Mira-Lisa Katz

Professor
Literacy Studies, English Education & Applied Linguistics

Office: Nichols Hall 342
Phone: (707) 664-3139
Email: mira.katz@sonoma.edu

What I Do at SSU

I teach undergraduate and graduate courses in English education, including literacy studies, the teaching of reading and composition, applied linguistics, and literature (YA Literature, World Literature). In my courses we also explore how the visual and performing arts, multimodality, gesture and somatics can enhance teaching, learning and meaning-making practices. I also advise undergraduates specializing in English education (secondary teaching preparation) and graduate students specializing in Rhetoric/English Education. I especially enjoy mentoring future secondary and college-level English teachers who find the intersection of education and social justice compelling. As a co-author of the CSU’s ERWC (Expository Reading and Writing Curriculum)—a rigorous, rhetorically based high school English course designed to facilitate college-readiness for diverse students in California—I regularly lead professional learning workshops at County Offices of Education throughout the Bay Area and northern California for in-service high school teachers. Recent research on the ERWC program’s success, which received an i3 grant from the U.S. Department of Education, can be found on the WestEd website.

Bio

Ph.D. 1999, UC Berkeley, Education in Language, Literacy & Culture

M.A. 1993, UC Berkeley, Education in Language, Literacy & Culture

B.A. 1988, Mills College, French and Linguistics, minor in Dance

Mira-Lisa Katz has presented her educational research internationally, and has published in the following professional journals: Linguistics and Education; Research in the Teaching of English; Canadian Modern Language Review; the California Reader; Leadership Magazine; the International Journal of Innovation in Language Teaching; Afterschool Matters; and Open Letter: Australian Journal for Adult Literacy and Research.

A recipient of UC Berkeley’s Outstanding Dissertation Award, she also received the Promising Researcher Award from the U.S. National Council of Teachers of English (NCTE) in 2001, and the Edmund Stanley Jr. Research Grant from the Robert Bowne Foundation in 2006 to fund her ethnographic study, “Growth in Motion,” on young women learning dance in community-based programs in northern California.

Her writing explores a wide range of educational topics, from language, literacy and reading comprehension, to embodied learning, multimodality and dance. She also writes about gender and education, informal learning in out-of-school settings, theories and practices of embodiment, identity and development across the lifespan, high school to college transitions, and teacher education. Her edited book, Moving Ideas: Multimodality and Embodied Learning in Communities and Schools, was published by Peter Lang in 2013 and can be found at this link.

Reviews of Moving Ideas can be found here and here.

In addition to teaching and writing, Mira has been a performing artist in the San Francisco Bay Area for nearly 40 years. A member of Sonoma County’s SoCo Dance Theater since 2010, she is currently pursuing an MFA in Dance/Creative Practice at St. Mary’s College of California. More information on Mira’s dance background can be found at Soco Dance Theater. A review by dance critic Sarah Chenoweth of Mira’s recent suite of dances is titled “Change of State” (2015)

Publications

Katz, M.L. (Ed.) (2013). Moving Ideas: Multimodality and Embodied Learning in Communities and Schools. New Literacies and Digital Epistemologies Series. NY: Peter Lang.

Katz, M.L. (2013). “Introduction.” In Mira-Lisa Katz (Ed.), Moving Ideas: Multimodality and Embodied Learning in Communities and Schools. New Literacies and Digital Epistemologies Series. NY: Peter Lang (pp. 1-29).

Katz, M.L. with Tom, E. (2013). “Pasture Pedagogy: Field and Classroom Reflections on Embodied Teaching.” In Mira-Lisa Katz (Ed.), Moving Ideas: Multimodality and Embodied Learning in Communities and Schools. New Literacies and Digital Epistemologies Series. NY: Peter Lang (pp. 109-137).

Katz, M.L. with Truss, T. (2013).  “Visceral Literature: Multimodal Pedagogies for Middle and High School English Language Arts. In Mira-Lisa Katz (Ed.), Moving Ideas: Multimodality and Embodied Learning in Communities and Schools. New Literacies and Digital Epistemologies Series. NY: Peter Lang. (pp. 171-186).

Katz, M.L. (2013). Co-author. Second Edition. The CSU Expository Reading and Writing Curriculum (ERWC). Published by the California Department of Education and the CSU Chancellor’s Office Center for the Advancement of Reading.

Katz, M.L., Graff, N., and Brynelson, N. (2013). Second Edition. “Theoretical Foundations for Reading and Writing Rhetorically.” The CSU Expository Reading and Writing Curriculum (ERWC). Published by the California Department of Education and the CSU Chancellor’s Office Center for the Advancement of Reading.

Katz, M.L. and Graff, N. (2013). Second Edition. “Language, Gender and Culture: A Twelfth Grade English Module.” The CSU Expository Reading and Writing Curriculum (ERWC). Published by the California Department of Education and the CSU Chancellor’s Office Center for the Advancement of Reading.

Katz, M.L. and Akashian, M. (2013). Second Edition. “Bring a Text You Like to Class: A Twelfth Grade English Module.” The CSU Expository Reading and Writing Curriculum (ERWC). Published by the California Department of Education and the CSU Chancellor’s Office Center for the Advancement of Reading.

Katz, M.L. and Arellano, A. (2013). “Appendix E: Using Classroom Discussion Strategies to Foster Rhetorical Literacies.” The CSU Expository Reading and Writing Curriculum (ERWC). Published by the California Department of Education and the CSU Chancellor’s Office Center for the Advancement of Reading.

