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Mellinee Lesley, Ph.D. Texas Tech University
Professor College of Education Language, Diversity & Literacy Studies Lubbock, TX 79409-1071
(806) 742-1997, ext. 240
email:
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EDUCATION
Ph.D., Language in Education Division 1998
Reading/Writing/Literacy specialization
University of Pennsylvania, Philadelphia, PA
Lesley, M. (1998). Towards a critical model of professional development: Teachers’ constructions of professional identities and issues in children’s literacies (Doctoral Dissertation, University of Pennsylvania, 1998). Dissertation Abstracts International.
M.A., English1990
Rhetoric and the Teaching of Composition specialization
New Mexico State University, Las Cruces, NM
Lesley, M. (1990). Instigation, analysis, and synthesis: The process of evaluation in epistemic rhetoric (Masters Thesis, New Mexico State University, 1990). Masters Abstracts International.
B.A., English 1988
University of Iowa, Iowa City, IA
ACADEMIC RECOGNITION AND AWARDS
2013Nominated for the President’s Faculty Book Award
Texas Tech University
2010College of Education Award for Creativity in Teaching
Texas Tech University
2010Nominated for the Spencer A. Wells Award for Creativity in Teaching
Texas Tech University
2009Awarded Faculty Development Leave (Sabbatical) for the Fall Semester
College of Education, Texas Tech University
2009Listed in the Who’s Who in Education Higher Education
2008COE Donald McDonald Excellence in Teaching Award, Texas Tech University
2008Listed in the Honors Edition of Who’s Who Among Executives and Professionals
2007Recognized as an Outstanding Professor at the Phi Beta Kappa Induction Ceremony, Texas Tech University
1996Listed in the 4th Edition of Who’s Who Among America’s Teachers
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1995-1996 Awarded Graduate Assistantship, Penn Literacy Network
University of Pennsylvania
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1993-1995 Awarded Research Assistantship, Graduate School of Education
University of Pennsylvania
1994Listed in the 3rd Edition of Who’s Who Among America’s Teachers
1992Awarded Fellowship, National Writing Project
West Texas Writing Project Summer Institute, University of Texas, El Paso
1988-1990 Awarded Graduate Teaching Assistantship, Department of English
New Mexico State University
PUBLICATIONS
Refereed Journal Articles (Total 22):
Guzzetti, B., Foley, L. & Lesley, M. (2015). ‘Nomadic knowledge: Men writing zines for content knowledge. Journal of Adolescent & Adult Literacy, 58 (7),591-601.
Lesley, M.& Kelley, H. (2015). "A boy told me I was ugly." Voices of at risk Adolescent Girls on GenderIdentity and Dating Roles,"MLET: The Journal of Middle Level Education in Texas: Vol. 2: Iss. 1, Article 2.Available at:
Lesley, M. (2014). “Spacecraft reveals recent geological activity on the moon”: Exploring the features of NASA Twitter posts and their potential to engage adolescents. Journal of Adolescent & Adult Literacy, 57(5), 377-385.
Lesley, M. (2014). Three issues affecting content area literacy courses for middle and secondary level teacher candidates. Literacy Research and Instruction, 53, 50-71.
Gee, D., Matthews, M. & Lesley, M. (2013). Situated identities, competing cultural models: A discourse analysis of policy makers’ views on teaching. Journal of Educational Research and Practice.
Lesley, M. (2011). Understanding resistance: Pre-service secondary teachers’ discourse models of “struggling” readers and school literacy tasks. Journal of Adolescent & Adult Literacy, 55(1), 25-34.
Lesley, M., Gee, D. & Matthews, M. (2010). Separating the chaff of bureaucracy from the grain of teaching: Creating "quality” new teachers in the age of accountability. Teacher Education Quarterly, 37(2), 33-51.
Lesley, M., Button, K., Elliot, S., Griffith, R., Hamman, D., & Olivarez, A. (2009). ‘I’m prepared for anything now’: Student teacher and cooperating teacher interaction as a critical factor in determining the preparation of “quality” elementary reading teachers. The Teacher Educator, 44, 40-55.
Lesley, M., & Matthews, M. (2009). Place based essay writing and content area literacy instruction for pre-service secondary teachers. Journal of Adolescent & Adult Literacy, 52(6), 523-533.
