Rick Marlatt
Rick Marlatt is Professor of Curriculum and Instruction in Secondary English Language Arts Education at New Mexico State University. He received graduate degrees from the University of California, Riverside and the University of Nebraska-Lincoln and is an interdisciplinary scholar studying the intersectionality of literacy, language, and culture. His work bridges the fields of English education, creative writing, literacy, technology, and cultural studies. His recent interests include the promotion of critical digital pedagogy for English teachers, incorporation of poetry writing into secondary teacher education courses, and the implementation of video games to enhance literature study for high school students. His most recent work appears in Anthropology & Education Quarterly, Journal of Adolescent & Adult Literacy, and the International Journal of Teaching and Learning in Higher Education. In addition to sharing his research in publications and at conferences, he is the author of three poetry collections: November Father from Finishing Line Press; Desired Altitude, winner of the Standing Rock Cultural Arts Poetry Award, and How We Fall Apart, winner of the Seven Circle Press Poetry Award. He regularly publishes works of literary criticism and has also earned film credits for screenwriting and art direction. He lives in Las Cruces, New Mexico.
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Findings: First, the assignment offered space for participants to redefine literacy as empowerment and enjoyment. Second, the assignment helped participants connect literacy within and beyond their content areas and to see literacy as active and interdisciplinary. Third, the assignment includes clear limitations for a DL approach, particularly when participants focus mainly on connections to their content area. This sometimes obfuscated participants' enjoyment of reading.
Originality/value: The study offers a new perspective on a task that is often seen as specifically "ELA": reading a book-length text. This project offers space for ELA educators to consider literacy from a DL, equity-oriented framework focused on enjoyment in literature within and beyond ELA classrooms.
Findings: First, the assignment offered space for participants to redefine literacy as empowerment and enjoyment. Second, the assignment helped participants connect literacy within and beyond their content areas and to see literacy as active and interdisciplinary. Third, the assignment includes clear limitations for a DL approach, particularly when participants focus mainly on connections to their content area. This sometimes obfuscated participants' enjoyment of reading.
Originality/value: The study offers a new perspective on a task that is often seen as specifically "ELA": reading a book-length text. This project offers space for ELA educators to consider literacy from a DL, equity-oriented framework focused on enjoyment in literature within and beyond ELA classrooms.