Maren Aukerman
Biographic Data
| ID | 1584042 |
|---|---|
| NAME | Maren Aukerman |
| GIVEN NAMES | Maren |
| FAMILY NAME | Aukerman |
| SIGNATURE | AUKERMAN M |
| AFFILIATIONS | University of Calgary |
| ORCID | 0000-0003-0628-1838 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Children's Inalienable Literacy Education Rights and the Science of Reading
The widely ratified 1989 UN Convention on the Rights of the Child (CRC) enumerated essential human rights for children, with emphasis on supporting children's humanity and dignity. Schools play a vital role in upholding these rights, and the literacy classroom is a key domain where children should experience and exercise them. However, little scholarship has systematically explored what the CRC means for literacy education. This paper considers h…
Literacy principles as a tool for policy analysis
Debates around the Science of Reading have often been couched in consideration of research scholarship. However, before a meaningful dialogue centered on empirical evidence can fruitfully take place, there must be some clarity around shared literacy values, and around how those values might be addressed through instruction. Drawing on internationally accepted definitions and a long tradition of literacy scholarship, we identify a literacy values …
Beyond “Learning Loss
A resounding emphasis on learning loss has pervaded popular discourse and academic research as children return to in-person instruction after COVID-related schooling interruptions, most notably including remote schooling. This paper examines how this emphasis links to persistent deficit-oriented views of children as lacking literacy and language. It proposes an expanded, anti-deficit conception of teacher noticing based upon four domains that des…
What Matters Most? Toward a Robust and Socially Just Science of Reading
Science of reading is a term that has been used variously, but its use within research, policy, and the press has tended to share one important commonality: an intensive focus on assessed reading proficiency as the primary goal of reading instruction. Although well intentioned, this focus directs attention toward a problematically narrow slice of reading. In this article, we propose a different framework for the science of reading, one that draws…
Student Conceptualizations of Task, Audience, and Self in Writing College Admissions Essays
The authors examined how high school seniors conceptualized the task of writing college admissions essays, the audience for that writing, and themselves as potentially college‐worthy writers. In a survey and related interviews, students revealed more emphasis on generic good writing than on the narrative argument genre that college admissions personnel often privilege. Students who wrote to address a specific college admissions audience varied co…
Bucking the authoritative script of a mandated curriculum
Dialogic teaching represents an orientation toward classroom dialogue that surfaces student ideas, allows students to encounter and dialogue with each other's ideas, and privileges divergent understandings. This orientation shows considerable pedagogical promise. Yet, particularly in schools serving economically marginalized and/or linguistically diverse students, teachers are often obliged to use mandated reading curricula that emphasize knowled…
The Pictures Can Say More Things”
Although scholarship in New Literacies increasingly emphasizes multimodal reading, some traditional perspectives on comprehension pedagogy continue to advocate for focusing discussion on linguistic content of texts, concerned that allowing students to discuss illustrations could siphon attention from the words (linguistic content). Largely absent from this debate has been close examination of how young students explicitly reference images versus …
"Why Do You Say Yes to Pedro, but No to Me?" Toward a Critical Literacy of Dialogic Engagement
The author proposes that teachers of critical literacy must not only decenter texts as infallible authorities, but also decenter teachers as infallible (textual) authorities. She outlines problematic aspects of pursuing critical literacy as outcome, where there is heavy emphasis on having students parrot the teacher's viewpoint, and of pursuing critical literacy as procedure, where the emphasis is on adopting the teacher's analytic toolkit for un…
When Reading It Wrong Is Getting It Right
This study offers an alternative to traditional notions of scaffolding for reading comprehension by tracing the evolution of a fifth-grade small group literature conversation in which the teacher sought to displace himself as “primary knower” (Berry, 1981) in the conversation. The study examines how the teacher shared evaluation with his students even when they sought to reposition him as primary knower
What Matters Most? Toward a Robust and Socially Just Science of Reading
Science of reading is a term that has been used variously, but its use within research, policy, and the press has tended to share one important commonality: an intensive focus on assessed reading proficiency as the primary goal of reading instruction. Although well intentioned, this focus directs attention toward a problematically narrow slice of reading. In this article, we propose a different framework for the science of reading, one that draws…
"Why Do You Say Yes to Pedro, but No to Me?" Toward a Critical Literacy of Dialogic Engagement
The author proposes that teachers of critical literacy must not only decenter texts as infallible authorities, but also decenter teachers as infallible (textual) authorities. She outlines problematic aspects of pursuing critical literacy as outcome, where there is heavy emphasis on having students parrot the teacher's viewpoint, and of pursuing critical literacy as procedure, where the emphasis is on adopting the teacher's analytic toolkit for un…
