User talk:Lissabull

Donna Alvermann is a Distinguished Research Professor. She is a professor at the University of Georgia in the department of Language and Literacy Education. Her research focus has been in the area of Literacy. Dr. Alvermann has authored over 100 articles, 15 books, and 70 chapters. She has also participated in over 30 grants. Education Alvermann received her Bachelor of Science in Education from the University of Texas at Austin in 1965. She began her teaching career in Texas after graduating. She continued her education, graduating with her Masters of Arts in Education from the University of Texas at Austin in 1968. She continued to teach in Texas until her move to New York. While in New York she completed her MLS at Syracuse University in Information Studies in 1980 as well as her PhD in Reading and Language Arts Education. She received her first appointment in 1980 as an Assistant Professor in the College of Education at University of Northern Iowa.

Career After her 12 years of experience as a classroom teacher in Texas and New York, she became an Assistant Principal in 1975 at Elmira City Schools in New York. Her first higher education appointment came in 1980 at University of Northern Iowa. She was also Visiting Scholar at the Institute for Research on Teaching at Michigan State University (1982) and Visiting Professor at Louisiana State University (Summer of 1987). She became an Assistant/Associate Professor at the University of Georgia in 1982. She became the Director of the Cognitive Studies Group at the Institute for Behavioral Research at the University of Georgia (1991; Co-Director in 1997) as well as the Co-Director and Principal Investigator for the National Reading Research Center (1992-1997), Co-Director of the Contextual Research Group at the Institute for Behavioral Research at the University of Georgia (1998-2001). In 2001 she was a Lansdowne Lecturer a the University of Victoria in Canada. She has done numerous consultations. Some of these consultant activities were external evaluator of literacy education programs, not limited to University of Illinois-Chicago, University of New Mexico, and University of Arizona; consulted for organizations like RAND corporation in Washington,D.C., Governor’s Office of Research and Analysis in Georgia, Bilingual/ESL endorsement through Distance Education at Brigham Young, National Center on Education and the Economy in Washington,D.C., Boys and Girls Club of America in Atlanta, Carnagie Corporation, Bill and Melinda Gates Foundation/Jobs for the Future in Seattle, Washington, and numerous television stations including PBS flagstation in Washington,D.C., and WGBH in Boston.

Cognitive Studies Group

Contextual Research Group

National Reading Research Center

Awards and Honors

Recipient of Outstanding Reviewer Award for contributions to the American Educational Research Journal/Social and Institutional Analysis, 2007.

Awarded the American Reading Forum’s Brenda S. Townsend Service Award, 2006.

Awarded the International Reading Association’s William S. Gray Citation of Merit, 2006.

Awarded the Honorary Doctorate of Pedagogy - Long Island University, 2005.

Recipient of College Reading Association’s Laureate Award, 2004.

Nominated to National Institute for Literacy’s Commission on Reading Research, 2004.

Appointed to the National Adolescent Literacy Coalition, Washington, DC, 2004.

Appointed to the Intermediate and Adolescent Literacy National Advisory Group, Alliance for Excellent Education, Washington, DC, 2003

Appointed to the College of Reviewers for the Canada Research Chairs Program, Social Sciences and Humanities Research Council, Canada, 2003.

Appointed to the National Assessment of Educational Progress (NAEP) Reading Planning Committee for 2009 Reading Assessment, Washington, DC, 2003.

Appointed to Adolescent Literacy Research Agenda Setting Panel, Carnegie Corporation of New York, September 2002.

Named Distinguished Research Professor, University of Georgia, July 2001.

Appointed to the RAND/U.S. Department of Education’s Reading Research Study Panel, 2000-2001.

Elected to the Reading Hall of Fame, 1999.

Elected to the Board of Directors, American Reading Forum, 1998-2001; Chair, Board of Directors, 2000.

Elected as a Director of the College Reading Association Board, 1997-2000.

Named Spencer Research Foundation Mentor, 1997-1998.

