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Julia Hagge

Asst Prof-Reading Education, MRN-Academic Instruction

hagge.1@osu.edu

Biography

Julia Hagge is an assistant professor of reading education in the Departmet of Teaching and Learning at The Ohio State University. She teaches foundational and licensure courses in literacy at the undergraduate and graduate level. Hagge has more than 20 years experience in education and held a variety of positions including primary and intermediate classroom teacher, literacy specialist, literacy coach, and educational consultant.

Hagge earned her PhD in Curriculum and Instruction with a specialization in Literacy Studies from the University of South Florida and her MA in Education from Viterbo University. Her research is focused on inclusive literacy experiences for diverse learners. She is interested in the ways potentially marginalized students are afforded increased access to meaning-making via new media literacies. Hagge is published in PDS Partners and has presented research at national conferences including the American Educational Research Association and the Literacy Research Association. 

Education

  • PhD, Curriculum and Instruction, University of South Florida, 2016
  • MA, Education, Viterbo University, 2010
  • BS, Elementary Education, Clearwater Christian College, 1995

Research Summary

  • Inclusive literacy experiences for diverse learners
  • Embedded literacy practices and processes in online communities
  • Use of coding and programming to promote literacy practices
  • Alignment of in-school and out-of-school literacy practices for elementary/middle school children
  • Use of new media literacies to promote productive literacy pedagogies of teacher candidates

Research

Julia Hagge’s research focuses on literacy experiences for potentially marginalized learners. She approaches her research agenda with a twofold emphasis. First, she seeks to explore the ways in which students who are potentially marginalized due to learning differences, limited English proficiency, low-socioeconomic background, race, or gender are afforded increased access to meaning making via new media literacies. Additionally, her research is focused on ways to develop the literacy pedagogies of teacher candidates to provide inclusive literacy experiences in their instructional practice.

Selected Presentations

  • Hagge, J., & Krause, M. (December, 2015). Playing in the sandbox: Multimodal playspace to cultivate preservice teacher productive literacy pedagogies. Paper presented at the Literacy Research Association Annual Conference, Carlsbad, CA.
  • Krause, M., & Hagge, J. (December, 2015). Let Me “Instagram” It!: Collaborative multimodal meaning-making through photo blogging for pre-service teachers. Paper presented at the Literacy Research Association Annual Conference, Carlsbad, CA.
  • Hagge, J., & Krause, M. (April, 2015). Toward (De)marginalization of preservice teachers with reading disabilities: A multimodal approach. Paper presented at the 2015 American Educational Research Association Conference, Chicago, IL.
  • Krause, M., & Hagge, J. (April, 2015). Interwoven identities: Expanding preservice teachers’ literacy identities through multimodal experiences. Poster presented at the 2015 American Educational Research Association Conference, Chicago, IL.
  • Hagge, J. (December, 2014). Dialogic construction of literacy identities: The impact of elementary writing experiences on construction of literacy identities. Paper presented at the Annual Conference of the Literacy Research Association, Marco Island, FL.
  • Hagge, J., & Krause, M. (2014, April). Neuroscience opens new avenues toward understanding the relationship between attention and dyslexia. Paper presented at the 2014 American Educational Research Association Conference, Philadelphia, PA.
  • Hagge, J., & Krause, M. (2014, April). Creating links through multimodal literacy accommodations for preservice teachers with reading disabilities. Paper presented at the 2014 American Educational Research Association Conference, Philadelphia, PA.
  • Krause, M., & Hagge, J. (2014, April). The ripple effect: Creating synergy between neuroscience and education through teacher education programs. Paper presented at the 2014 American Educational Research Association Conference, Philadelphia, PA.
  • Hagge, J. (2013, December). Multimodal literacy experiences: The repositioning of a preservice teacher with a reading disability. Paper presented at the 63rd Annual Conference of the Literacy Research Association, Dallas, TX.
  • Hagge, J., & Krause, M. (2013, December). Access, Space, and Place: Multimodal literacy experiences to connect and empower preservice teachers. Paper presented at the 63rd Annual Conference of the Literacy Research Association, Dallas, TX.
  • Hagge, J., & Krause, M. (2013, February). Transforming teacher education: Multimodal literacy instruction to prepare new teachers. Paper presented at the 2013 Journal of Language and Literacy Conference, Athens, GA.

Selected Publications

  • Franco, Y., Fernandez, J., Gelfuso, A., Hagge, J., Powell, R.,Ward, J., Dennis, D., Parker, A., & Yendol-Hoppey, D. (2013).  Exploring the signature pedagogy of preservice teacher learning in partnership-based teacher education.  PDS Partners, 8(3), 7-8.