Donna Alvermann

Donna Alvermann is an American educator and researcher in the field of language and literacy education whose work focuses on adolescent literature in and out of the classroom, including multiliteracies, interaction with new media and digital literacy. She is currently the appointed Omar Clyde and Elizabeth Parr Aderhold Professor in Education (an endowed faculty research position at the University of Georgia), and an appointed University of Georgia distinguished research professor (most recent reappointment 2018–2023). She is a tenured professor of Language and Literacy Education at the University of Georgia.[1]

Education

Alvermann graduated from Syracuse University in 1980 with a Ph.D. in Reading and Language Education, and an M.L.S in Information Studies. She also holds an M.A. from the University of Texas at Austin, with a major in Education and minor in History.[1]

Theoretical framework

Alvermann's research builds on James Paul Gee's concepts of capital "D" Discourse and New Literacies,[2][3][4][5][6] and Allan Luke's Four Literacies Model.[3][7][8][9] She is also influenced by Michel Foucault's philosophy on Discourse and Social Constructionism[4][8][10] (especially in regard to Maxine Greene's philosophy on how educational institutions should encourage students to challenge social categorization and power structures,[4] and Judith Green's further development of these ideas[5][9][11]), and Harold L. Herber's research on how students read.[6] Patty Lather and Elizabeth St. Pierre's development of post-structuralist and Feminist theory also play a role, and their work on qualitative research in the field of Education provides an important research model.[4][11]

Research

Multi-literacies

Currently, Alvermann's primary area of research is that of multi-literacies. In an increasingly digitized world, students use not only print-based texts, but those involving image, sound, and body interaction.[2][5][12] Students develop different literacies, some for in-school and some for out-of-school, but the boundaries between academic and non-academic may be illusory.[2][12] The texts students engage with are often interconnected and multimedia, as they perform online searches on academic materials to supplement school materials, and seek help on their school work in online communities.[2]

Students develop these literacies for personal as well as academic reasons.[2][5] Even many students who claim not to be readers engage in online discourse about their favorite media properties (including “remixing” texts through things like fan-fiction).[5] They also learn technical skills independently, editing videos, creating music, and designing web-pages.[2][5] These digital practices can help students academically and in personal development. Those who might not have had the chance otherwise are able to cultivate a voice and an audience.[2][5][12][13] In fact, many try on multiple voices, which may or may not resemble the identities they present in physical spaces.[2][5][12]

Many teachers are wary of digital literacies, thinking of them as irrelevant to academics at best.[3][5] However, these multiple literacies are a reality in students' lives.[2][5] With the high volume of information available, it can be difficult for students to learn to focus on what is important and think critically about the texts they engage; this is why it is important for teachers to help students develop their literacy skills for success in academics and beyond.[2][5][13] In Alvermann's view, “preferable are studies designed to treat contexts not as structured, impermeable containers but as sieves through which social, cultural, economic, and political discourses animate one another.”[12]

Related to Alvermann's studies in multi-literacies is her research on students' interests in popular culture and whether this can be used in the classroom. Although conventional thinking tends to view pop culture as shallow and unworthy of discussion,[5][7] students are motivated to think critically about their favorite media; even those considered “struggling readers” for their failure to live up to cultural academic standards often read and engage with the texts they enjoy of their own free will.[14] This kind of “play” encourages free thinking.[3][7][8] Alvermann advocates for bringing these personal interests into the classroom, mixing them with more traditional academics, and facilitating classroom discussion instead of unilateral lecture transmission of information from the teacher.[3][7][8] Notably, this interaction should not be made to feel like work, as this will cause students to lose interest, nor should it focus solely on enjoyment, because this does not teach critical thinking skills.[3][7] In addition to the motivational factor, students are also validated and feel appreciated when teachers take an interest in the media they enjoy.[7] Teachers can collect information on students' interests through survey and conversation.[7]

Literacy and domain knowledge

Another of Alvermann's prominent areas of research is on how teachers learn to teach not only the content but the discourse of their field. Alvermann argues that different academic disciplines require different and sometimes conflicting discourses, with different terminology, signs, and symbols.[9] Students who are not familiar with the discourse in their field will have trouble understanding the content; therefore, it is important that teachers teach students to be literate in their field of study.[6][9] However, many teachers fail to recognize this and rely on students' Language Arts classes to teach them general reading strategies.[6]

