Julianne Coleman, Ph.D.
Professor, Elementary Literacy Education
Associate Director, Belser Parton Literacy Center
Departments and Programs
Elementary Education Program
Reading Specialist Master’s Program
Education
Ph.D. University of Virginia, 2006
Areas of Research
Central to Dr. Coleman’s role as a literacy professor in elementary education is her work in the area of visual literacy and the comprehension of disciplinary texts. As a literacy scholar and educator, her research seeks to inform the field of literacy education how to best support children’s disciplinary reading practices especially in science. Not only does Coleman publish in research publication outlets, she also values and understands the importance of translating her research into practice to improve literacy outcomes for children. Over the past decade, she has written for the Elementary School Journal, the Journal of Science Teacher Education, the Reading Teacher, the Journal of Adolescent and Adult Literacy and Science and Children—all research and research to practice journals which seek to provide P-8 teachers with research-based literacy practices to inform their own pedagogical practice. It is this work she is most proud of given its far reaching potential in the lives of both classroom teachers and elementary-aged children.
Biography
Dr. Julianne M. Coleman is a professor of Literacy Education at the University of Alabama. She earned her Ph.D. in 2006 from the University of Virginia, majoring in Curriculum and Instruction with a literacy emphasis and an Administration and Supervision certificate. She is a former elementary school teacher, who taught in Fairfax, Virginia before earning her Ph.D. Her current research interests include developing methods, strategies, and interventions for improving reading and writing in science with emphasis on visual literacy strategies. She is also interested in studying how children comprehend multimodal science texts as well as how to support elementary children’s reading and writing across the disciplines.
Dr. Coleman has published in both literacy and science research and practitioner journals. She is committed to service in the local community specifically through outreach and service projects that involve her preservice elementary school teachers, school leaders and community stakeholders.
Select Publications
https://www.journals.uchicago.edu/doi/pdfplus/10.1086/698819?casa_token=fssDRgOsOJoAAAAA%3A0oVGtUZEceNC8Ks4sS80gRzGJgw3JC-p1qy0yMbYAOm9tEoenn61btZGysWQTLFqlSjO2ing1Gw&
https://www.tandfonline.com/doi/full/10.1007/s10972-010-9204-1
https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/TRTR.01100
https://ila.onlinelibrary.wiley.com/doi/pdf/10.1002/jaal.948
https://www.researchgate.net/profile/Julianne_Coleman/publication/326792299_Teaching_Teachers_The_Language_of_Science_in_the_Reading_and_Writing_of_Student_Scientists/links/5c508a2592851c22a398c631/Teaching-Teachers-The-Language-of-Science-in-the-Reading-and-Writing-of-Student-Scientists.pdf
Professor, Elementary Literacy Education
Associate Director, Belser Parton Literacy Center
Departments and Programs
Elementary Education Program
Reading Specialist Master’s Program
Education
Ph.D. University of Virginia, 2006
Areas of Research
Central to Dr. Coleman’s role as a literacy professor in elementary education is her work in the area of visual literacy and the comprehension of disciplinary texts. As a literacy scholar and educator, her research seeks to inform the field of literacy education how to best support children’s disciplinary reading practices especially in science. Not only does Coleman publish in research publication outlets, she also values and understands the importance of translating her research into practice to improve literacy outcomes for children. Over the past decade, she has written for the Elementary School Journal, the Journal of Science Teacher Education, the Reading Teacher, the Journal of Adolescent and Adult Literacy and Science and Children—all research and research to practice journals which seek to provide P-8 teachers with research-based literacy practices to inform their own pedagogical practice. It is this work she is most proud of given its far reaching potential in the lives of both classroom teachers and elementary-aged children.
Biography
Dr. Julianne M. Coleman is a professor of Literacy Education at the University of Alabama. She earned her Ph.D. in 2006 from the University of Virginia, majoring in Curriculum and Instruction with a literacy emphasis and an Administration and Supervision certificate. She is a former elementary school teacher, who taught in Fairfax, Virginia before earning her Ph.D. Her current research interests include developing methods, strategies, and interventions for improving reading and writing in science with emphasis on visual literacy strategies. She is also interested in studying how children comprehend multimodal science texts as well as how to support elementary children’s reading and writing across the disciplines.
Dr. Coleman has published in both literacy and science research and practitioner journals. She is committed to service in the local community specifically through outreach and service projects that involve her preservice elementary school teachers, school leaders and community stakeholders.
Select Publications
https://www.journals.uchicago.edu/doi/pdfplus/10.1086/698819?casa_token=fssDRgOsOJoAAAAA%3A0oVGtUZEceNC8Ks4sS80gRzGJgw3JC-p1qy0yMbYAOm9tEoenn61btZGysWQTLFqlSjO2ing1Gw&
https://www.tandfonline.com/doi/full/10.1007/s10972-010-9204-1
https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/TRTR.01100
https://ila.onlinelibrary.wiley.com/doi/pdf/10.1002/jaal.948
https://www.researchgate.net/profile/Julianne_Coleman/publication/326792299_Teaching_Teachers_The_Language_of_Science_in_the_Reading_and_Writing_of_Student_Scientists/links/5c508a2592851c22a398c631/Teaching-Teachers-The-Language-of-Science-in-the-Reading-and-Writing-of-Student-Scientists.pdf