The Literacy Education Faculty in the Department of Curriculum and Instruction are committed to research that focuses on literacy development, literacy education and teacher education in literacy theory and instruction. We are involved in developing instructional leaders in literacy education through graduate studies and educational seminars, supporting the education of pre-service teachers in literacy education, and providing service to the university community.

We have developed emphasis areas in Literacy Education to enhance the instructional practices of K-12 teachers through advanced graduate studies that includes coursework in theoretical foundations of literacy, contemporary literary theories, literacy instructional practices, critical literacy theory and pedagogy, foundations of literacy research, reading and writing instruction al methods, children’s and young adult literature, and literacy assessment. The Literacy Faculty at UNLV believe that teachers of literacy and language must understand the socio-cultural, historical and political settings, where “semiotic tools,” such as reading, writing, oral language and the arts are utilized.

Regardless of the Emphasis Area, graduate and undergraduate students who complete their degrees under the direction of the Literacy Faculty will engage in a variety of learning experiences that prepare them to:

• understand themselves as literate human beings
• comprehend the dimensions and concepts of literacy instruction
• recognize the socio-cultural, historical, and political nature of literacy and literacy instruction
• analyze the impact of current trends and issues in literacy policy on literacy instruction
• assess student’s literate abilities, interests and needs based on IRA standards of appropriateness and fairness
• develop curricula that addresses the needs and lives of students from diverse cultures and backgrounds
• understand a variety of theoretical frames focusing on literacy instruction and research
• interpret and critique contemporary literature designed for children and adolescents
• incorporate technology into their research and instruction
• value the contributions of all cultures, genders, races and orientations to literacy theory and practices
• act as instructional leaders and support a community of learners at various educational institutions
• reflect upon one’s teaching and use this information to improve one’s teaching
• construct, write, interrogate and apply literacy research from a variety of theoretical perspectives