Appointed to National Panel of Advisors for the Texas Center for Reading and Language Arts, 1997.

Invited by President Charles Knapp, University of Georgia, to give President’s Lecture, 1996.

Recipient of Syracuse University's School of Education Honored Alumna Award, 1995.

Recipient of H.B. Herr Award for Contributions to Research in Reading Education, College Reading Association, 1993.

Appointed to the National Board of Professional Teaching Standards Committee for English Language Arts (Middle Childhood, Adolescence, and Young Adulthood), 1992-1997.

Elected to Fellow Status in the National Conference on Research in English (NCRE) 1990.

Elected Vice President of the National Reading Conference, 1989-90; President-Elect, 1990-91; and President, 1991-92.

Recipient of 1988 Journal of Educational Research Award for Meritorious Contribution to Educational Practice Through Research.

Named as the first International Reading Association's Representative to the Board of Examiners, National Council for Accreditation of Teacher Education, for 3 year term, 1986-1989.

Elected as Director of the National Reading Conference Board, 1986-1988.

Finalist (1 of 10) for the International Reading Association’s Annual Outstatnding Dissertation Award, 1980.

Suggested Further Reading

Alvermann, D. E. (2006). Joe Millionaire meets Ulysses: Preservice teachers resist—and adapt—when exposed to media-literacy training. Threshold: Exploring the Future of Education, 3(4), 32. [Also available at http://www.ciconline.com/AboutCIC/Publications/threshold.htm#framing]

Alvermann, D. E. (2005). Literacy on the edge: How close are we to closing the literacy achievement gap? Voices in the Middle, 13(1), 8-14.

Alvermann, D. E. (2004). Adolescent aliteracy: Are schools causing it? Voices in Urban Education, 3 (Winter/Spring), 26-35. [Also available at http://www.annenberginstitute.org/VUE/index.html]

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.

References

http://www.coe.uga.edu/vita/dalverma_vita.pdf

http://www.coe.uga.edu/lle/faculty/alvermann/

Speedy deletion of Donna Alvermann
A tag has been placed on Donna Alvermann requesting that it be speedily deleted from Wikipedia. This has been done under section A7 of the criteria for speedy deletion, because the article appears to be about a person or group of people, but it does not indicate how or why the subject is important or significant: that is, why an article about that subject should be included in an encyclopedia. Under the criteria for speedy deletion, such articles may be deleted at any time. Please see the guidelines for what is generally accepted as notable, as well as our subject-specific notability guideline for biographies.

If you think that this notice was placed here in error, you may contest the deletion by adding  to the top of the page that has been nominated for deletion (just below the existing speedy deletion or "db" tag), coupled with adding a note on the talk page explaining your position, but be aware that once tagged for speedy deletion, if the page meets the criterion it may be deleted without delay. Please do not remove the speedy deletion tag yourself, but don't hesitate to add information to the page that would render it more in conformance with Wikipedia's policies and guidelines. Lastly, please note that if the page does get deleted, you can contact one of these admins to request that they userfy the page or have a copy emailed to you. Woland (talk) 20:47, 2 March 2009 (UTC)

The note to delete this page is incorrect as donna alvermann is influential in the field of education. She meets the Wikipedia notability requirements: 1. Significant impact in field- distinguished professor of research with over 100 publications. 2. Prestigious national or international academic award or honor- She has received prestigious IRA dissertation award. 3. Elected member of a highly selective and prestigious scholarly society or association- She is elected to the board of the National Reading Conference. 4. Significant impact in the area of higher ed- Her research has been very influential in the field of reading education for educators to understand and assist struggling readers. 5. Named/personal chair appointment or "Distinguished Professor" appointment.- She has been named Distinguished professor of university of georgia. 6. Highest-level academic post at an academic institution or major academic society. 7. Substantial impact outside academia in their academic capacity. 8. Editor-in-chief of a major journal.

She only has to meet 1 of the 8 qualifications and she meets several. Please speedily delete the tag placed on this page. 9. Meets the standards for notability in the arts.