Lesley, M. (2008). Access and resistance to dominant forms of discourse: Critical literacy and ‘at risk’ high school students. Literacy Research & Instruction. 47, 174-194.
Lesley, M. (2008). High stakes testing and fourth grade readers: Documenting the impact on teachers, children, and learning. Thinking Classroom/Peremena. 9(2), 20-28.
Lesley, M., Watson, P., & Elliot, S. (2007). ‘School’ reading and multiple texts: Examining the metacognitive development of secondary-level pre-service teachers. Journal of Adolescent and Adult Literacy. 51(2),150-162.
Akrofi, A., Janisch, C., Lesley, M., Griffith, R., & Xiaoming, L. (2007). Quiet, do not disturb: Prying open the door to examine our worlds of testing and assessment. Essays in Education, 19, 18-36.
Hamman, D., Olivarez Jr., A., Lesley, M., Button, K., Chan, Yoke-Meng, Griffith, R., & Elliot, S. (2006). Pedagogical influence of interaction with cooperating teachers on the efficacy beliefs of student teachers. The Teacher Educator, 42(1), 15-29.
Hamman, D., Olivarez, A., Button, K., Lesley, M., Chan, Y., Griffith R., & Woods, K. (2006). Relation between the reading instruction of cooperating and student teachers. Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 10(2), 77-94.
Lesley, M. (2004/2005). Creating space for critical literacy in the developmental reading classroom. Journal of College Literacy and Learning. 33, 1-23.
Lesley, M. (December 2004/January 2005). Looking for critical literacy with post-baccalaureate content area literacy students. Journal of Adolescent and Adult Literacy, 48(4), 320-334.
Lesley, M. (2004). ‘Why do kitties climb trees?’: Developing reading confidence and motivation with a “special-needs” child via self-selected readings. Journal of Balanced Reading Instruction, 11, 87-105.
Lesley, M. (2004). Refugees from reading: Students’ perceptions of ‘remedial’ reading pedagogy. Reading, Research & Instruction, 44(1), 62-85.
Lesley, M. (2003). A pedagogy of control: Worksheets and the special-needs child. Language Arts, 80(6), 444-452.
Lesley, M. (2001). Exploring the linkages between critical literacy and developmental reading. Journal of Adolescent and Adult Literacy, 45(3), 180-189.
Lesley, M. (1997). The difficult dance of critical literacy. Journal of Adolescent and Adult Literacy, 40(6), 420-424.
Manuscripts under Review in Refereed Journals (Total 2):
Pytash, K. & Lesley, M. (2016). More than the second "R": Revisiting young adults' writing and writing instruction for young adults.
Manuscript submitted to English Education.
Lesley, M. (2016). “I really wish more girls would tell their story”: Discursive power through interpretive systems of identity and new media in the daisy coleman case.
Manuscript submitted toEnglish Journal.
Book Chapters (Total 8):
Juried:
Guzzetti, B., & Lesley, M. (2016). Srviv-ing: An african-american man reconstructing masculinity through literacy.Ransaw, T. (Ed.), New Trends and Directions for Closing Achievement Gaps for African- American Males. MSU Press.
Lesley, M. (2013). Ethical subtexts in studying “at risk” adolescent girls’ writing practices. In K. Weiss & C. Rhodes (Eds.). Ethical issues in literacy research. (pp. 31-40). New York, NY: Routledge.
Foley, L., Guzzetti, B., Agnello, M.F., & Lesley, M. (2013). Teaching writing in the “techno-zone”: Exploring new literacies in a first grade class.In K. Pytash & R. Ferdig (Eds.).Exploring multimodal composition and digital writing.(pp. 152-158). Hershey, PA: IGI Global.
Lesley, M. (2009). ‘You gotta read it with awake in you’: Marginalized high school readers, engagement, and reading as performance. In J. Richards & C. Lassonde (Eds.) Evidence-based quality literacy tutoring programs: What works and why. (pp. 46-55). Newark, DE: International Reading Association.
Invited:
Lesley, M. & D’Almas, J. (2016). Internet activism. In K. Peppler (Ed.). The sage encyclopedia of out-of-school learning. Thousand Oaks, CA: Sage Publications Incorporated.
Lesley, M. (2012). ‘I don’t really rely on the textbook’:Mentoring a secondary-level, teacher candidate toward teaching content area literacy. In S. Myers & C. Anderson (Eds.) Dimensions in mentoring: A continuum of practice from beginning teachers to teacher leaders. (pp. 73-84). Sense Publishers.
