Department of Educator Preparation, Innovation and Research

Dr. Rogers is an educational researcher who specializes in literacy studies, teacher learning, and critical discourse studies.  Her research focuses on the socio-political contexts of literacy and language education and situates critical discourse analysis within an ethnographic tradition. She has published seven books and over 70 articles and chapters in national and international journals including: Reading Research Quarterly, Linguistics & Education, Critical Discourse Studies, the Journal of Literacy Research, Review of Research in Education, Race, Ethnicity and Education, Teaching Education, Anthropology & Education Quarterly, and The Journal of Early Childhood Literacy. Her research has been translated and published in Spanish.  

She teaches courses in literacy assessment; literacy, diversity, and equity; instructional methods for teaching literacy; and discourse analysis. Dr. Rogers directs the Burnett Literacy Clinic and along with several colleagues initiated a school-based literacy clinic to prepare pre-service teachers to teach literacy. She and Dr. Nick Husbye are collaborating on a grant-funded project focused on the preparation of literacy teachers in a digital, global age. She is a founding member of a grassroots teacher group called Educators for Social Justice (ESJ).
 

Dr. Rogers has published books with academic publishers including: Designing Critical Literacy Education through Critical Discourse Analysis: Pedagogical and Research Tools for Teacher Researchers (with M. Mosley Wetzel; Routledge, 2013); An Introduction to Critical Discourse Analysis in Education (second edition; Routledge, 2011); Designing Socially Just Learning Communities: Designing Critical Literacy Education across the Lifespan (Routledge, 2009); Critical Literacy/Critical Teaching (with C. Dozier & P. Johnston; Teachers College Press, 2005), Adult Education Teachers Designing Critical Literacy Practices (Routledge, 2008). Her first book, A Critical Discourse Analysis of Family Literacy Practices (Erlbaum, 2003), was awarded the Ed Fry Book Award for outstanding contributions to literacy studies.
 

Her new book (2018, Routledge) is called "Reclaiming powerful literacy practices: New horizons for critical discourse analysis." The book makes the case for an expanded CDA framework -- one that centralizes generative and powerful approaches to educational practices and that is sufficiently attentive to multimodlity, learning, and ethnographic contexts. Through different studies across the lifespan, we get a sense of the longer term processes associated with transformative collaborative practices.


Dr. Rogers is currently the President of the Literacy Research Association (LRA), a 1,500 member organization (2016-2017). She just finished her term as Program Chair and President-elect (2015-2016) of LRA in which she convened a program called "Mobilizing Literacy Research for Social Transformation." She is a Fulbright Scholar of Critical Discourse Studies and taught at the Universidad de San Martin, Buenos Aires, Argentina. She has received numerous awards for her research, teaching, and service. She has served on the editorial boards of the Journal of Literacy Research, Linguistics & Education, Reading Research Quarterly, Journal of Adolescent and Adult Literacy, Teachers College Record, and The Reading Teacher among other journals.
 

Dr. Rogers is committed to contributing to the communities in which she works and lives. She strives to integrate racial equity into her work on campus and in the community. She is currently working with a coalition of community organizations to break the school-to-prison-pipeline.

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rogersrl@umsl.edu

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(314) 516-5797

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366 Marillac Hall

Dr. Rogers is an educational researcher who specializes in literacy studies, teacher learning and critical discourse studies.  Her research focuses on the socio-political contexts of literacy and language education and situates critical discourse analysis within an ethnographic tradition. She has published five books and over 60 articles and chapters in national and international journals such as: Reading Research Quarterly, Linguistics & Education, Critical Discourse Studies, Discourse, Critical Inquiry into Language Studies, the Journal of Literacy Research, Review of Research in Education, Race, Ethnicity and Education, Teaching Education, Anthropology & Education Quarterly, Reading and Writing Quarterly and The Journal of Early Childhood Literacy. Her research has been translated and published in Spanish.  

Her books include: An Introduction to Critical Discourse Analysis in Education (second edition; Routledge, 2011); Designing Socially Just Learning Communities: Designing Critical Literacy Education across the Lifespan (Routledge, 2009); Critical Literacy/Critical Teaching (with C. Dozier & P. Johnston; Teachers College Press, 2005), Adult Education Teachers Designing Critical Literacy Practices (Routledge, 2008). Her first book, A Critical Discourse Analysis of Family Literacy Practices (Erlbaum, 2003), was awarded the Ed Fry Book Award for outstanding contributions to literacy studies.

In 2009, Rogers was a Fulbright Scholar in Critical Discourse Studies at the Universidad de San Martin, Buenos Aires, Argentina. She has received numerous awards for her research and service including the Early Career Award by the National Reading Conference and the Outstanding Young Alumni Award by the University at Albany Alumni Association. She has also been honored with several teaching and mentoring awards. She is an active member of several professional organizations including the National Reading Conference, International Reading Association and National Council of Research on Language and Literacy. She has served on the editorial boards of Reading Research Quarterly, Journal of Adolescent and Adult Literacy, Teachers College Record, and The Reading Teacher among other journals. Rogers was on the Board of Directors of the National Reading Conference and served as the Membership and Elections Chair for the National Council of Research on Language and Literacy (NCRLL).

