Michael Manderino, Ph.D.

Associate Professor, Curriculum and Instruction

Department

Curriculum and Instruction

Education

• Ph.D., University of Illinois at Chicago
• M.Ed., University of Illinois at Chicago
• B.A., University of Illinois at Urbana-Champaign

Research Interests

Professor Manderino studies the intersections of digital literacies for disciplinary learning, especially with adolescent learners. He is an incoming co-editor of the Journal of Adolescent and Adult Literacy. Professor Manderino is on the executive board of the Association of Literacy Educators and Researchers in the role of social media manager and incoming vice-president of the organization. He is also the co-director of the NIU Social Justice Summer Camp for Educators.

Recent Publications

Wilder, P. and Manderino, M. Cultivating Disciplinary Literacy Spaces for Youth Connection and Agency. In E. Ortlieb, B. Kane, and E. Cheek (Ed.s.). Unpacking Disciplinary Literacies: From Research to Practice. Guilford Press.

Grote-Garcia, S., Ortlieb, E., Pletcher, B., Manderino, M., Araujo, J., and Babino, A. (2020). Building Bridges Between Research and Practice: Reflecting Upon the Results of the 2019 What's Hot in Literacy Survey. Annual Yearbook of the Association of Literacy Educators and Researchers. Corpus Christi, TX.

Manderino, M. and Castek, J. (2020). Digital literacies for disciplinary learning: Pedagogies and literacies practices youth deserve. In E. Ortlieb, S. Grote-Garcia, and J. Cassidy (Eds.). What's Hot in Literacy 2020. IGI Global.

Castek, J. and Manderino, M. (2020). Digital literacies for disciplinary learning: Interactions that build conceptual knowledge, practices, and habits of thinking. In M. Kuhn (Ed.) Developing Conceptual Knowledge Through Oral and Written Language. Guilford Press.

Garcia, L., and Manderino, M. (2020). Interrupting "Single Stories": Using Socially Just Media Texts to Teach Rhetorical Analysis. Acts of Resistance: Subversive Teaching in the English Language Arts Classroom, .

Di Domenico, P., Elish-Piper, L., Manderino, M., and L'Allier, S. K. (2019). Three Coaching Priorities for Enhancing Teacher Practice in Disciplinary Literacy Instruction in the English Language Arts. Journal of Adolescent and Adult Literacy, 63(1), 73-82.

Heppeler, J. and Manderino, M. (2018). Critical media literacy in the disciplines: Using 13th to support historical argumentation. Journal of Adolescent and Adult Literacy, 61(5).

Di Domenico, P. M., Elish-Piper, L., Manderino, M., and L'Allier, S. K. (2017). Coaching to support disciplinary literacy instruction: Navigating complexity and challenges for sustained teacher change. Literacy Research and Instruction, 1-19.

Castek, J., and Manderino, M. (2017). A Planning Framework for Integrating Digital Literacies for Disciplinary Learning. Journal of Adolescent and Adult Literacy, 60(6), 697-700.

Werderich, D.E. and Manderino, M. (2017). Leveraging digital mentor texts to write like a digital writer. Journal of Adolescent and Adult Literacy, 60 (5), 537-546

Goss, M., Castek, J., and Manderino, M. (2016). Digital literacies for disciplinary learning: Three synergies. Journal of Adolescent and Adult Literacy, 60(3), 335-340.

Books

Boerman-Cornell, W., Kim, J., and Manderino, M. (2017). Graphic Novels in Middle and High School Classrooms: A Disciplinary Literacies Approach. Rowman and Littlefield.

Elish-Piper, L., L'Allier, S., Manderino, M., and Di Domenico, P. (2016). Collaborative Coaching for Disciplinary Literacy: Strategies to Support Teachers in Grades 6‑12. Guilford Press.

Manderino, M., Berglund, R. L., and Johns, J. L. (2014). Content area learning: Bridges to disciplinary literacy. 4^th Ed. Dubuque, IA: Kendall Hunt.

Awards

• Literati Award from Emerald Publishing for the Chapter, Digital literacies for disciplinary learning: Pedagogies and literacies practices youth deserve., 2021
• Society of Professors of Education Book Award, Honorable Mention for Graphic Novels in High School and Middle School Classrooms. Rowman and Littlefield, 2018
• Emerging Education Policy Scholar, Thomas B. Fordham Institute, 2015-16
• Finalist Outstanding Dissertation Award, International Reading Association, 2013
• Outstanding Dissertation Award, Association of Literacy Educators and Researchers, 2012
• Dean's Merit Award, University of Illinois at Chicago, 2012
• Outstanding Student Research Award, Literacy Research Association, 2011