Reprints:
Lesley, M. (2005).Exploring the linkages between critical literacy and developmental reading. In G. Moss (Ed.) Annual editions: Critical reading in the content areas (pp. 3-11). Guilford, CT: Dushkin/McGraw-Hill. (Reprinted from the Journal of Adolescent and Adult Literacy, pp.180-189.)
Lesley, M. (2003). Exploring the linkages between critical literacy and developmental reading. In N. Stahl and H. Boylan (Eds.). Teaching developmental reading: Historical, theoretical, and practical background readings (pp. 72-86). Boston: Bedford/St. Martin’s. (Reprinted from the Journal of Adolescent and Adult Literacy, pp. 180-189).
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Books (Total 5):
Guzzetti, B. & Lesley, M. (Eds.) (2016). Handbook of research on the societal impact of digital media.Hershey, PA: IGI Global.
Lesley, M., McMillan, S. & Webb, S. (2016). Taking a multiliteracies approach to content area literacy, third edition. Kendall Hunt Publishing, Dubuque, IA.
Lesley, M., McMillan, S. & Webb, S. (2013). Taking a multiliteracies approach to content area literacy, second edition. Kendall Hunt Publishing, Dubuque, IA.
Lesley, M., McMillan, S. & Webb, S. (2012). Taking a multiliteracies approach to content area literacy. Kendall Hunt Publishing, Dubuque, IA.
Lesley, M. (2012). Invisible girls:At risk adolescent girls writing within and beyond school. New York, NY: Peter Lang Publishers.
OTHER PUBLICATIONS
Book Review:
Lesley, M. (2013). Adolescent literacies and the gendered self: (Re)constructing identities through multimodal literacy practices by Barbara Guzzetti & Thomas Bean. Education Review. (Invited)
Book Preface:
Guzzetti, B. & Lesley, M. (2016). Crafting reflections on the past, present, and future of digital media. In B. Guzzetti & M. Lesley (Eds.). Handbook of research on the societal impact of digital media (pp. 1-9). Hershey, PA: IGI Global.
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Practitioner Resources:
Lesley, M. (2001). Reading the university. In M.Willen (Ed). ENMU Freshmen Seminar Handbook. Portales, NM: ENMU Press.
Gee, D., Everhart, J., Lesley, M., Howald,C., & Matthews, M. (2000). Rubric for new mexico competencies for entry-level elementary teachers. Published for the State Department of New Mexico.
Non-refereed Publications:
Lesley, M. (2001). ‘I don’t live in this community’: Negotiating critical literacy in a professional development seminar” ERIC Document.
Lesley, M. (1993). A potential model for writing. New Mexico English Journal.
Manuscripts in Progress:
Lesley, M. (in progress). Finding epiphany in the everyday. Autobiographical narrative zines written by men.
Smit, J., Smith, P., Lesley, M. Finch, B. & Burke, D. (in progress). Developing Awareness to Support Culturally and Linguistically Diverse Learners: Lessons from Literacy Educators Working to Develop Writers’ Workshop with Underperforming Schools
Barnett, J., Embley, C., Karkar, T., Lesley, M. & Alexander, J. (in progress). Overcoming barriers in traditional higher education training programs.
GRANTS
Funded Grants:
2009-2010Growing Graduate Programs, Texas Tech University Graduate School, Co-Principal Investigatorwith Dr. Carole Janisch. Grant was focused on providing scholarships for graduate students.
$10,000.00
2006-2007COE Research Grant from Texas Tech University, Principal Investigator
“Literacyas agency: Forming a writing group with ‘at risk’ adolescent girls”
Grant was focused on a weekly writing group involving writing with middle school girls through the Communities in Schools Program
$ 502.84
2004-2005COE Research Grant from Texas Tech University, Principal Investigator
Grant was focused on a literacy project for “at risk” high school students with the Communities in Schools Program
$ 1,275.32
2003-2004Reading First Grant,
Grant was focused on differentiated reading instruction with struggling readers within a high stakes testing environment for three rural schools. My role was to provide support for teachers during summer school instruction
$ 20,300.00
2002COE Research Grant from Texas Tech University with Drs. Doug Hamman and Arturo Olivarez
Grant was focused on the study of cooperating teachers’ interaction with student teachers in reading instruction
$ 3,786.00
1999E.U.R.I.G. Grant from the Center for Teaching Excellence, Principal InvestigatorGrant was focused on the study of critical literacy in a developmental reading course.