Bucking the authoritative script of a mandated curriculum
Dialogic teaching represents an orientation toward classroom dialogue that surfaces student ideas, allows students to encounter and dialogue with each other's ideas, and privileges divergent understandings. This orientation shows considerable pedagogical promise. Yet, particularly in schools serving economically marginalized and/or linguistically diverse students, teachers are often obliged to use mandated reading curricula that emphasize knowled…
The Pictures Can Say More Things”
Although scholarship in New Literacies increasingly emphasizes multimodal reading, some traditional perspectives on comprehension pedagogy continue to advocate for focusing discussion on linguistic content of texts, concerned that allowing students to discuss illustrations could siphon attention from the words (linguistic content). Largely absent from this debate has been close examination of how young students explicitly reference images versus …
When Reading It Wrong Is Getting It Right
This study offers an alternative to traditional notions of scaffolding for reading comprehension by tracing the evolution of a fifth-grade small group literature conversation in which the teacher sought to displace himself as “primary knower” (Berry, 1981) in the conversation. The study examines how the teacher shared evaluation with his students even when they sought to reposition him as primary knower
"Why Do You Say Yes to Pedro, but No to Me?" Toward a Critical Literacy of Dialogic Engagement
The author proposes that teachers of critical literacy must not only decenter texts as infallible authorities, but also decenter teachers as infallible (textual) authorities. She outlines problematic aspects of pursuing critical literacy as outcome, where there is heavy emphasis on having students parrot the teacher's viewpoint, and of pursuing critical literacy as procedure, where the emphasis is on adopting the teacher's analytic toolkit for un…
The Pictures Can Say More Things”
Although scholarship in New Literacies increasingly emphasizes multimodal reading, some traditional perspectives on comprehension pedagogy continue to advocate for focusing discussion on linguistic content of texts, concerned that allowing students to discuss illustrations could siphon attention from the words (linguistic content). Largely absent from this debate has been close examination of how young students explicitly reference images versus …
Bucking the authoritative script of a mandated curriculum
Dialogic teaching represents an orientation toward classroom dialogue that surfaces student ideas, allows students to encounter and dialogue with each other's ideas, and privileges divergent understandings. This orientation shows considerable pedagogical promise. Yet, particularly in schools serving economically marginalized and/or linguistically diverse students, teachers are often obliged to use mandated reading curricula that emphasize knowled…
Student Conceptualizations of Task, Audience, and Self in Writing College Admissions Essays
The authors examined how high school seniors conceptualized the task of writing college admissions essays, the audience for that writing, and themselves as potentially college‐worthy writers. In a survey and related interviews, students revealed more emphasis on generic good writing than on the narrative argument genre that college admissions personnel often privilege. Students who wrote to address a specific college admissions audience varied co…
What Matters Most? Toward a Robust and Socially Just Science of Reading
Science of reading is a term that has been used variously, but its use within research, policy, and the press has tended to share one important commonality: an intensive focus on assessed reading proficiency as the primary goal of reading instruction. Although well intentioned, this focus directs attention toward a problematically narrow slice of reading. In this article, we propose a different framework for the science of reading, one that draws…
Beyond “Learning Loss
A resounding emphasis on learning loss has pervaded popular discourse and academic research as children return to in-person instruction after COVID-related schooling interruptions, most notably including remote schooling. This paper examines how this emphasis links to persistent deficit-oriented views of children as lacking literacy and language. It proposes an expanded, anti-deficit conception of teacher noticing based upon four domains that des…
Literacy principles as a tool for policy analysis
Debates around the Science of Reading have often been couched in consideration of research scholarship. However, before a meaningful dialogue centered on empirical evidence can fruitfully take place, there must be some clarity around shared literacy values, and around how those values might be addressed through instruction. Drawing on internationally accepted definitions and a long tradition of literacy scholarship, we identify a literacy values …
Children's Inalienable Literacy Education Rights and the Science of Reading
The widely ratified 1989 UN Convention on the Rights of the Child (CRC) enumerated essential human rights for children, with emphasis on supporting children's humanity and dignity. Schools play a vital role in upholding these rights, and the literacy classroom is a key domain where children should experience and exercise them. However, little scholarship has systematically explored what the CRC means for literacy education. This paper considers h…
Literacy (7 works) · Pedagogy (7 works) · Psychology (7 works) · Mathematics education (6 works) · Literacy, Media, and Education (5 works) · Reading and Literacy Development (5 works) · Linguistics (4 works) · Sociology (4 works) · Critical literacy (3 works) · Reading (process) (3 works)