Alvermann's research in this area focuses on how teachers use self-reflection and experimentation with the resources available to them to develop strategies for helping students develop field-specific literacy.[6]

Classroom discussion

Alvermann has advocated for classroom discussion of texts, rather than unilateral transmission of information from teachers.[10] This encourages students to engage with on a critical level, as opposed to simply memorizing information.[4] Students are also empowered and more encouraged to read when their personal thoughts and opinions on texts are validated.[4][10] Class discussion also facilitates a sense of community among classmates.[10] Strategies range from encouraging students to answer questions with detailed answers that draw from the text, to breaking students up into smaller groups so that everyone is involved in the discussion.[10]

Alvermann acknowledges pitfalls of class discussion, such as the tendency for students to get off topic, for a few to dominate the conversation, or for engagement in gendered behavior (female students qualifying or apologizing for their speech, reinforcement of beliefs about which texts will appeal to which gender, etc.).[4][10][11] This is why it is important for teachers to moderate.

While the type and degree of moderation necessary is still a topic of debate (and admittedly somewhat dependent on the class and subject matter), Alvermann advocates for an approach that encourages students to consider the social-political forces that have shaped not only the texts, but also their relationships to the texts and their identities as a whole.[4][11] Graphic organizers (i.e. diagrams of central questions and topics for discussion) can also help focus discussion.[15]

Selected peer-reviewed articles

Alvermann is the author or co-author of over 100 peer-reviewed articles, including:

Alvermann, D. E. (2019). The power of discourse: CML and “The Tantrum that Saved the World.” International Journal of Critical Media Literacy, 1(1), 128–136.

Hoffman, J. V., & Alvermann, D. E. (2020). What a genealogical analysis of Nila Banton Smith's American Reading Instruction reveals about the present through the past. Reading Research Quarterly.

Alvermann, D. E. (2015). Being in the moment: Implications for teaching and young people's digital literacies. Journal of Adolescent & Adult Literacy, 58(8), 625–631).

Alvermann, D. E., Marshall, J. D., McLean, C. A., Huddleston, A. P., Joaquin, J., & Bishop, J. (2012). Adolescents' web-based literacies, identity construction, and skill development. Literacy Research and Instruction, 51(3), 179–195.

Alvermann, D. E., & Moore, D. W. (2011). Questioning the separation of in-school and out-of-school contexts for literacy learning: An interview with Donna E. Alvermann. Journal of Adolescent & Adult Literacy, 55(2), 156–158.

Alvermann, D. E. (2011). Moving on, keeping pace: Youth's literate identities and multimodal digital texts. In S. Abrams & J. Rowsell (Eds.), Rethinking identity and literacy education in the 21st century. National Society for the Study of Education Yearbook (vol. 110, part I, pp. 109–128). New York: Columbia University, Teachers College.

Alvermann, D., Friese, E., Beckmann, S., & Rezak, A. (2011). Content area reading pedagogy and domain knowledge: A Bourdieusian analysis. The Australian Educational Researcher, 38(2), 203–220.

Alvermann, D. E., Rezak, A. T., Mallozzi, C. A., Boatright, M. D., & Jackson, D. F. (2011). Reflective practice in an online literacy course: Lessons learned from attempting to fuse reading and science instruction. Teachers College Record, 113(1), 27–56.

Alvermann, D. E. (2008). Commentary: Why bother theorizing adolescents' online literacies for classroom practice and research? Journal of Adolescent & Adult Literacy, 52, 8–19.

Alvermann, D. E., Hagood, M. C., Heron-Hruby, A., Hughes, P., Williams, K. B., & Jun-Chae, Y. (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., & Xu, S. H. (2003). Children's everyday literacies: Intersections of popular culture and language arts instruction across the curriculum. Language Art, 81, 145–154.

Alvermann, D. E. (2002). Effective literacy instruction for adolescents. Journal of Literacy Research, 34, 189–208.

