Back to top

Caroline Clark

Professor, Department of Teaching and Learning

Program Area: Adolescent, Post-Secondary, and Community Literacies

(614) 688-5449
clark.664@osu.edu

Biography

Caroline Clark is professor of Teaching and Learning in the College of Education and Human Ecology. Her teaching and scholarship focuses on literacy practices across formal/school and informal settings and on community-based literacy research with young people for social action.

Overriding this work are critical questions regarding "what counts" - as literacy, as research, as tutoring, as service-learning, as English - where, when, how and under what conditions. These questions go hand-in-hand with issues of "who counts"- whose voices are heard? whose literacy practices are valued? - and unpacking the simple dichotomies that normatively divide groups from teacher vs. student, to gay vs. straight.

Clark's contexts for doing this work have included closely examining the collaborative research work of a group of K-12 teachers and university educators around writing and portfolios; co-researching literacy and engaging in social action with middle and high school students in after-school programs; and investigating literacy practices and positioning relative to need, help and ability/disability in the context of my own teaching of service-learning and content literacy courses. Clark is commitmented to literacy research as a means for political action and social justice. This shapes her scholarship and teaching particularly with her recent work on teaching against heterosexism and homophobia and understanding the connections between this work and anti-racist pedagogies.

Education

  • PhD, Educational Studies - Reading and Literacy, University of Michigan, 1996
  • MA, Reading and Literacy, University of Michigan, Ann Arbor, MI, 1993
  • BA, Education and English, Indiana University, 1986

Experience

Teaching

  • T&L 800.99 - Introduction to Issues of Language, Literacy & Culture
  • T&L 645 - Teaching Writing in the Secondary School
  • T&L 971 - The English Curriculum: Literature

Honors

  • Philip C. Chinn Book Award for the book Acting Out!: Combating Homophobia through Teacher Activism, National Association for Multicultural Education, 2011 
  • Richard A. Meade Award for the book Acting Out!: Combating Homophobia throughTeacher Activism, Conference on English Education, National Council of Teachers of English, 2011
  • Choice Award for the book Acting Out!: Combating Homophobia through Teacher Activism, American Library Association, 2011
  • School of Teaching and Learning Probationary Faculty Research Award,1999 
  • Jason Millman Promising Scholar Award Finalist, Cornell University, 1998
  • Walgreen Award for Student Research in Literacy, University of Michigan, 1996
  • Spencer Foundation Dissertation Fellowship, 1994
  • Rackham Research Partnership Fellowship, University of Michigan,1994
  • Prechter Scholarship in Reading, Literacy, and Language, University of Michigan, 1993

Grants

  • Blackburn, M. V., Clark, C. T., Copenhaver-Johnson, J. F. "Creating a Community of Inquiry to Combat Homophobia in Schools through Literature and Film." National Council of Teachers of English, $20,000, January 1, 2006-December 31, 2007.
  • Clark, C. T., Blackburn, M. V. & Marks, H. M. "The Transfer of Literacy Competencies by Adolescents in School and Internship Settings: A Pilot Study." P-12 Scholars Program, Ohio State University, $20,000, September 2005-August, 2006.
  • Clark, C. and Rogers, T. "The Language, Literacy, and Culture Section Of the Department of Teaching and Learning: Moving to the Forefront of Literacy Research." Proposal submitted to The Ohio State University's program for Academic Enrichment, 2000-2001 competition. $144,000.00 in annual rate from the University with an equal match from the College of Education.
  • Clark, C., and Newell, G. "Collaborating Through Cases: Secondary English Teachers Learning About Teaching with Technology." PT3 Grant to English Education Community of Learners, $29,000.00, January 2001-June 2002.
  • "Writing Our Lives: Student Inquiry in Two Columbus Neighborhoods." Proposal submitted to the Columbus Foundation, 1998-99 Competition, $5,500.
  • "Forging Identities of Success: Students Inquiring Into Urban Communities." The Spencer Foundation Small Grants Program, 1998 Competition, $32,800.