Katz, M.L., Brynelson, N., and Edlund,  J.R. (2013). “Enacting Rhetorical Literacies: The Expository Reading and Writing Curriculum in Theory and Practice.” Commissioned Chapter about the ERWC for the 6th Edition of Theoretical Models and Processes of Reading, D. Alvermann, N. Unrau and R. Ruddell (Eds.). Newark, DE: International Reading Association (pp. 978-1014).

Katz, M.L. (2012). “Critical Pedagogy Meets ‘Survival English’: One Community-based Workplace Literacy Program’s Approach to Educating Immigrant Women in California.” International Journal of Innovation in Language Teaching, 1(2): 139-158.

Katz, M.L. (February 2010). “Dance Journal Prompts: Reflecting on Dance, Cognition, Culture and Identity: How Dancing Shapes Thinking and Experience On and Off the Dance Floor.” In Wendy Oliver (Ed.), Writing About Dance. Champaign, IL: Human Kinetics Publishers, Inc.

Katz, M.L. (October 29, 2008). Guest speaker on “A Novel Idea.” KRCB, Sonoma County National Public Radio. Discussion of Harper Lee’s To Kill a Mockingbird, Sonoma County’s Big Read Program, sponsored by the NEA.

Katz, M.L. (October 5, 2008). Guest speaker on “A Novel Idea.” KRCB, Sonoma County National Public Radio. Discussion of Harper Lee’s To Kill a Mockingbird, Sonoma County’s Big Read Program, sponsored by the NEA.

Katz, M.L. with Street, C, Fletcher, J., Merrill, M., Cline, Z. (September 2008). “The Expository Reading and Writing Curriculum (ERWC): Preparing all students for college and career.” The California Reader 42(1): 34-41.

Katz, M.L. (Spring 2008). “Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development Through Dance After School.” Afterschool Matters, 7: 12-22.

Katz, M.L. (June 2008). Co-author. The CSU Expository Reading and Writing Course. UC approved 11th-12th grade course. Published by The California Department of Education and the California State University’s Office of the Chancellor, Center for the Advancement of Reading.

Katz, M.L., co-authored with Cline, Z., Bissell, J., and Hafner, A. (Nov/Dec 2007). “Closing the College Readiness Gap: Aligning High School and College Curricula.” Leadership Magazine, 37(2): 30-33. Published by the Association of California School Administrators.

Katz, M.L. (October, 2007). “Scaling ICT Skills Training for Teachers in 21st Century India.”  Microsoft Partners in Learning Progress Report 2007: 42-49.

Katz, M.L. (December, 2006). Growth in Motion: Documenting How Young Women’s Embodied Identity, Cognitive Development and Academic Success are Supported Through Participation in Dance After School. Final Report submitted to the Robert Bowne Foundation.

Hull, G. and Katz, M.L. (2006). “Crafting an Agentive Self: Case Studies of Digital Storytelling.” Research in the Teaching of English, 41(1):43-81.

Greenleaf, C., and Katz, M. L. (2004). “Ever Newer Ways to Mean: Authoring Pedagogical Change in Secondary Subject Area Classrooms.” In S.W. Freedman and A. Ball (Eds.), Bakhtinian Perspectives on Language, Literacy, and Learning. Cambridge, MA: Cambridge University Press, pp. 172-202.

Katz, M. L. (2001). “Engineering a Hotel Family: Language Ideology, Discourse and Workplace Culture.”  Linguistics and Education, 12(3): 309-343.

Katz, M. L. (2000). “Workplace Language Teaching and the Intercultural Construction of Ideologies of Competence.” Canadian Modern Language Review, 57(1): 144-172.

Katz, M. L. (1999). Discursive Fault Lines at Work: A Comparative Ethnographic Study of Three Workplace Literacy Programs Serving Immigrant Women in the United States. Unpublished Doctoral Dissertation. University of California, Berkeley, Graduate School of Education, Division of Language and Literacy, Society and Culture. 

Katz, M. L. (1997). “Immigrant Women, English Literacy Programs, and Work in the United States: A Look at How Ideology and Funding are Shaping Workplace Education.”  ERIC Document 408 427.

Katz, M. L. and Jury, M. (1997). “Literacies in a Changing Workplace: A Look at the Uses of Literacy in a Multi-ethnic, High-tech Electronics Factory.”  ERIC Document 408 428.

Hull, G., Jury, M., Ziv, O. and Katz, M. (1996). Changing Work, Changing Literacy? A Study of Skills Requirements and Development in a Traditional and Restructured Workplace: Final Report. Berkeley, CA: National Center for the Study of Writing and Literacy and the National Center for Research on Vocational Education.

Jury, M., and Katz, M. (Spring, 1996). "Literacy and Numeracy in a Changing Workplace."  The Quarterly, 18(2), 20-28. National Center for the Study of Writing and Literacy and the National Writing Project.

Katz, M. L. (1996). "Educating Second Generation North-African Women in a Parisian Suburb: How School Contributes to Defining Women's Work Lives."  Conference Proceedings of the First International Conference on Women and Literacy, Center for the Study of Adult Literacy, Georgia State University, Atlanta.

Katz, M. L. (1995). "Language Practices in Deaf Education: How Ideology Shapes Individual Lives."  Open Letter: Australian Journal for Adult Literacy and Research 6(1), 57-74. Perth, Australia.

Katz, M. L. (1993). Beliefs about Deafness and Sign Language in the United States: Attitudes Past and Present. M.A. Thesis. University of California, Berkeley, Graduate School of Education, Division of Language and Literacy, Society and Culture.