Alvermann, D. E., & Heron, A. H. (2001). Literacy identity work: Playing to learn with popular media. Journal of Adolescent & Adult Literacy, 45, 118–122.

Alvermann, D. E. (2000, November). Narrative approaches in literacy research. Reading Online.

Alvermann, D.E., & Hagood, M.C. (2000). Critical media literacy: Research, theory, and practice in “New Times.” Journal of Educational Research, 93,193–205.

Alvermann, D.E., Hruby, G.G. (2000). Mentoring and reporting research: A concern for aesthetics. Reading Research Quarterly, 35, 46–63.

Alvermann, D.E., & Hagood, M.C. (2000). Fandom and critical media literacy. Journal of Adolescent and Adult Literacy, 43, 436–446. Reprinted by the International Reading Association, 2000.

Alvermann, D.E., Young, J.P., Green, C., & Wisenbaker, J. M. (1999). Adolescents' perceptions and negotiations of literacy practices in after-school Read and Talk Clubs. American Educational Research Journal, 36, 221–264.

Alvermann, D. (1999). Telling tales, tales that are telling. (In “NRC Presidential Perspectives” edited by J. Hoffman, G. Duffy, P.D. Pearson, & M.T. Smith-Burke.) Journal of Literacy Research, 31, 6–46.

Alvermann, D.E., Commeyras, M., Young, J. P., Randall, S., & Hinson, D. (1997). Interrupting gendered discursive practices in classroom talk about texts: Easy to think about, difficult to do. Journal of Literacy Research, 29, 73–104.

Alvermann, D. E., Young, J. P., Weaver, D., Hinchman, K. A., Moore, D. W., Phelps, S. F., Thrash, E. C. & Zalewski, P. (1996). Middle and high school students' perceptions of how they experience text- based discussions: A multicase study. Reading Research Quarterly. 31, 244–267.

Alvermann, D. E., O’Brien, D. G., & Dillon, D. R. (1996). Conversations: On writing qualitative research. Reading Research Quarterly, 31, 114–120.

Alvermann, D. E. (1995/1996). Peer-led discussions: Whose interests are served? Journal of Adolescent and Adult Literacy, 39, 282–289.

Qian, G., & Alvermann, D. E. (1995). Role of epistemological beliefs and learned helplessness in secondary students' learning science concepts from text. Journal of Educational Psychology, 87(2), 282–292.

Alvermann, D. E., Hynd, C. R., & Qian, G. (1995). Effects of interactive discussion and text type on learning counterintuitive science concepts. Journal of Educational Research, 88, 146–154.

Alvermann, D. E., & Qian, G. (1994). Perspectives on secondary school reading. Reading and Writing Quarterly, 10, 21–38.

Alvermann, D. E. (1993). Researching the literal: Of muted voices, second texts, and cultural representations. In C. K. Kinzer & D. J. Leu (Eds.), Examining central issues in literacy research, theory, and practice (pp. 1–10). Chicago, IL: National Reading Conference.

Alvermann, D. E. (1991). The discussion web: A graphic aid for learning across the curriculum. The Reading Teacher, 45(2), 92–99.

Alvermann, D. E., & Dillon, D. R. (1991). Ways of knowing are ways of seeing: A response to Roller. Reading Research Quarterly, 26(3), 329–333.

Alvermann, D. E., O'Brien, D. G., & Dillon, D. R. (1990). What teachers do when they say they're having discussions of content reading assignments: A qualitative analysis. Reading Research Quarterly, 25(4), 296–322.

Alvermann, D. E., & Hynd, C. R. (1989). Effects of prior knowledge activation modes and text structure on non-science majors' comprehension of physics. Journal of Educational Research, 83(2), 97- 102.

Alvermann, D. E., & Hayes, D. A. (1989). Classroom discussion of content area reading assignments: An intervention study. Reading Research Quarterly, 24(3), 305–335.

Alvermann, D. E., & Hague, S. A. (1989). Comprehension of counter-intuitive science text: Effects of prior knowledge activation and text structure. Journal of Educational Research, 82(4), 197–202.

Alvermann, D. E., & Swafford, J. (1989). Do content area strategies have a research base? Journal of Reading, 32(5), 388–394.

