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Kelly Keegan

Assistant Professor
South Hall 228B
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.

Office Hours

Spring 2020
T/R: 11:00-1:30

Curriculum Vitae

Education

  • Ph.D.-- University at Buffalo

Affiliations

  • National Council of Teachers of English

Publications

  • 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.

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

Classes

  • CURR 635: Action Res in Reading&Literacy

    This course is designed to help students synthesize information learned from other reading/literacy course work, generalize about issues in reading, critically analyze information heard and read, make judgments about the efficacy of policies and procedures in reading, and initiate change in reading instruction. The course is centered around the implementation and reporting of a significant action research project. Offered: spring and when demand is sufficient

  • EDUC 188: Exp:Welcome to Adol Cert
  • EDUC 204: Dimensions of Teaching-Lec

    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. Prerequisites: INTD 203 and EDUC 215. Corequisites: SPED 205. Offered every fall

  • EDUC 204: Dimensions of Teaching-Act

    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. Prerequisites: INTD 203 and EDUC 215. Corequisites: SPED 205. Offered every fall