Anne Haas Dyson
- Ph.D., Education, University of Texas, Austin, 1981
- M.Ed., Education, University of Texas, Austin, 1976
- B.S., Elementary Education (concentration: English), University of Wisconsin, Madison, 1972
Key Professional Appointments
- Professor, Curriculum & Instruction, University of Illinois at Urbana-Champaign, 2006--
- Professor, Department. of Teacher Education, Michigan State University, 2002-2006
- Professor, Division of Language, Literacy, & Culture, University of California, Berkeley, 1991-2002
- Associate Professor, Division of Language, Literacy, & Culture, University of California, Berkeley, 1987-1991
- Assistant Professor, Division of Language, Literacy, & Culture, University of California, Berkeley, 1985-1987
- Visiting Assistant Professor, Division of Language, Literacy, & Culture, University of California, Berkeley, 1984-1985
- Graduate Faculty, Graduate School, University of Georgia, 1984-1985
- Assistant Professor, Department of Language Education, University of Georgia, 1981-1985
Activities & Honors
- Fellow of the American Educational Research Association, American Educational Research Association, 2012- present
- Early Literacy Educator of the Year Award, National Council of Teachers of English, 2012-
- Vera Nofftz Early Childhood Education Fellow, Given for "preeminence in the field of early childhood education", College of Education, 2011- present
- John R. Hayes Award for Excellence in Writing Research, Award given for best article in Written Communication during the preceding year (2008), Written Communication, 2009-
- Janet Emig Award, given by the Conference on English Education of the National Council of Teachers of English, National Council of Teachers of English, 2006-
- Selection as Mary Lou Fulton Distinguished Lecturer, Selection by Mary Lou Fulton Endowment Advisory Committee of the College of Education, Arizona State University, 2006-
- Janet Emig Award, National Council of Teachers of English, 2002-
- Purves Award, National Council of Teachers of English, 1999-
- Distinguished Teaching Award, University of California-Berkeley, 1998-
- Choice Outstanding Academic Book of the Year Award, Choice, 1995-
- David H. Russell Award for Distinguished Research in the Teaching of English, National Council of Teachers of English, 1994-
- Editorial Board Member, Language & Literacy Series, Teachers College Press, 1989- present
- Editorial Board Member, Written Communication, 1987- present
My major research interests are related to the social and cultural processes of schooling and literacy, including:
+ethnographies of childhood and, more broadly, of the experiential qualities of contemporary schooling for all participants
+the development of childhood cultures, especially the role of popular culture in that development, with a particular interest in city kids
+the development and use of written language in contemporary childhoods and cross-culturally
+the politics of identity and language in school, including the role of English variants, like African American Language
My current research centers on the intersection of literacy and childhoods. The latter is a relatively new interdisciplinary field which focuses on both how societies conceive of and arrange for “childhoods” and, also, on how children themselves act as agents in the construction of their own childhoods. I have examined institutional expectations of the proper child prepared for and learning written language (through a study of what is considered “basic” and, also, “appropriate” in content) and children’s expectations for each others’ use of written language. The children’s actions involve use of place-based resources (like environmental print on frequented neighborhood sites) and appealing and shared knowledge based on media (e.g., movies, television, radio). Briefly, then, the work, composed of two interrelated projects in different sites, entails a study of the ideological foundation of “basics” curricula (i.e., ideologies of language and of appropriate childhoods), their classroom enactments, and their interpretation by young, marginalized children (i.e., marginalized in the institution and society by class, race, and language).
- Dyson, A. Haas. (2012). Relations between oral language and literacy. In C. Chapelle (Ed.), The encyclopedia of applied linguistics. Indianapolis: Wiley-Blackwell.
- Dyson, A. Haas. (in press). Writing “basics”?: Views from children’s worlds. New York: Teachers College Press.
- Dyson, A. Haas. (in press). Relations between oral language and literacy. Encyclopedia of applied linguistics. Hoboken: Wiley-Blackwell.
- Dyson, A. Haas. (in press). The place of childhoods in school writing programs: A matter of ethics. In J. Larson & J. Marsh (Eds.), The Sage handbook of early childhood literacy, second edition. London: SAGE.
- Genishi, C., & Dyson, A. H. (2009). Children, language, & literacy: Diverse learners in diverse times. New York: Teachers College Press.
- Dyson, A. H., & Smitherman, G. (2009). The right (write) start: African American language and the discourse of sounding right. Teachers College Record,111(4), 973-998.
- Dyson, A. H. (2009). Writing in childhood worlds. In R. Beard, D. Myhill, M. Nystrand, & J. Riley (Eds.), Handbook of writing development (pp. 232-245). London: Sage.
- Dyson, A. H. (2008). Staying in the (curricular)lines: Practice constraints and possibilities in childhood writing. Written Comunication, 25, 119-159.
- Dyson, A. H. (2007). School literacy and the development of a child culture: Written remnants of the "gusto of life." In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experiences in elementary and secondary school. Dordrecht, The Netherlands: Kluwer.
- Dyson, A. H. (2006). Literacy in a child’s world of voices, or, the fine print of murder & mayhem. Response to David Olson. Research in the Teaching of English, 41, 147-153.
- Dyson, A. H. (2006). On saying it right (write): “Fix-its” in the foundations of learning to write. Research in the Teaching of English, 41, 8-44.
- Dyson, A. H. (2005). Crafting "the humble prose of living": Rethinking oral/written relations in the echoes of spoken word. English Education, 37, 149-164.
- Dyson, A. Haas, & Genishi, C. (2005). On the case: Approaches to language and literacy research (A National Conference on Research in Language and Literacy Volume). New York: Teachers College Press.
- Dyson, A. H. (2004). Diversity as a “handful”: Toward retheorizing the basics. Research in the Teaching of English, 39, 209-213.
In The News
Dec. 7, 2012
Anne Haas Dyson, professor in Education Policy, Organization and Leadership, has received the Early Literacy Educator of the Year Award from the National Council of Teachers of English (NCTE). NCTE seeks to recognize distinguished contributions to the language and literacy education of young children. Read more...
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