Alvermann, D. E. (1988). Effects of spontaneous and induced lookbacks on self-perceived high and low ability comprehenders. Journal of Educational Research, 81(6), 325–331.

Alvermann, D. E. (1987). The role of textbooks in teachers' interactive decision making. Reading Research and Instruction, 26, 115–127.

Alvermann, D. E., & Boothby, P. R. (1986). transfer of graphic organizer instruction. Reading Psychology: An International Quarterly, 7(2), 87–100.

Alvermann, D. E., Dillon, D. R., O'Brien, D. G., & Smith, L. C. (1985). The role of the textbook in discussion. Journal of Reading, 29(1), 50–57.

Alvermann, D. E., Boothby, P. R, & Wolfe, J. (1984). The effect of graphic organizer instruction on fourth graders' comprehension of social studies text. Journal of Social Studies Research, 8(1), 13–21.

Alvermann, D. E., & Boothby, P. R. (1983). A preliminary investigation of the differences in children's retention of "inconsiderate" text. Reading Psychology: An International Quarterly, 4, 237–246.

Alvermann, D. E. (1981). The compensatory effect of graphic organizers on descriptive text. Journal of Educational Research, 75(1), 44–48.

Alvermann, D. E. (1981). The possible values of dissonance in student teaching experiences. Journal of Teacher Education, 32(3), 24–25.[16]

Selected books

Alvermann has authored or co-authored over twenty books, including:

Alvermann, D. E., Unrau, N. J., Sailors, M., & Ruddell, R. B. (Eds.). (2019). Theoretical models and processes of literacy (7th ed., 624 pp.). New York, NY: Routledge/Taylor & Francis Group

Alvermann, D. E. (Ed.). (2016). Adolescents’ online literacies: Connecting classrooms, digital media & popular culture (Revised edition). New York, NY: Peter Lang.

Alvermann, D. E., Unrau, N. J., & Ruddell, R. B. (Eds.). (2013). Theoretical models and processes of reading (6th ed.). Newark, DE: International Reading Association.

Alvermann, D. E., & Hinchman, K. A. (Eds.). (2012). Reconceptualizing the literacies in adolescents’ lives (3rd ed.). New York: Routledge.

Hagood, M. C., Alvermann, D. E., & Heron-Hruby, A. (2010). Bring it to class: Unpacking pop culture in literacy learning. New York: Teachers College Press.

Alvermann, D. E., & Phelps, S. F. (1994). Content area reading and literacy: Succeeding in today's diverse classrooms. Boston, MA: Allyn & Bacon. [Note: This book is in its 8th edition]

Alvermann, D. E., Swafford, J., & Montero, M. K. (2004). Content area literacy instruction for the elementary grades. Boston, MA: Allyn & Bacon.

Alvermann, D. E. (Ed.). (2002). Adolescents and literacies in a digital world. New York: Peter Lang.

Alvermann, D.E., Moon, J.S., & Hagood, M.C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association and National Reading Conference.

Alvermann, D. E., Hinchman, K. A., Moore, D. W., Phelps, S. F., & Waff, D. R. (Eds.). (1998). Reconceptualizing the literacies in adolescents’ lives. Mahwah, NJ: Erlbaum.

Alvermann, D. E., Dillon, D. R., & O'Brien, D. G. (1990). Discutir para comprender: El uso de la discusion en el aula. Madrid, Spain: Visor Distribuciones.

Alvermann, D. E., Dillon, D. R., & O'Brien, D. G. (1987). Using discussion to promote reading comprehension. Newark, DE: International Reading Association.[16]

Selected peer-reviewed chapters

Alvermann is the author or co-author of over 100 book chapters, including:

Alvermann, D. E., & Moje, E. B. (2019). A relational model of adolescent literacy instruction: Disrupting the discourse of “every teacher a teacher of reading.” In D. E. Alvermann, N. J. Unrau, M. Sailors, & R. B. Ruddell (Eds.), Theoretical models and processes of literacy (7th ed., pp. 362–380). New York, NY: Routledge/Taylor & Francis Group.

