsement)

MA: University of Cambridge 2003 (English Literature)

Postgraduate Certificate in Education [PGCE]: University of Oxford 2001 (Secondary English Language Arts)

BA Honors: University of Cambridge 1999 (English Literature)

2001 -2004 , Grades 6-12 Language Arts Teacher, Uckfield Community Technology College, United Kingdom

2004 -2016 , Grade 8 or 7 Language Arts and/or Reading Teacher, Meyer Middle School, WI

2016 -2020 , Graduate Research Assistant, Arizona State University, AZ

2020 -2023 , Assistant Professor of Literacy Education, University of Montana, MT

2023 -To Present , Assistant Professor, Literacy and Second Language Studies, University of Cincinnati, OH

Investigators: Stephanie F. Reid, 2022 -2023 , University of Montana Small Grant (Office of Research and Creative Scholarship) , Exploring the Impact of Arts Education and Integration in a Montana Public School District, $5000 Completed Type:Grant

Investigators: Stephanie F. Reid, 2019 -2020 , International Literacy Association, Helen M. Robinson Grant , Exploring Multimodal Approaches to Literacy Pedagogy in a Seventh-Grade Classroom, $1200 Completed Type:Grant

Investigators: Stephanie F. Reid, 2019 -2020 , Arizona State University’s Graduate and Professional Student Association Dissertation Award, Exploring how Students Interpret and Compose Multimodal Texts in a Middle School Classroom, $5000 Completed Type:Grant

Peer Reviewed Publications

Reid, S. F., & Moses, L. (2022. ) One fourth-grader’s orchestration of modes through comics composition . Written Communication, , 39 (4 ) , 722-756

Kachorsky, D., & Reid, S. F. (2022. ) Teaching with comics for the first time: Traditional literacy and non-traditional texts in content area classrooms . Study & Scrutiny, , 5 (2 ) , 64-94

Serafini, F., & Reid, S. F. (2022. ) Analyzing picturebooks: Semiotic, literary, and artistic frameworks . Visual Communication, , First available online , 1-21

Reid, S. F., Close, K., & Scholes, J. (2021. ) Planned design and curricular mess in a seventh-grade English classroom . Voices from the Middle, , 29 (2 ) , 23-27

Oviatt, R. L., & Reid, S. F. (2021. ) Bounding our liberation together: Toward pedagogies of coalitional liberation . Michigan Reading Journal, , 54 (1 ) , 18-27

Reid, S. F., Kessner, T., Harris, L. M., Benkert, V., & Bruner, J. (2021. ) Comparative genocide pedagogy and survivor testimony: Lessons from a unit on the Holocaust and the Rwandan Genocide . The History Teacher, , 54 (2 ) , 297-337

Reid, S. F., & Moses, L. (2021. ) Rewriting deficit storylines: The positioning of one fourth-grader as comics expert . English Teaching: Practice & Critique, , 20 (3 ) , 298-312

Girard, B., Harris, L. M., Mayger, L., Kessner, T., & Reid, S. F. (2020. ) There’s no way we can teach all of this”: Factors that influence secondary history teachers’ content choices .Theory and Research in Social Education , , 49 (2 ) , 227-261

Kachorsky, D., Reid, S. F., & Chapman, K. (2020. ) Representations of education on the cover of Time Magazine: A multimodal content analysis . AERA Open, , 6 (3 ) , 1-19

Kachorsky, D., & Reid, S. F. (2020. ) Examining the covers of young adult novels and their graphic novel counterparts: A multimodal content analysis . Literacy Research: Theory, Method, and Practice, , 69 (1 ) , 303-319

Reid, S. F. (2020. ) Playful images and truthful words: Eighth-graders respond to Shaun Tan’s Stick Figures . Journal of Language and Literacy Education, , 16 (1 ) , 1-22

Reid, S. F., & Moses, L. (2020. ) Students become comic book author-illustrators: Reading and composing with words and images in a fourth-grade writer’s workshop . The Reading Teacher, , 73 (4 ) , 461-472

Serafini, F., & Reid, S. F. (2023. ) Multimodal content analysis: Expanding analytical approaches to content analysis . Visual Communication , , 22 (4 ) ,623-649

Serafini, F., & Reid, S. F. (2020. ) Crossing boundaries: Exploring metaleptic transgressions in contemporary picturebooks . Children’s Literature in Education, , 51 (2 ) ,261-284

