Office Hours:

  • T: 2:00-5:00PM
 
 

Kelly Keegan

Assistant Professor

Ella Cline Shear School of Education

South Hall 228B
1 College Circle
Geneseo, NY 14454
585-245-5333
keegan@geneseo.edu

Dr. Keegan has been a member of the Geneseo faculty since 2007.

Her interests include science fiction, digital literacies and multiliteracies, young adult literature, graphic novels, and internet memes.

 

 

Faculty Information

Education

  • Ph.D.-- University at Buffalo

Research Interests

The adolescent daydream project: Creative writing and multimodality in the high school ELA classroom Evaluating undergraduate pre-service teacher candidate use of multimodal texts in the execution of the INTD 301 daydream project

Publications and Professional Activities

  • Keegan, K. M. (2010). Visual literacy and online community interactions: PhotoShop ™ contests at Fark.com. International Journal of Technology, Knowledge and Society, 6(4) 165-178.
  • Keegan, K. M., Abdallah-Fischer, F. F., & McVee, M. B (2011). Names and nationalities: Positioning and hybrid identity in the narrated experiences of a Palestinian-American teacher. In McVee, M. B., Brock, C., Glazier, J. A. (Eds.) Sociocultural positionings in literacy research: Exploring discourse, culture, narrative, and power. Cresskill, NJ: Hampton Press.
  • Keegan, K. M. (2011). “Not sure if serious”: Multiliteracies and communities of practice on Fark.com. Ubiquitous Learning: An International Journal, 3(4), 1-18.
  • Keegan, K. M. (2012). “I threw a party and 5 million people showed up”: A website owner and operator as model for new literacies teaching. The International Journal of Technology, Knowledge and Society, 7(5) 73-89.

Affiliations

  • National Council of Teachers of English
My Classes

Intd 301:
Topics in Secondary Educ:

    This course is designed to assist preservice teachers in becoming acquainted with literary selections and resources used to teach adolescents from grades 7-12. The course emphasizes the reading of this literature, in particular, the genre of your adult fiction, and will introduce methods for intergrating the literature within the English classroom. The course also considers the selection of literature for students of a full range of abilities including students with special needs and English language learners. Prerequisites: INTD 203, EDUC 204, and SPED 205. Corequisite: INTD 302. Offered every spring

Intd 302:
Methods&Matls-Sec Ed:

    This course provides the theory and practice of foreign language instruction at the middle school and secondary high school levels including the state and national foreign language standards and the application of modern technologies to foreign language instruction. Students apply the theory to the development of instructional materials, lesson plans, and a communicative unit plan. Prerequisites: INTD 203, EDUC 204, and SPED 205. Corequisites: FREN 320 or SPAN 320. Offered every spring

EDUC 204:
Dimensions of Teaching

    This course introduces students to instructional and classroom management practices in the contexts of changing perspectives and environments of education for grades 7-12. The underlying assumption is that inquiry into the dimensions of classroom experience from a variety of perspectives will enable students to make informed choices in structuring and implementing lessons that are consistent with NYS Learning Standards and take into account the commonalties and differences among adolescent learners. Field visits will involve systematic analysis of and reflection on effective practice. Corequisite: SPED 205. Prerequisites: INTD 203, EDUC 215

CURR 488:
Experimental:

    This course is designed to help classroom teachers look at popular culture as something other than the enemy. Pop culture is ubiquitous; our students consume it in huge amounts (as do we). We as teachers need to recognize is the inherent appeal in pop culture which can work to our benefit. We can use this tool as a means of engaging our students and making them want to think critically about their own lives. Additionally, popular culture can be a locus of critique. We can use it to look at society, politics, gender issues, sex, violence, class and race inequality, among other things. Teaching students to critically assess their media and culture consumption is a way of bringing into focus what it means to be American, to be a member of the Global Economy, and to be a participant in local and world societies. Prerequisites: None