$ 1,500.00
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1999-2001Action Research Grant with faculty from Ranchvale Elementary in Clovis, NM, Faculty Liaison
Grant was focused on studying guided reading practices in kindergarten and first grade classrooms.
$ 1,000.00
1999-2000GOALS 2000 Grant from the New Mexico State Department of Education, team member with colleagues from ENMU
This grant was to align the school of education programs in elementary education, bilingual education and reading education with state competencies for teacher education programs.
$56,767.00
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1999-2000PEW Charitable Trust Grant, team member with colleagues from ENMU
This grant was for the planning and implementation of a university-wide portfolio assessment program.
1999-2001GEAR UP Grant, team member with colleagues from across ENMU
This grant was for the successful transition into college for area junior high students.
1998-1999Action Research Grant with three teachers from the Portales School District from the Center for Teaching Excellence, Faculty Liaison
The grant was to study the Accelerated Reader Program at Valencia Elementary in Portales, NM
$ 1,000.00
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Grants Submitted without Receiving Funding:
2014-2016Exploring Participatory Media for Teaching and Learning about Climate and Climate Change. Principal Investigator: Barbara Guzzetti, Co-PI: Mellinee Lesley. Amount, $ 55,000.00
2014-2016Blogging Expository Success in Texas: Closing the Writing Gap. Principal Investigator: Mellinee Lesley, Co-PI: Mary Frances Agnello. Amount: 1,600,000.00
2012-2014Examining Professional Learning Communities in Secondary School Settings
Department of Education, Institute of Education Sciences.
Principal Investigator: Susan Myers, Co-PI’s: Mellinee Lesley, Trenia Walker, Fernando Valle, Texas Tech University
Amount: $ 472,185.00
2012-2013Participatory Media and Adolescents’ Writing Achievement, Spencer Foundation.Principal Investigator: Mellinee Lesley, Co-PI’s: Mary Frances Agnello, Texas Tech University, Barbara Guzzetti, Arizona State University, Kim Callison, Lubbock Independent School District.
Amount: $ 381,000.00
2012-2014The Influence of Participatory Media on Adolescents’ Engagement and Achievement in Writing, Department of Education, Institute of Education Sciences. Principal Investigator: Mellinee Lesley, Co-PI’s: Mary Frances Agnello, Texas Tech University; Barbara Guzzetti, Arizona State University; Kim Callison, Lubbock Independent School District. Amount: $ 458,030.00
2011-2014Collaborative Research: Evaluating the Influence of Literature on Children’s Understanding of Engineering, National Science Foundation, Co-Principal Investigators: Michelle Pantoya, Mellinee Lesley, Tanja Karp, Texas Tech University
$ 274.473.00
2011-2014Collaborative Research: Introducing STEM in P-5 with Graphic Novels
and Computer Tablets, National Science Foundation, Co-Principal Investigators: Michelle Pantoya, Andrea Fontenot, Mellinee Lesley, Texas Tech University, Emily Hunt, West Texas A&M University
$ 406,669.00
2011-2013Advancing Early Childhood Engineering Education and Emotional Learning Through Literature. National Science Foundation, Co-Principal Investigators: Michelle Pantoya, Mellinee Lesley, Malinda Colwell, Texas Tech University.
$ 400,000.00
2011Collaborative Research: Engineering Elephants! Developing Children’s Literature to Improve STEM Learning, National Science Foundation,Co-Principal Investigators: Michelle Pantoya, Mellinee Lesley, Dean Fontenot, Texas Tech University and Emily Hunt West Texas A&M University
$ 345,000.00
2007Elva Knight Research Grant, Principal Investigator: Mellinee Lesley.
“Writing and the Academic Equinox of Schooling: Exploring Agency in a Writing Group with ‘At Risk’ Adolescent Girls”
$ 7,346.82
Other Grant Activity:
2015-presentLiteracy Champion for Estacado High School, East Lubbock Promise Neighborhood Grant
2013-presentLiteracy Liaison for the TAP Connect Graduate Literacy Certificate, SEED Grant
SCHOLARLY PRESENTATIONS
Invited:
Lesley, M.(2015). ‘Displacements and transformation of concepts’: Adolescent girls’ reclaiming discursive power through new media. Keynote Address at the International Congress of Critical Applied Linguistics, Br, Brasilia, Brazil.
