My research and teaching focus on the social and cultural aspects of literacy and learning of adolescents and, in particular, ways to meet the academic learning needs of diverse and marginalized students. I teach undergraduate, master’s level, and doctoral courses that focus on content-area and adolescent literacy, multiliteracies in education, and sociocultural aspects of language and literacy including discourse theory and analysis.
As Director of the Center for Adolescent Literacies I lead several initiatives including research and evaluation of the Children’s Defense Fund Freedom Schools in Charlotte, N.C., Advancing Literacy professional development, and the ReadWriteServe tutoring and community-based literacy initiatives.
As Associate Dean for the Quality Enhancement Plan (QEP) at UNC Charlotte I work with the leadership of the University College and others across campus in implementing the Prospect for Success QEP and other student success initiatives as part of our SACS accreditation.
Courses I regularly teach include:
- READ 3255 & READ 5255 Integrated Reading and Writing in the Content Areas
- READ 6255 Middle & Secondary Reading and Writing
- READ 6265 & EDCI 8265 Multiliteracies in a Global World: Reading & Writing Texts in New Times
- EDCI 8685 Sociocultural Perspectives of Language and Literacy
- Taylor, D. B., Vintinner, J. P., & Wood, K. D. (in press). Professional development 1.5: Two models for helping teachers implement digital tools in writing pedagogy. In R. S. Anderson, & C. Mims (Eds.). Digital tools for writing instruction in K-12 settings: Student perception and experience. Hershey, PA: IGI Global.
- Taylor, D. B., & Yearta, L. S. (2013). Putting multiliteracies into practice in teacher education: Tools for teaching and learning in a flat world. In R. Hartshorne, R., Heafner, T., & Petty, T. (Eds.). Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation (pp. 244-263). Hershey, PA: IGI Global.
- Taylor, D. B. (2012). Multiliteracies: Moving from theory to practice in teacher education. In A. B. Polly, Mims, C., & K. Persichitte (Eds.). Creating Technology-Rich Teacher Education Programs: Key Issues (pp. 266-287). Hershey, PA: IGI Global.
- Taylor, D. B., Hartshorne, R., Eneman, S., Wilkins, P., & Polly, A. B., (2012). Lessons learned from the implementation of a technology-focused professional learning community. In A. B. Polly, Mims, C., & K. Persichitte (Eds.). Creating Technology-Rich Teacher Education Programs: Key Issues (pp. 535-550). Hershey, PA: IGI Global.
- Wood, K. D., Harmon, J., & Taylor, D. B. (2011). Guidelines for integrating comprehension-based word study in content classrooms. The Middle School Journal, 42(5), 57-64.
- Taylor, D. B., Ahlgrim-Delzell, L., Flowers, C., & Browder, D. M. (2010). A qualitative study of teacher perceptions on using an explicit instruction curriculum to teach early reading skills to students with significant developmental disabilities. Reading Psychology, 31 (6), 524-545.
- Blanton, W., Wood, K. D., & Taylor, D. B. (2010). Rethinking middle school reading instruction: A basic activity approach. Reprinted in M. Cappello & B. Moss (Eds.), Contemporary Readings in Literacy Education (pp. 213-222). Los Angeles, CA: Sage Publications.
- Taylor, D. B., Mraz, M., Nichols, W. D., Rickelman, R. J., & Wood, K. D. (2009). Using explicit instruction to promote vocabulary learning for struggling readers. Reading-Writing Quarterly, 25, 1-16.
- Wood, K. D., Lapp, D., Flood, J., & Taylor, D. B. (2008). Guiding readers through text: Strategy guides in “new times” (2ndEd.). New York: Guilford.
- Taylor, D. B. (2007). Fostering engaged and active discussions in middle school classrooms. Middle School Journal, 39 (1), 54-59.
- Wood, K. D., & Taylor, D. B. (2006). Literacy strategies across the subject areas (2nd Ed.). New York: Allyn & Bacon.
- Rickelman, R. J., & Taylor, D. B. (2006). Developing vocabulary by learning content-area words. C. C. Block & J. Mangieri (Eds.), The vocabulary-enriched classroom: Practices for improving the reading performance of all students in grades 3 and up. New York: Scholastic.