Curriculum and Instruction
Professor of English Education
Senior Editor, The ALAN Review
Fulbright Scholar to Norway
University Teaching Fellow
Ph.D. Curriculum and Instruction, Arizona State University, 2001
M.Ed. Secondary Education, Arizona State University, 1994
B.A. English, Arizona State University, 1992
Areas of Expertise
Young Adult Literature
Wendy Glenn examines young adult literature, language and culture, and the intersections of the two in teacher preparation and education. Her aim is to help educators at all levels acquire the knowledge, skills, and dispositions to 1) utilize and advocate for texts likely to result in student engagement and lasting interest among all learners and 2) implement culturally responsive practices that attend to the needs of diverse learners historically underserved by schools. As these goals have developed over time, they have resulted in a particular interest in exploring how story can be used to educate new and practicing teachers to effectively address the challenges and opportunities presented by the classroom’s changing demographics.
Dr. Glenn has presented her work in several professional venues, including academic conferences sponsored by NCTE, ALAN, AERA, LRA, NNER, and AACTE. She has served as the Literature and Literary Analysis Section Editor for the Journal of Literacy Research (LRA), Chair of the Amelia Elizabeth Walden Book Award and Anti-censorship Committees (ALAN), and Astrid Lindgren Memorial Book Award Committee (IBBY). She is a Past President of ALAN.
Dr. Glenn was named a 2009-2010 Fulbright Scholar to Norway. As a Roving Scholar in American Studies, she visited schools in every region of Norway to talk with students about American life and culture and provide professional development for teachers. Dr. Glenn was also named a University Teaching Fellow in 2009 and a Meade Award recipient for research in English Education in 2013. She is the current Senior Editor of The ALAN Review (http://www.alan-ya.org/publications/the-alan-review/), the peer-reviewed journal sponsored by the Assembly on Literature for Adolescents of the National Council of Teachers of English (ALAN). Dr. Glenn worked as a classroom teacher in Arizona (Mesa Public Schools, grades 7-12) before becoming a teacher educator.
Examples of Funded Research
Exploring and Expanding Understandings of Islam Through Young Adult Literature. (In review). Humanities Institute.
Multicultural Children’s and Young Adult Literature Research Center, Teachers for a New Era (TNE).
Beyond Stone Walls: Toward a K-8 Transdisciplinary Curriculum. National Science Foundation (NSF).
Writing Like a Pro: Building Confidence and Developing Skills in Student Writers. Teachers for a New Era (TNE).
Caring, Collaborating, Coming Together to Chat:First-Year Teachers Gaining Knowledge Through Critical Case Discussions. Teachers for a New Era (TNE).
Glenn, W. J., Ginsberg, R., & King, D. (In press). Resisting and persisting: Identity stability among adolescent readers labeled as struggling. Journal of Adolescent Research.
Glenn, W. J., & Ginsberg, R. (2016). Resisting readers’ identity (re)construction across English and young adult literature course contexts. Research in the Teaching of English, 51(1), 84-105.
Glenn, W. J. (2016). Vying for position: The role of sport in postcolonial young adult literature. SIGNAL: International Reading Association, 39(2), 28-33.
Glenn, W. J. (Oct. 2016). Sport as story: Facilitating literature study in the classroom. In A. Brown, & L. Rodesiler (Eds.), Developing contemporary literacies through sports: A guide for the English classroom. (Eds.). Urbana, IL: NCTE.
Glenn, W. J. (2015). Understanding unfamiliar literary aesthetics: White preservice teachers examine race through story. Action in Teacher Education, 37(1), 23-44.
Groenke, S., Coleman-King, C., Glenn, W., Haddix, M., Kirkland, D., & Price-Dennis, D. (2015). “What if we viewed them as human?”: Disrupting and dismantling the dominant vision of youth of color. English Journal, 104(3), 35-40.
Glenn, W. J. (2014). To witness and to testify: Preservice teachers examine literary aesthetics to better understand diverse literature. English Education, 46(2), 90-116.
Glenn, W. J., & Gort, M. (2014). Preservice teachers’ evolving knowledge and practice toward linguistically- and culturally-responsive pedagogy. In T. Levine, L. Howard, & D. Moss (Eds.), Preparing classroom teachers to succeed with second language learners: Lessons from a faculty learning community (pp. 190-218). New York, NY: Routledge. [Research in Teacher Education series]
Glenn, W. J. (2013). Omdefinerer en Norsk Norge: The influence of changing demographics on Norwegian schooling for social democracy. Equity and Excellence in Education, 46(1), 36-47.