Lesley, M. (2015). Policies and practices impacting educator evaluation and teacher preparation programs. Panel Presentation at the 15th National TAP Conference. Los Angeles, CA.
Lesley, M. (2008). From the margins to the forefront: Integrating a philosophy of critical literacy into developmental reading and the academy. Keynote Addressat the Northern California College Reading Association Annual Conference, Monterey, CA.
Peer Refereed National Conferences:
Smit, J.,Smith, P., Torres, A., & Lesley, M. (2017).Learning from the lessons of literacyeducators in underperforming schools. Paper submitted to the 2017 annual meeting of theAmerican Educational Research Association (AERA), San Antonio, TX.
Pytash, K. & Lesley, M. (2016). More than the second ‘r’: Revisiting writing instruction for young adults. Paper presented at the Literacy Research Association, Nashville, TN.
Lancaster, A., Shelton, L., & Lesley, M. (2016). Cultivating writing communities for distance students: Writing center roles and writing enrichment experiences, Panel Presentation, International Writing Centers Association, Denver, CO.
Guzzetti, B. & Lesley, M. (2015).New Literacies, equity, imagination and research: How have new digital media/literacies impacted education, society and the economy? Symposium at the Literacy Research Association Annual Conference, San Diego, CA.
Lesley, M. (2015). Finding an epiphany in “everyday voices”: Autobiographical narrative zines written by male zinesters. Paper presented at the Literacy Research Association Annual Conference, San Diego, CA.
Lesley, M. (2014). Stepping in, stepping out: Bursts of humor, idealism, and self-critique in men’s writing about writing zines. Paper presented at the Literacy Research Association Annual Conference, Marco Island, Florida.
Lesley, M. & Javeed, L. (2013). Help wanted: ‘Citizen #scientists’ w/smartphones”: NOAA Twitter posts as engaging text for fostering scientific literacy. Paper presented at the Literacy Research Association Annual Conference, Dallas, TX.
Lesley, M. & Javeed, L. (2013). Is content area literacy for secondary teacher certification in the crosshairs or at the crossroads of teacher education reform initiatives? Paper accepted for presentation at the Association of Literacy Educators & Researchers Conference, Dallas, TX.
Lesley, M. (2012). “Spacecraft reveals recent geological activity on the moon”: Exploring NASA tweets on twitter as an alternative text for teaching scientific literacies. Paper Presentation at the Literacy Research Association Conference, San Diego, CA.
Janisch, C., Akrofi, A., & Lesley, M. (2012). Doctoral students charting the pathway to academic writing. Round Table Discussion at the Literacy Research Association Conference, San Diego, CA.
Lesley, M. (2011). Reflections on teaching with participatory media: Teacher research. Chair for a Panel Discussion at the Literacy Research Association Conference, Jacksonville, FL.
Lesley, M. & Kelley, H. (2011) “My poem to someone I loved and I ruined it!!!!!!!!”: At risk adolescent girls’ narratives about dating roles in a third space writing project. Paper Presentation at the American Educational Research Association, New Orleans, LA.
Janisch, C., Akrofi, A., & Lesley, M. (2010). Using insights from the writer to support increased understanding about writing competency. Round Table Presentation at theNational Reading Conference, Ft. Worth, TX.
Watson, P., Johnson, H., Lesley, M. (2009). Seeking a path to disciplinary literacy: Can we rely on content literacy textbooks to define the knowledge base? Alternative Format Presentation at the National Reading Conference, Albuquerque, NM.
Lesley, M., Watson, P., Olivarez, A., & Vice, T. (2008). Assessing knowledge base in content area reading: What do pre-service middle level and secondary teachers need to know about content area reading? Alternative Format Presentation at the NationalReading Conference, Orlando, FL.
Lesley, M. & Halsey, P. (2007). Critical literacy and the reading identities of ‘at risk’ high school students engaged in a literacy project. Paper Presentation at the National Reading Conference Austin, TX.
Lesley, M., Gee, D., & Matthews, M. (2007). Situated meanings and competing cultural models: A discourse analysis of policy makers’ views on teacher preparation. Paper Presentation at the American Educational Research Association Conference, Chicago, IL.