Donna Alvermann, Ph.D.
Reading Education
Phone: (706) 542-4554
dalverma@uga.edu

Over the last ten years, I have studied the influence of various social contexts on adolescents' interpretations of what they read, how their interpretations are mediated by race, class, and gender, and the implications of focusing on students', rather than teachers', perspectives. More recently, I have begun to explore the potential of poststructural theory for interpreting literacy practices in secondary classrooms and in community settings such as public libraries and shopping malls.