Presentations

  • Clark, C. T. (April 2014). Possibilities for and barriers to support: The role of administrators and other school personnel. Paper presented in the session Clark, C. T. (Organizer), Teacher researchers learning to advocate for diversity in sexual identity and gender expression in schools: Overcoming the barriers and embracing the possibilities. Panel presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
  • Clark, C. T., Blackburn, M.V., Dallacqua, A. K., and Miller, M. C. (April, 2014). Surfacing oppressive discourses in discussions of LGBT-themed multimedia and multimodal literature. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
  • Blackburn, M. V., & Clark, C. T. (April, 2014). Teachers and adolescents discussing LGBT-themed graphic novels: Implications for expanding experiential meaning potential. Roundtable presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
  • Clark, C. T. & Blackburn, M. V. (August, 2013). The role of multimedia in discussions of literature among lesbian, gay, bisexual, trans*, and ally adolescents and their teacher. Paper to be presented at the International Research Society for Children’s Literature, Maastricht, The Netherlands.
  • Blackburn, M. V. & Clark, C. T. (April, 2013). What makes a book queer? Multiple and conflicting ideologies in LGBT-themed literature. Paper presented in the session Clark, C. T. (Organizer), Queering LGBT-themed literature with teachers and students. Panel presented at the annual meeting of the American Education Research Association, San Francisco, CA.
  • Clark, C. T. (Organizer). (April, 2013). Queering LGBT-themed literature with teachers and students. Panel presented at the annual meeting of the American Education Research Association, San Francisco, CA.
  • Blackburn, M. V. and Clark, C. T. (February, 2013). Examining queer elements and ideologies in LGBT-themed literature: What queer literature can offer young adult readers in schools. Symposium presented at the National Council of Teachers of English Assembly for Research (NCTEAR) Conference, Columbus, OH.
  • Clark, C. T. (Discussant). (November, 2012). Community, conformity, identity: Literacy practices across grade levels. Annual convention of the National Council of Teachers of English, Las Vegas, NV.
  • Blackburn, M. V. & Clark, C. T. (April, 2012). Fixity and fluidity in long-term studies: Examining a literature discussion group among LGBTQ and ally youth and adults. In P. Enciso (Organizer). Workhop on Qualitative Research Methods, sponsored by the National Conference of Research on Language and Literacy. Annual meeting of the American Educational Research Association, Vancouver, BC, Canada.
  • Clark, C. T., & Blackburn, M. V. (April, 2011). Making spaces for reading diverse literature: Queer and ally youth and adults reading LGBTQ-themed literature. Invited keynote presentation to the Literature SIG Business Meeting, annual meeting of the American Educational Research Association, New Orleans, LA.
  • Clark, C. T. (Organizer) (April, 2011). Queer positionalities of parents, teachers, youth, and text. Panel presented at the annual meeting of the American Education Research Association, New Orleans, LA.
  • Blackburn, M.V., & Clark, C. T. (April, 2011). Hybrid identities in queer themed literature discussions. Paper presented in the session Queer positionalities of parents, teachers, youth, and text, Clark, C. T. (Organizer). Annual meeting of the American Education Research Association, New Orleans, LA.
  • Clark, C. T., & Blackburn, M.V. (April, 2011). Choosing and challenging texts: Positioning LGBT-themed literature in a queer youth center. Paper presented in the session Queer positionalities of parents, teachers, youth, and text, Clark, C. T. (Organizer). Annual meeting of the American Education Research Association, New Orleans, LA.
  • Blackburn, M. V., Clark, C. T., & Smith, J. M. (November, 2011). From teacher activism to teacher inquiry: Combating homophobia across time and space. Paper presented at the annual convention of the National Council of Teachers of English, Chicago, IL.
  • Clark, C. T. (Organizer). (November, 2011). Addressing LGBT topics in classrooms: Teachers share their approaches. Symposium presented at the annual convention of the National Council of Teachers of English, Chicago, IL.
  • Clark, C. T. (November, 2011). Preparing teachers to teach against heterosexism and homophobia. In Clark, C. T. (Organizer). (November, 2011). Addressing LGBT topics in classrooms: Teachers share their approaches. Symposium presented at the annual convention of the National Council of Teachers of English, Chicago, IL.
  • Clark, C. T. (June, 2010). Evolving discussions of LGBT-themed literature: Moving from inclusive to queer readings. Paper presented at the Discourse Analysis in EducationWorking Conference, Columbus, OH.
  • Clark, C. T. (May, 2010). Radical repositionings: Reading LGBT-themed literature in a queer youth center. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO.
  • Clark, C. T. (Organizer) (May, 2010). Queering Readers, Texts, and Contexts. Panel session submitted for presentation at the Annual Meeting of the American Educational Research Association, Denver, CO.
  • Blackburn, M. V. & Clark, C. T. (February, 2010). Reading queerly or inclusively? Positioning readers and reading of LGBT-themed literature in a queer youth center. Paper presented at the NCTE Assembly for Research, Pittsburgh, PA.