Harris, L. M., Reid, S. F., Benkert, V., & Bruner, J. (2019. ) Investigating comparative genocide teaching in high school classrooms . Theory and Research in Social Education, , 47 (4 ) , 497-525

Reid, S. F., & Dyer, M. (2018. ) Stick figures and a Marvel-lous multimodal novel: Investigating words and images with eighth-grade English students .Voices from the Middle, , 26 (2 ) ,53-58

Reid, S. F., & Serafini, F. (2018. ) More than words: An investigation of the middle-grade multimodal novel . Journal of Children’s Literature, , 44 (2 ) , 32-44

Reid, S. F., & Sun, J. (2024. ) Sparking K–8 students’ connections with the arts: Perspectives on a school–community organization partnership.Art Education, , 77 (2 ) ,40-46 More Information

Reid, S. F., & Thorson, R. (2024. ) Authoring pandemic personal narratives: Middle level students’ representations of life during the 2020-21 school year.The Middle School Journal, , 55 (3 ) ,16-26 More Information

Brayko, K., Reid, S.F., & Decker, A. (2023. ) “It’s really good medicine, Séliš (Salish)”: Partnering to prioritize language and allyship in Indigenous education policy implementation . International Journal of Inclusive Education, , Available online (Open access ) ,1-19

Invited Publications

Reid, S. F., Lynes, A., & Chin, B Reflections on collaboration through the lens of mentorship: An interview with Dr. Beverly Chin . English Leadership Quarterly, 45 (4 ) , 2-4

Reid, S. F. (2021. ) Novel ways of “writing" . English Journal, 110 (5 ) , 106-108

Reid, S. F., & Scholes, J. (2020. ) Making meaning from visuals: Teaching multimodality in English language arts . Literacy Today, 38 (1 ) , 16-17

Williams, W. R., & Reid, S. F. (2019. ) Writing and learning together in Young Authors’ Studio . Literacy Today, 36 (4 ) , 44-46

Reid, S. F., & Durand, E. S. (2018. ) First opinion: Deep ocean odyssey: Envisioning “Giant Squid” through multimodal nonfiction poetry . First Opinions, Second Reactions, 10 (3 ) , 6-8

Serafini, F., Kachorsky, D., & Reid, S. (2018. ) Revisiting the multimodal nature of children’s literature . Language Arts, 95 (5 ) , 311-321

Book Chapter

Collins, G., & Reid, S. F. (2023 ) Using digital comic creation to improve adolescents’ written narratives Using Technology to Enhance Special Education .(pp. 159-180).Emerald Publishing

Reid, S. F., Kachorsky, D., & Chapman, K. (2022 ) Research vignette two: A multimodal content analysis of TIME Magazine’s education covers Beyond the Visual: An Introduction to Researching Multimodal Phenomena .Teachers College Press

Reid, S. F. (2021 ) Exploring what counts as text: The possibilities of picturebooks and graphica with early adolescents Connecting Theory and Practice in Middle School Literacy: Critical Conversations .(pp. 42-59).Routledge

Reid, S. F. (2023 ) Image as literacy curriculum and research data: Three seventh-graders experience a multimodal English language arts unit Utilizing Visual Representation in Educational Research .Information Age Publishing (Author)

Reid, S. F., & Serafini, F. (2024 ) Converging semiotic, literary, and artistic perspectives for analyzing picturebooks: An Analysis of Shaun Tan’s The Lost Thing Fabulae Mutantur: Criatividade Multimodal e Ficção Contemporânea .(pp. 333-349). Portugal, Glaciar Edições

2023 University of Montana Faculty Merit Award

2022 University of Montana Faculty Merit Award

2021 Faculty Student Impact Award Davidson Honors College, University of Montana

2020 Outstanding Graduate Student, Mary Lou Fulton Teachers College, Arizona State University

2023 Outstanding Graduate Student, LLT PhD Program, Arizona State University

2024 Golden Apple Award for Excellence in Teaching College of Education, Criminal Justice & Human Services, University of Cincinnati

American Educational Research Association (AERA)

International Literacy Association (ILA)

Literacy Research Association (LRA)

National Council of Teachers of English (NCTE)

National Council of Teachers of English Assembly for Research (NCTEAR)

Phone: TBD