Literacy Education (Ph.D.)

The Literacy Education specialization within our doctoral program in Education is designed for Ph.D. students interested in exploring the theories, traditions and research that shape and explain literacy, language and culture across varied contexts.

A photo of a teacher working with an elementary student learning about letters.

Note: We are not currently accepting new students to the Literacy Education Ph.D. specialization at this time. We apologize for the inconvenience.

Program overview

The specialization in Literacy Education, part of the University of Maine’s Education Ph.D. program, focuses on theoretical research traditions, historical perspectives, and diverse epistemologies and methodologies that frame the study of literacy in varied settings, with emphasis on the distinct needs of rural areas. Through coursework, collaborative research and the opportunity to publish and present research findings, students develop the skills and strategies to answer their own questions related to literacy education. The program’s hallmarks include its selectivity, small size and close mentoring by nationally recognized faculty. Enrollment is limited to no more than 12 students, to ensure quality and close relationships with faculty. We prepare doctoral students to be literacy leaders and advocates in their communities.

This page contains information for prospective students who already have a bachelor’s degree. UMaine also offers an accelerated 4+1 M.A.T. program for current University of Maine System (UMS) undergraduate students. If you are a current UMS undergrad who would like more information about the 4+1 option, click here.

The Ph.D. program requires a minimum of 57 graduate credits beyond a master’s degree. Students in the Literacy Education specialization are part of two cohorts: One made up of students pursuing the same area of study and a larger group of students from other specializations. This model encourages dialogue across multiple, related disciplines, while enabling students to develop in-depth expertise in their focus area. To the degree possible, courses are adapted to the needs, interests and schedules of these groups.

Students will develop an initial program of study with their faculty advisor. Before enrolling in their fifth course, students must form a program committee consisting of three or more faculty members to finalize the program of study. The curriculum includes of a minimum of 15 required foundation course credits, 15 required research core credits, 12 required program core credits and three elective credits combined with comprehensive exams, a research practicum and a dissertation:

  • Educational Foundations (minimum 12 credit hours): All students are required to enroll in a professional seminar course at the beginning of doctoral studies. After that, students may choose three additional courses from a menu of options focusing on the philosophical, psychological and social aspects of education.
  • Research Foundations (minimum 15 credit hours): Includes a minimum of six credits in quantitative methods and six credits in qualitative methods. In addition, students must take at least one additional research course related to their professional or academic interests.
  • Professional Core (minimum 15 credit hours): A series of courses in the student’s Area of Specialization.
  • Research practicum (minimum 6 credit hours): In the fourth year of the program, each student in consultation with their advisor and program committee, will do a two semester research practicum specific to their Area of Specialization. This allows students to develop a literature review and implement field study in that area.
  • Dissertation (minimum of nine credits)

Faculty

William Dee Nichols, Professor of Literacy Education
Timothy Reagan, Professor of World Language Education
Richard Kent, Professor Emeritus of Literacy Education

Staff

Jo-Ellen Carr, Administrative Specialist for Graduate Programs

Graduates of our doctoral program in Literacy Education have gone on to serve in other academic institutions as professors and researchers, in government or nonprofit education organizations, and as members of the National Writing Project. Many of our graduates also work in schools, as administrators and curriculum coordinators with a strong understanding of current literacy research and practice.

The mission of the Graduate School of the University of Maine is to produce engaged scholars and professionals by promoting excellence in all aspects of the graduate student experience. The Graduate School provides advanced education and professional training through innovative teaching, mentorship, research, and creative activity in established and emerging areas. This rigorous education prepares students to contribute meaningfully to the advancement of the state of Maine, the nation and the global community.

The University of Maine Graduate School prepares engaged scholars and professionals to make meaningful contributions to their communities of practice: research consortia, clinical practices, studios, workplaces, classrooms, and political collectives. As graduate students are key agents in helping to sustain an environment supportive of learning through teaching, collaborative inquiry, mentoring or demonstration, they are critical ambassadors for public higher education during their coursework and after graduation. During and after graduate training, accordingly, the Graduate School’s doctoral, masters, and professional-certifications degree programs will enable students to:

Understand, interpret, shape, and augment the knowledge base by

  • Contributing research, scholarship, creative work, and informed practice to our developing understanding of the social and material world;
  • Staying abreast of methodological, pedagogical, and professional advances;
  • Consuming research for continuing professional knowledge and practice; and
  • Committing to professional development through engagement in professional societies and other knowledge-transfer modes.

Share disciplinary expertise openly, effectively, and accurately by

  • Accurately distilling and disseminating complex expertise to help solve problems;
  • Responsibly integrating developing research consensus into professional best-practices;
  • Working collaboratively across domains to develop new insights and effective practices;
  • Responding with principled recommendations to emerging concerns that confront their communities of practice; and
  • Respectfully observing (and where necessary, helping to shape) the communicative conventions of the community of practice.

Demonstrate responsible and ethical practice by

  • Attending to sustainability, responsiveness, and potential long-term implications when engaging local-global context and communities;
  • Learning from and working respectfully with diverse cultural perspectives, knowledge-systems, and priorities;
  • Giving and acting on productive feedback;
  • Complying with best-practices in methodology and pedagogy and in making informed recommendations to employers, coworkers and the broader public;
  • Maintaining a critical awareness of structural inequities in their communities of practice and working to redress them; and
  • Assuring that context–and discipline-informed modes of inquiry are safe.

For current information about tuition and fees, please visit the Bursar’s office.

Note: We are not currently accepting new students to the Literacy Education Ph.D. specialization at this time. We apologize for the inconvenience.

Applicants for the doctoral program must have at least a master’s degree. Applications should be submitted through the UMaine Graduate School.

Contact Us

For questions about the program, please contact a faculty member to discuss your personal and career goals. For questions about applying, use the UMaine Graduate School contact form below. For general queries, coehd@maine.edu.

UMaine Graduate school Contact form