Selected Publications

Books

  • Blackburn, M. V., Clark, C. T., Kenney, L. M., & Smith, J. M. (Eds.) (2010). Acting out: Combating homophobia through teacher activism. New York: Teachers College Press.
  • Blackburn, M. V. & Clark, C. T. (Eds.) (2007). Literacy Research for Political Action and Social Change. New York: Peter Lang.

Book Chapters

  • Blackburn, M. V. & Clark, C. T. (2011). Becoming readers of literature with LGBT themes in and out of classrooms. In S. Wolf, K. Coats, P. Enciso, & C. Jenkins (Eds.), The Handbook of research on children’s and young adult literature (pp. 148-163). New York: Routledge.
  • Bloome, D. & Clark, C. T. (2006). Discourse in use. In J. Green, G. Camilli, & P. Elmore (Eds.) Complementary Methods for Research in Education. Washington, DC: American Educational Research Association.
  • Clark, C. T. & Young, M. (2005). Changing places: Theorizing space and power dynamics in service-learning. In Butin, D. (Ed.) Looking In, Teaching Out: Critical Issues and Directions in Service Learning. New York, NY: Palgrave Press.

Journal Articles

  • Clark, C. T., & Blackburn, M. V. (in press). Scenes of violence and sex in recent award-winning LGBT-themed young adult novels and the ideologies they offer readers. Discourse: Studies in the Cultural Politics of Education.
  • Blackburn, M.V., Clark, C. T., & Nemeth, E. (in press). Examining queer elements and ideologies in LGBT-themed literature: What queer literature can offer young adult readers. Journal of Literacy Research.
  • Blackburn, M. V. & Clark, C. T. (2011). Analyzing talk in a long-term literature discussion group: Ways of operating within LGBT-inclusive and queer discourses. Reading Research Quarterly. 46 (3), 222-248.
  • Clark, C. T. (2010). Preparing LGBTQ-Allies and combating homophobia in teacher education. Teaching and Teacher Education, 26 (3), 704-713.
  • Clark, C. T. & Blackburn, M. V. (2009). Reading LGBT-themed literature with young people in classrooms: What’s possible? English Journal, 98 (4), 25-32.
  • Brauer, L. & Clark, C. T. (2008). The trouble is English: Reframing English studies in secondary schools. English Education, 40 (4), 293-313.
  • Clark, C. T. (2003). Examining the role of authoritative discourse in the labeling and unlabeling of an “LD” college learner. Journal of Adolescent and Adult Literacy, 47 (2), pp. 128-135.
  • Clark, C. T. (2002/2003). Unfolding narratives of service learning: Reflections on teaching, literacy, and positioning in service relationships. Journal of Adolescent and Adult Literacy, 46 (4), pp. 288-297.
  • Clark, C. T., Chow-Hoy, T. K., Herter, R. J. & Moss, P. A. (2001). Portfolios as sites of learning: Reconceptualizing the connections to motivation and engagement. Journal of Literacy Research, 33 (2), 211-241.
  • Clark, C. T. & Medina, C. L. (2000). How reading and writing literacy narratives affects pre-service teachers' understandings of literacy, pedagogy, and multiculturalism. Journal of Teacher Education, 51 (1), 63-76.