Unrau, N. J., Alvermann, D. E., & Sailors, M. (2019). Literacies and their investigation through theories and models. In D. E. Alvermann, N. J. Unrau, M. Sailors, & R. B. Ruddell (Eds.), Theoretical models and processes of literacy (7th ed., pp. 3–34). New York, NY: Routledge/Taylor & Francis Group.

Alvermann, D. E., & Robinson, B. (2017). Youths’ global engagement in digital writing ecologies. In K. Mills, A. Stornaiuolo, A. Smith, & J. Z. Pandya (Eds.), Handbook of Writing, Literacies and Education in Digital Cultures (pp. 161–172). New York, NY: Routledge.

Alvermann, D. E., & Rubinstein-Ávila, E. (2017). A research agenda for Latin@ youth's new media use in the New South: ¿Common sense for the common good? In S. Salas & P. Portes (Eds.), U.S. Latinization: Education and the New Latino South (pp. 187–204). Albany, NY: State University of New York Press. (Peer reviewed)

Alvermann, D. E., Beach, C. L., & Boggs, G. L. (2016). What does digital media allow us to “do” to one another? Economic significance of content and connection. In B. Guzzetti & M. Lesley (Eds.), Handbook of research on the societal impact of digital media (pp. 1–23). Hershey, PA: IGI Global.

Alvermann, D. E. (2016). Exploring the roots of digital and media literacy through personal narrative (pp. 161–169). Donna E. Alvermann on Simone de Beauvoir. In R. Hobbs (Ed.). Philadelphia, PA: Temple University Press.

Alvermann, D. E., & Bogdanich, J. L. (2015). Now is the winter of our discontent: Shakespeare, Kuhn, and instability in the field of reading education. In R. J. Spiro, M. DeSchryver, M. S. Hagerman, P. M. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 129–138). New York, NY: Routledge.

Alvermann, D. E., & Moore, D.W. (2013). Adolescent literacies. In P. G. Andrews (Ed.), Research to guide practice in middle grades education (pp. 303–327). Westerville, OH: Association for Middle Level Education (AMLE).

Alvermann, D. E., & Moje, E. B. (2013). Adolescent literacy instruction and the discourse of “every teacher a teacher of reading.” In. D. E. Alvermann, N. J. Unrau, R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th edition, pp. 1072–1103). Newark, DE: International Reading Association.

Alvermann, D. E. (2013). Entrepreneurship education and discursive gendered practices. In B. J. Guzzetti & T. Bean (Eds.), Adolescents’ multiliteracies and the gendered self (pp. 74–82). New York, NY: Routledge.

Alvermann, D. E., & Marshall, J. D. (2013). Curricular conversations: Literacy teaching and learning in the middle years. In A. Luke, A. Woods, & K. Weir (Eds.). Curriculum, syllabus design and equity (pp. 116–128). New York: Routledge.

Alvermann, D. E. (2012). Is there a place for popular culture in curriculum and classroom instruction? [The point position]. In A. J. Eakle (Ed.), Curriculum and Instruction (Volume 2, pp. 214–220, 227–228). [Note: Volume 2 is part of the series, Debating issues in American education (C. J. Russo & A. G. Osborne, Jr., General Eds.).] Thousand Oaks, CA: Sage.

Alvermann, D. E. (2010). An external perspective on the ADORE Project. In C. Garbe, K. Holle, & S. Weinhold (Eds.), ADORE – Teaching struggling readers in European countries: Key element of good practice (pp. 239–250). Frankfurt am Main, Germany: Peter Lang.

Alvermann, D. E. (2010). The teaching of reading. In E. Lindemann (Ed.), Reading the past, writing the future: A century of American literacy education and the National Council of Teachers of English (pp. 55–90). Urbana, IL: National Council of Teachers of English.

Alvermann, D. E. (2009). New Literacies: Schnittmengen der Interessen von Heranwachsenden und der Wahrnehmungen von Lehrerinnen und Lehrern. In A. Bertschi-Kaufmann & C. Rosebrock (Eds.), Literaliät: Bildungsaufgabe und Forschungsfeld (pp. 91–103). Weinheim and München, Deutschland: Juventa Verlag.

