Alvermann, Donna Profile Page
Alvermann, Donna
Prof. Ph.D
University of Georgia

Curriculum Vitae

  • Donna Alvermann is the University of Georgia Appointed Distinguished Research Professor of Language and Literacy Education in Athens, Georgia, USA, where she teaches in the Department of Language and Literacy Education and specializes in adolescent literacy.
  • She joined the faculty in the College of Education at the University of Georgia (UGA) in 1982.
  • In 2009, she also became an affiliated faculty member in the Institute for African American Studies at UGA.
  • She was Co-Director of the National Reading Research Center at UGA from 1992-1997.
  • Past editor of Reading Research Quarterly and past president of the Literacy Research Association (formerly the National Reading Conference), she currently serves as co-editor of the Language and Literacy series at Teachers College Press, Columbia University, New York City, and is a member of the Adolescent Literacy Advisory Group for the Alliance for Excellent Education in Washington, DC, USA.
  • In 1980, she graduated with a Ph.D. in Reading and Language Arts from Syracuse University, Syracuse, New York, USA.
  • She was elected to the Reading Hall of Fame in 1999.
  • She has also been the recipient of several other national and international awards including the Oscar S. Causey Award for Outstanding Research, the College Reading Association’s Laureate Award, and the International Reading Association’s William S. Gray Citation of Merit.

Main Publications

  • Adolescents and Literacies in a Digital World (Peter Lang)
  • Reconceptualizing the Literacies in Adolescents' Lives (2nd ed.) (Routledge) Content Reading and Literacy: Succeeding in Today's Diverse Classrooms (6th ed.) (Allyn & Bacon)
  • Bridging the Literacy Achievement Gap, Grades 4-12 (Teachers College Press)
  • Adolescents’ online literacies: Connecting classrooms, digital media, and popular culture. (Peter Lang)
  • Bring it to class: Unpacking pop culture in literacy learning. (Teachers College Press)




  • 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. 


  •   Heron-Hruby, A., & Alvermann, D. E. (2009). Implications of adolescents’ popular culture use for school literacy. In K. D. Wood & W. E. Blanton (Eds.), Literacy instruction for adolescents: Research-based practices (pp. 210-227). New York: Guilford.


  •  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.

[Note 1: Reviewed on April 7, 2009 by Achariya Rezak in Teachers College Record. Available from  (ID Number 15610).

  [Note 2: This Handbook of Adolescent Literacy Research just received the Edward B. Fry Book Award at the annual meeting of the Literacy Research Association (formerly, the National Reading Conference) in Albuquerque, New Mexico. (December 2009)


  •  Alvermann, D. (2008). A hybrid approach to content area literacy. In New Literacies: A professional development wiki for educators. Developed under the aegis of the Improving Teacher Quality Project (ITQP), a federally funded partnership between Montclair State University and East Orange School District, New Jersey. Available for downloading at



  • Hinchman, K., A., Alvermann, D. E., Boyd, F. B., Brozo, W. G., & Vacca, R. T. (2003/2004). Supporting older students’ in- and out-of-school literacies. Journal of Adolescent & Adult Literacy, 47, 304-310.

  [Note: This article was selected by the International Reading Association as the basis for the Read/Write/Think lesson on “Identifying and Understanding the Fallacies Used in Advertising" (see]







Research & Projects

Past advisor and evaluator of the ADORE Project, principal investigator for adolescent literacy grants from the Carnegie Corporation of New York, the Spencer Foundation (Chicago), and the U. S. Department of Education (Washington, DC), Alvermann is currently engaged in the following 3 research projects:


  1. Advisor for “Super Sleuths: Portable Games as Tools for Improving Science and Literacy Achievement,” awarded to the Education Development Center/ Center for Children and Technology and Center for Science Education.
  2. Advisor for “Evaluation of Read 180” awarded to American Institutes for Research, Washington, DC. Funded by Scholastic/Council of Great City Schools.
  3. Consultant to Pennsylvania State University’s “Historical Study of Reading Texts.” Funded by the Spencer Foundation.