Literacy Studies, English Education & Applied Linguistics
Office: Nichols Hall 342
Phone: (707) 664-3139
What I Do at SSU
I teach undergraduate and graduate courses in Literacy Studies, Applied Linguistics, English Education, Literature, Arts-based Learning and Embodied (Multimodal) Learning. I advise undergraduates specializing in English Education and graduate students specializing in Rhetoric, Composition and Literacy Studies. I facilitate professional learning workshops at the Sonoma County Office of Education in Santa Rosa for in-service secondary and community college English teachers in SSU’s service area interested in teaching the CSU Expository Reading and Writing Curriculum (ERWC). I especially enjoy mentoring future secondary or college-level teachers and advising students interested in conducting ethnographic-oriented and qualitative research in a wide variety of community and school settings.
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 in 2000, 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 study, “Growth in Motion,” on young women learning dance in community-based programs in northern California.
Her writing explores literacy, reading comprehension, composition, embodied cognition and multimodality, arts-based learning, gender and education, informal learning in out-of-school settings, identity and development across the lifespan, high school to college transitions; and teacher education.
In addition to teaching and writing, Mira has been a performing artist in the San Francisco Bay Area for over 30 years. She currently dances with SoCo Dance Theater based in Sonoma County. More information on Mira’s dance background can be found at Soco Dance Theater.
Katz, M.L., Brynelson, N., & Edlund, J.R. (In press, 2013). “Enacting Rhetorical Literacies: The Expository Reading and Writing Curriculum in Theory and Practice.” Commissioned Chapter on the ERWC for the Sixth Edition of Theoretical Models and Processes of Reading, D. Alvermann, N. Unrau and R. Ruddell (Eds.). Newark, DE: International Reading Association.
Katz, M.L. (In press, 2013). Co-author. Second Edition. The California State University 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. (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. Co-author 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. (2008). Co-authored with members of the CSU Twelfth Grade Expository Reading and Writing Task Force (Edlund, J., Brynelson, N., Buchan, M., Ching, R., Flachmann, K., Fletcher, J., Harrington, M.K., Jago, C., Kittle, P., Merrill, M., Unrau, N., Walton, S., Warriner, A., and Zandi, M.) The California State University Expository Reading and Writing Course. Published by The California Department of Education and the California State University’s Office of the Chancellor, Center for the Advancement of Reading. UC approved 11th-12 th grade course.
Katz, M.L., Co-authored with Cline, Z., Bissell, J., & Hafner, A. (November/December 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 21 st-Century India.” Microsoft Partners in Learning Progress Report 2007: 42-49.
Hull, G. & 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., & 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 & 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, Literacy 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. & 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. & 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., & 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. (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. Unpublished M.A. Thesis. University of California, Berkeley, Graduate School of Education, Division of Language, Literacy and Culture.