Alvermann, D. E. (2009). Reaching/teaching adolescents: Literacies with a history. In J. V. Hoffman & Y. M. Goodman (Eds.), Changing literacies for changing times: An historical perspective on the future of reading research, public policy & classroom practices (pp. 98–107). New York: Routledge/Taylor & Francis Group.

Alvermann, D. E., & Mallozzi, C. A. (2009). Moving beyond the Gold Standard: Epistemological and ontological considerations of research in science literacy. In M. C, Shelley, II, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards (pp. 63–81). Dordrecht, The Netherlands: Springer.

Alvermann, D. E. (2009). Sociocultural constructions of adolescence and young people's literacies. In L. Christenbury, R. Bomer, & P. Smagorinsky (Eds.), Handbook of adolescent literacy research (pp. 14–28). New York: Guilford.

Alvermann, D. E., & Wilson, A. A. (2007). Redefining adolescent literacy instruction. In B. J. Guzzetti (Ed.), Literacy for the new millennium (Vol. 3, pp. 3–20). Westport, CT: Praeger/Greenwood Publishing Group.

Alvermann, D. E., & McLean, C. A. (2007). The nature of literacies. In L. Rush, J. Eakle, & A. Berger (Eds.), Secondary school literacy: What research reveals for classroom practice (pp. 1–20). Urbana, IL National Council of Teachers of English.

Alvermann, D.E. (2007). Multiliterate youth in the time of scientific reading instruction. In K. Beers, R. E. Probst, & L. Rief (Eds.), Adolescent literacy: Turning promise into practice (pp. 19–26). Portsmouth, NH: Heinemann.

Alvermann, D.E., & Eakle, A. J. (2007). Dissolving learning boundaries: The doing, re-doing, and undoing of school. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 143–166). Dordrecht, The Netherlands: Springer.

Alvermann, D. E., & Reinking, D. (2006). Writing for research journals. In S. Wepner & L. Gambrell (Eds.). Beating the odds: Getting published in the field of literacy (pp. 72–84). Newark, DE: International Reading Association.

Alvermann, D.E., Fitzgerald, J., & Simpson, M. (2006). Teaching and learning in reading. In P. Alexander & P. Winne (Eds.), Handbook of Educational Psychology (2nd ed., pp. 427–455). Mahwah, NJ: Erlbaum.

Alvermann, D. E. (2006). Ned and Kevin: An online discussion that challenges the “not-yet-adult” cultural model. In K. Pahl & J. Rowsell (Eds.), Travel Notes from the New Literacy Studies (pp. 39–56). Clevedon, UK: Multilingual Matters.

Alvermann, D. E. (2006). Struggling adolescent readers: A cultural construction. In A. McKeough, L. M. Phillips, V. Timmons, & J. L. Lupart (Eds.), Understanding literacy development: A global view (pp. 95–111). Mahwah, NJ: Erlbaum.

Alvermann, D.E. (2005). The future of instructional research seen from a medium-term U.S. perspective. In J. Stückrath & R. Strobel (Eds.), Deutschunterricht empirisch:Beiträge zur überprüfbarkeit von lernfortschritten im sprach-, literatur- und medienunterricht (pp. 149–161). Baltmannsweiler, Germany: Schneider Verlag Hohengehren.

Alvermann, D. E. (2005). Exemplary literacy instruction in grades 7–12: What counts and who's counting? In J. Flood and P. L. Anders (Eds.), Literacy development of students in urban schools: Research and policy (pp. 187–201). Newark, DE: International Reading Association.

Alvermann, D. E., & Rush, L. S. (2004). Literacy intervention programs at the middle and high school level. In T.L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice (pp. 210–227). New York: Guilford.

Alvermann, D. E. (2004). Multiliteracies and self-questioning in the service of science learning. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 226–238). Newark, DE: International Reading Association and National Science Teachers Association.

Alvermann, D. E., & Eakle, A. J. (2003). Comprehension instruction: Adolescents and their multiple literacies. In A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 12–29). New York: Guilford Press. [This book was translated into Korean by Hankookmunhwasa Publishing, 2007.]

