Julia Hagge

Dr. Julia Hagge is an assistant professor of reading education in the Department of Teaching and Learning at The Ohio State University. She teaches foundational and licensure courses in literacy at the undergraduate and graduate level. Dr. Hagge has more than 25 years of experience in education and held a variety of positions including primary and intermediate classroom teacher, writing specialist, literacy coach, and educational consultant.

Dr. 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 scholarship explores equitable access to literacy experiences via online and in-school literacy practices and processes that help to expand conceptualization of literacies. Dr. Hagge is published in The Reading Teacher, the Journal of Adolescent & Adult Literacy, Literacy Research: Theory, Method, and Practice, and Technology, Knowledge, and Learning. She has presented research at national and international conferences including the American Educational Research Association, the Literacy Research Association, and the British Educational Research Association.

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

• Programming-as-writing in online spaces
• Literacy practices and processes in online communities
• The role of affect in participatory culture
• New media experiences for diverse learners
• Alignment of in-school and out-of-school literacy practices for elementary/middle school children
• Schema-mediated vocabulary in mathematical story problems

Research

Dr. Hagge’s scholarship explores equitable access to literacy experiences via online and in-school literacy practices and processes that help to expand conceptualization of literacies for youth along three research trajectories: 1) youth as designers of digital media via programming-as-writing, 2) development of productive and sustainable literacy practices in online spaces, and 3) development of inclusive literacy pedagogies. Her scholarship contributes to a body of research focused on exploring online literacy practices and processes to expand conceptualization of literacies for youth. 

A recent trend in youth digital composition practices is the use of coding/programming to create digital media. Dr. Hagge considers how youth enact literacies via programming-as-writing as they engage with a new tool in new online spaces, while drawing attention to the need for educators and researchers to expand their thinking about what counts as literacy in school classrooms. In addition, she engages in interdisciplinary research to examine the role of language in making sense of math story problems and the types of vocabulary educators and students must consider. Her research led to the development of a framework as an instructional planning tool to assist educators in supporting all learners in making sense of and solving math story problems. 

Dr. Hagge is also a co-investigator with a cross-disciplinary team initiating a grant focused on leveraging advancements in technology to develop an innovative approach to accelerate testing and translation of generalizable evidence-based practices (EBPs) in education. The trajectories of her research align to push conceptualizations of literacy that emphasize access to equitable literacy experiences for youth.

• Hagge, J., & Appova, A. (2025). The Technical Subtechnical Nontechnical Vocabulary Model: Helping students to make sense of math story problems. The Reading Teacher. https://doi.org/10.1002/trtr.2375
• Hagge, J. (2023). Productivity versus sustainability: A tale of two authors’ engagement in participatory culture. Literacy Research: Theory, Method, and Practice, 72(1), 200-217. https://doi.org/10.1177/23813377231182093 
• Hagge, J. (2021). Easter eggs and semiotic cues: Embedded meaning as early adolescents engage in programming-as-writing. English Teaching: Practice & Critique, 20(3), 368-384. https://doi.org/10.1108/ETPC-07-2020-0077
• Hagge, J. (2021). Viral affirmation as pressure to perform: Exploring the role of affect in participatory culture, Journal of Adolescent & Adult Literacy, 65(1), 17-25. https://doi.org/10.1002/jaal.1166 
• Hagge, J. (2018). Coding to create: A subtext of decisions as early adolescents design digital media. Technology, Knowledge and Learning, 23(2), 247-271. https://doi.org/10.1007/s10758-018-9359-y  
• Hagge, J. (2017). Scratching beyond the surface of literacy: Programming for early adolescent gifted students. Gifted Child Today, 40(3), 154-162. https://doi.org/10.1177/10762175177072

• 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.