Her new book An Introduction to Critical Discourse Analysis in Education (second edition, 2011) considers the theories and methods of critical discourse studies through the empirical work of leading scholars in the field. This new edition features a companion website which includes video footage with the founders of critical discourse analysis and resources for teaching and learning CDA.

Dr. Rogers is a member of the elected school board of St. Louis Public Schools (2009-2013). She is one of the core members of the Literacy for Social Justice Teacher Group, a grassroots teacher group committed to social justice in schools and communities. http://literacyforsocialjustice.com/

Rogers directs the Literacy Clinic at UMSL. The Literacy Clinic is a collaborative learning site that focuses on the preparation of future teacher leaders and literacy researchers. Each year, the Literacy Clinic sponsors a Language, Literacy and Culture Speaker Series that brings together the university and public school community around current research in literacy studies.

Dr. Rogers is interested in supervising dissertations in the areas of New Literacy Studies, family and community literacies, critical literacy, the preparation of teachers of literacy and/or with research methodologies including ethnography, discourse analysis and case studies.

Representative Publications

Rogers, R. & Elias, M. (in press, 2012) Storied Selves: A Critical
Discourse Analysis of Young Children’s Literate Lives. Journal of Early Childhood Literacy, 12 (2), 1-34.

Compton-Lilly, C., Rogers, R., & Lewis, T. (in press, 2012). An Integrative Critical
Literature Review of the Field of Family Literacy. Reading Research Quarterly.

Rogers, R. (in press, 2012). Coaching teachers as they design critical literacy
practices. Reading and Writing Quarterly.

Rogers, R. (2011). Tracking Educational Trajectories and Life Pathways: The
Longitudinal Nexuses of Critical Discourse Analysis and Ethnography. Special Issue
of Critical Discourse Studies 8 (4) Ethnography in/and Critical Discourse Analysis, 1-14. 

Rogers, R. (2011). Understanding literacy development “life wide and lifelong”
Reading Research Quarterly, 46 (1), 86-96.

Rogers, R. (2011). Becoming Discourse Analysts: Constructing Meanings and
Identities. Critical Inquiry in Language Studies, 8 (1).

Rogers, R., Mosley, M, & Folkes, A. (2009). Standing up to Neoliberalism with
Critical Literacy. Language Arts, 87(2), 127-138.

Rogers, R. (2009). A Review of Critical Discourse Analysis in Education.In M.
Pini (Ed.) Discursos y Educacion: Herramientas para un Analisis Critico de los Discursos en Educacion, pp. 43-76. Buenos Aires, Argentina: Universidad Nacional de San Martin in Argentina.

Rogers, R. & Mosley, M. (2008). A Critical Discourse Analysis of Racial Literacy in
Teacher Education. Linguistics and Education, 19, 107-131.

Rogers, R. (2007). A Case Study of Teaching for Literacy Acceleration within a Critical Literacy Framework: Reconstructing Pedagogical Approaches. Pedagogies: An International Journal, 2 (4), 233-250.

Rogers, R. & Christian, J. (2007). "What could I say?": A Critical Discourse Analysis of the Construction of Race in Children's Literature. Race, Ethnicity, and Education, 10 (1), 21-46.

Rogers, R. & Mosley, M. (2006). Racial Literacy in a Second Grade Working Class Classroom: Critical Race Theory, Whiteness Studies and Literacy Research. Reading Research Quarterly, 41 (4). 462-495.

Rogers, R., Berkes, E., Mosley, M., Hui, D., O-Garro, G. (2005). A Critical Review of Critical Discourse Analysis. Review of Research in Education, 75 (3), 365-416.

Rogers, R. (2004). Storied Selves: A Critical Analysis of Adult Learners' Literate Lives. Reading Research Quarterly, 39 (3), 272-305.

Rogers, R. & Light, R, Curtis, L. (2004). "Anyone Can be an Expert in Something": Exploring the Complexity of Discourse Conflict and Alignment in a 5th Grade Classroom. Journal of Literacy Research, 36 (2), 177-210.

Rogers, R. (2002). Between Contexts: A Critical Analysis of Family Literacy, Discursive Practices, and Literate Subjectivities. Reading Research Quarterly 37 (3) 248-277.

Rogers, R. (2002). Through the Eyes of the Institution: A Critical Discourse Analysis of Decision Making in Two Special Education Meetings. Anthropology and Education Quarterly 33 (2), 213-237.

Before entering higher education, Rogers was a literacy specialist in an elementary school and in a community based adult education program. She also served as the program coordinator for a grassroots literacy organization in New York State. She earned my Ph.D. (Literacy Education), MS (Literacy Specialist), MA (English) and BA (English) all from the University at Albany.