Alvermann, D.E., & Hruby, G.G. (2003). Fictive representation: An alternative method for reporting research. In J. Flood, D. Lapp, J. Squire, & J. Jensen (Eds.), Handbook of Research on Teaching the English Language Arts (2nd ed., pp. 260–272). Mahwah, NJ: Erlbaum.

Alvermann, D. E. (2002). Critical media literacy. In B. Guzzetti (Ed.), Encyclopedia of Literacy (pp. 111–113). Santa Barbara, CA: ABC-CLIO.

Alvermann, D. E. (2002). (Dutch title): Exacte vakken na schooltijd. Gebruikmaking van dagelijks lees – en schrijfgedrag ten behoeve van het leerprocess in de klas. (English translation): Science after school: Putting everyday literacies to work in the service of classroom learning. In. A. Raukema, D. Schram, & C. Stalpers (Eds.), Lezen en leesgedrag van adolescenten en jongvolwassenen. Delft, The Netherlands: Eburon/ Stichting Lezen.

Alvermann, D. E. (2002). Narrative approaches. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr, (Eds.),  Methods of literacy research: The methodology chapters from the Handbook of Reading Research (Volume 3, pp. 47–64). Mahwah, NJ: Erlbaum.

Alvermann, D. E., Hagood, M. C., Heron, A., Young, J. P., & Ricks, B. J. (2002). After-school literacy clubs: A mix of media, books, and desires. In R. Garner (Ed.), Hanging out: Community-based after-school programs for children (pp. 19–40). Westport, CT: Bergin & Garvey.

Alvermann, D. E., & Hruby, G. G. (2001). Content area reading and literature studies. In J. Brophy (Ed.), Subject-specific instructional methods and activities (pp. 51–81). Oxford, UK: Elsevier Science.

Alvermann, D.E. (2000). Narrative approaches. In M. Kamil, R. Barr, P.D. Pearson, & P. Mosenthal (Eds.), Handbook of reading research: Volume 3 (pp. 123–139). Mahwah, NJ: Erlbaum.

Alvermann, D.E. (2000). Researching libraries, literacies, and lives: A rhizoanalysis. In E. St. Pierre & W. Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods (pp. 114–129). New York: Routledge.

Alvermann, D. E. (1999). Modes of inquiry into studying engaged reading. In J. T. Guthrie & D. E. Alvermann (Eds.), Engaged reading: Processes, practices, and policy implications (pp. 134–149). New York: Teachers College Press.

Alvermann, D. E., & Commeyras, M. (1998). Feminist poststructuralist perspectives on the language of reading assessment. Authenticity and performance. In C. Harrison, M. Bailey, & A. Dewar (Eds.), New paradigms in reading assessment (pp. 50–60). London: Routledge.

Alvermann, D. E. (1998). Imagining the possibilities. In D. E. Alvermann, K. A. Hinchman, D. W. Moore, S. F. Phelps, & D. Waff (Eds.), Reconceptualizing the literacies in adolescents’ lives (pp. 353–372). Mahwah, NJ: Lawrence Erlbaum.

Alvermann, D. E., Guthrie, J. T. (1993). The National Reading Research Center. In A. P. Sweet & J. I. Anderson (Eds.), Reading research into the year 2000, (pp. 129–150). Hillsdale, NJ: Erlbaum.

Alvermann, D. E., & Moore, D. W. (1991). Secondary reading. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson Eds.), Handbook of reading research: Volume 2 (pp. 951–983). White Plains, NY: Longman.

Alvermann, D. E. (1990). Reading teacher education. In W. R. Houston, M. Haberman, & J. P. Sikula (Eds.), Handbook of research on teacher education (pp. 687–704). New York: Macmillan.[16]