Glenn, W. J. (2012). Developing understandings of race: Preservice teachers’ counter-narrative (re)constructions of people of color in young adult literature. English Education, 44(4), 326-353.
Glenn, W. J., Ginsberg, R., Gaffey, E., Lund, K., & Meagher, I. (2012). From awareness to action: Young adult literature as a road to reflection and catalyst for change. The ALAN Review, 39(2), 25-32.
Gort, M., & Glenn, W. J. (2010). Navigating tensions in the process of change: An English educator’s dilemma management in the revision and implementation of a diversity-infused methods course. Research in the Teaching of English, 45(1), 59-86.
Gort, M., Glenn. W. J., & Settlage, J. (2010). Toward culturally and linguistically responsive teacher education: The impact of a faculty learning community on two teacher educators. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms (pp. 178-194). Mahwah, NJ: Erlbaum.
Glenn, W. J., King, D., Heintz, K., Berg, E., & Klapatch, J. (2009). Finding space and place for young adult literature: Lessons from four first-year teachers engaging in out-of-school professional induction. The ALAN Review, 36(2), 6-17.
Glenn, W. J. (2009). Laurie Halse Anderson: Speaking in tongues. Lanham, MD: Rowman & Littlefield/Scarecrow. [Studies in Young Adult Literature series]
Glenn, W. J. (2009). Fictional boys defying patriarchal expectation: A feminist critical analysis of the young adult novels of Karen Hesse. In K. Sanford & R. Hammett (Eds.), Boys, girls, and the myths of literacies/learning (pp. 237-252). Toronto, Canada: Canadian Scholars’ Press.
Glenn, W. J. (2008). Gossiping girls, insider boys, A-list achievement: Examining and exposing young adult novels consumed by conspicuous consumption. Journal of Adolescent and Adult Literacy, 52(1), 34-43.
Glenn, W. J., & Gort, M. (2008). Discomfort, deficiency, dedication: Preservice teachers voice their ELL-related concerns. The English Leadership Quarterly, 64(4), 9–13.
Gallo, D., & Glenn, W. J. (2008). Richard Peck: The past is paramount. Lanham, MD: Rowman & Littlefield/Scarecrow. [Studies in Young Adult Literature series]
Glenn, W. J. (2007). Real writers as aware readers: Writing creatively as a means to develop reading skills. Journal of Adolescent and Adult Literacy, 51(1), 10-20.
Glenn, W. J. (2006). Trusting texts that trust students. English Journal, 96(2), 88-92.
Glenn, W. J. (2005). Sarah Dessen: From burritos to box office. Lanham, MD: Rowman & Littlefield/Scarecrow. [Studies in Young Adult Literature series]
Richard A. Meade Award Recipient for Outstanding Research in English Education (2013). Paper entitled, “Developing Understandings of Race: Preservice Teachers’ Counter-Narrative (Re)Constructions of People of Color in Young Adult Literature.”
James Houck Lecturer, 2011
Fulbright Scholar to Norway, 2009-2010
University Teaching Fellow, 2009
New England Association of Teachers of English (NEATE) Educator of the Year, 2003
Senior Editor of The ALAN Review, Assembly on Literature for Adolescents of the National Council of Teachers (ALAN)
Standing Committee Against Censorship, National Council of Teachers of English (NCTE)
Past-President, The Assembly on Literature for Adolescents of the National Council of Teachers of English (ALAN)
Former Chair, Amelia Elizabeth Walden National Book Award (sponsored by the Assembly on Literature for Adolescents, ALAN)
Former Chair, Anti-censorship Committee, Assembly on Literature for Adolescents of the National Council of Teachers of English (ALAN)
Member, Astrid Lindgren Memorial Book Award (sponsored by the United States Board on Books for Youth, USBBY)
Editorial Review Board, The ALAN Review (TAR)
Editorial Review Board, Research in the Teaching of English (RTE)
Editorial Review Board, Journal of Teacher Education (JTE)
Former Section Editor, Journal of Literacy Research (sponsored by the Literacy Research Association)
In the News
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