Notes
  1. "College of Education Global". coe.uga.edu. Retrieved 2019-12-27.
  2. Alvermann, Donna E.; Marshall, James D.; McLean, Cheryl A.; Huddleston, Andrew P.; Joaquin, Jairus; Bishop, John (2012-07-01). "Adolescents' Web-Based Literacies, Identity Construction, and Skill Development". Literacy Research and Instruction. 51 (3): 179–195. doi:10.1080/19388071.2010.523135. ISSN 1938-8071. S2CID 145722955.
  3. Alvermann, Donna E. (June 2002). "Effective Literacy Instruction for Adolescents". Journal of Literacy Research. 34 (2): 189–208. doi:10.1207/s15548430jlr3402_4. ISSN 1086-296X. S2CID 143884081.
  4. Alvermann, Donna E.; Commeyras, Michelle; Young, Josephine P.; Randall, Sally; Hinson, David (March 1997). "Interrupting Gendered Discursive Practices in Classroom Talk about Texts: Easy to Think About, Difficult to Do". Journal of Literacy Research. 29 (1): 73–104. doi:10.1080/10862969709547950. ISSN 1086-296X. S2CID 143438457.
  5. Alvermann, Donna (2011). "Moving on/keeping pace: Youth's literate identities and multimodal digital texts". In Abrams, S.; Roswell, J. (eds.). Rethinking identity and literacy education in the 21st century. National Society for the Study of Education Yearbook. Part I. 110. New York: Columbia University, Teachers College. pp. 109–128.
  6. Alvermann, Donna; Mallozzi, Christine A. (February 2011). "Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction". Teachers College Record. 113 (1): 27–56 – via Research Gate.
  7. Alvermann, Donna; Xu, Shelley (January 2003). "Children's Everyday Literacies: Intersections of Popular Culture and Language Arts Instruction". Language Arts. 81 (2): 145–155 – via Research Gate.
  8. Alvermann, Donna E.; Hagood, Margaret C. (2000-01-01). "Critical Media Literacy: Research, Theory, and Practice in "New Times"". The Journal of Educational Research. 93 (3): 193–205. doi:10.1080/00220670009598707. ISSN 0022-0671. S2CID 143827063.
  9. Alvermann, Donna; Friese, Elizabeth; Beckmann, Sybilla; Rezak, Achariya (2011-05-01). "Content area reading pedagogy and domain knowledge: a Bourdieusian analysis". The Australian Educational Researcher. 38 (2): 203–220. doi:10.1007/s13384-011-0024-x. ISSN 2210-5328. S2CID 145097918.
  10. Alvermann, Donna E.; Young, Josephine P.; Green, Colin; Wisenbaker, Joseph M. (January 1999). "Adolescents' Perceptions and Negotiations of Literacy Practices in After-School Read and Talk Clubs". American Educational Research Journal. 36 (2): 221–264. doi:10.3102/00028312036002221. ISSN 0002-8312. S2CID 145317353.
  11. Alvermann, Donna E. (1995). "Peer-Led Discussions: Whose Interests Are Served?". Journal of Adolescent & Adult Literacy. 39 (4): 282–289. ISSN 1081-3004. JSTOR 40013414.
  12. Alvermann, Donna E.; Moore, David W. (2011). "Questioning the Separation of In-School From Out-of-School Contexts for Literacy Learning: An Interview With Donna E. Alvermann". Journal of Adolescent & Adult Literacy. 55 (2): 156–158. doi:10.1002/JAAL.00019. ISSN 1081-3004. JSTOR 41309671.
  13. Alvermann, Donna E. (2015). "Being in the Moment". Journal of Adolescent & Adult Literacy. 58 (8): 625–631. doi:10.1002/jaal.415. ISSN 1936-2706.
  14. Alvermann, Donna E.; Hagood, Margaret C.; Heron-Hruby, Alison; Hughes, Preston; Williams, Kevin B.; Yoon, Jun-Chae (2007-03-01). "Telling Themselves Who They Are: What One Out-of-School Time Study Revealed about Underachieving Readers". Reading Psychology. 28 (1): 31–50. doi:10.1080/02702710601115455. ISSN 0270-2711. S2CID 143441980.
  15. Alvermann, Donna E. (1991). "The Discussion Web: A Graphic Aid for Learning across the Curriculum". The Reading Teacher. 45 (2): 92–99. ISSN 0034-0561. JSTOR 20200818.
  16. "Donna Alvermann | The University of Georgia - Academia.edu". uga.academia.edu. Retrieved 2019-12-28.
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