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Karla J. Möller
Profile Picture for Karla J. Möller

Associate Dean for Graduate Programs, Office of Graduate Programs

Contact

142A Education Building
317 Education (mail code 708)
Champaign (UIUC Campus Mail), IL 61820

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Topics

literature Reader literacy development zone classroom social justice group discussion Arab Americans Peers soap opera

Biography

Karla's research, teaching, and service coalesces around her interconnecting interests in cultural diversity and language, reading and response to literature, and issues related to social justice, educational equity, and children’s engagement and success in school. Her work connects three aspects of literacy and literature-based instruction through a focus on material availability and selection (e.g., What literature is available to use in schools? What can be done to improve availability of authentic culturally diverse materials?); on content (e.g., What literature do educators actually use and why? What is taught—or left out—with regards to literature within school-based instruction?) and on procedures (e.g., How is use of literature in schools organized? Who has access to literature-based instruction? What can be done to improve access for all students to opportunities for creative and critical thinking connected with reading literature?).

 

Key Professional Appointments

  • Associate Dean for Graduate Programs, College of Education, University of Illinois, Urbana-Champaign
  • Associate Professor, Curriculum and Instruction, University of Illinois, Urbana-Champaign
Publications

Moller, K. J., Tarakji, L., & Margolis, D. J. (2021). Muslim American Nonfiction Literature. In T. Crisp, S. M. Knezek, & R. P. Gardner (Eds.), Reading and Teaching with Diverse Nonfiction Children’s Books: Representations and Possibilities (pp. 147-165). National Council of Teachers of English.

Möller, K. J. (2020). Reading and Responding to LGBTQ-Inclusive Children’s Literature in School Settings: Considering the State of Research on Inclusion. Language Arts, 97(4), 235-251.

Möller, K. J. (2017). Second Reaction: Now You See Them, Now You Don’t: A Delightfully Informative and Appealing Lyrical, Visual Animal Exposé. First Opinions, Second Reactions, 10(3), 20-23.

Day, D., McNair, J. C., Möller, K. J., & Zapata, A. (2016). Children's Literature Reviews: 2015 Notable Poetry Books. Language Arts, 93(6), 464-469.

McNair, J. C., Day, D., Möller, K. J., & Zapata, A. (2016). Children's Literature Reviews: Bigfoot, Bones, and Benjamin Franklin: A Bunch of Books for Sharing in K–8 Classrooms. Language Arts, 93(3), 240-245.

McNair, J. C., Day, D., Möller, K. J., & Zapata, A. (2016). Children's Literature Reviews: Biliteracy and Children's Literature. Language Arts, 93(5), 392-396.

Moller, K. (2016). Creating Diverse Classroom Literature Collections Using Rudine Sims Bishop's Conceptual Metaphors and Analytical Frameworks as Guides. Journal of Children’s Literature, 42(2), 62-72.

Moller, K. (2016). Engaging Middle-Grades Readers Through Graphic Nonfiction Trade Books: A Critical Perspective on Selected Titles Recommended for Classroom Use. Journal of Children’s Literature, 42(1), 63-70.

McNair, J. C., Day, D., Möller, K. J., & Zapata, A. (2015). Children's Literature Reviews: 2014 Notable Children's Poetry Books. Language Arts, 92(6), 452-458.

McNair, J. C., Day, D., Möller, K. J., & Zapata, A. (2015). Children's Literature Reviews: Creativity and Children's Literature. Language Arts, 92(5), 370-376.

McNair, J. C., Day, D., Möller, K. J., & Zapata, A. (2015). Children's Literature Reviews: From Microbes to Music: Recommended Children's Literature for Grades K–8. Language Arts, 93(1), 66-73.

McNair, J. C., Day, D., Möller, K. J., & Zapata, A. (2015). Children's Literature Reviews: Memoirs, Magic, and Mutiny: Marvelous Titles to Share in K–8 Classrooms. Language Arts, 92(3), 214-222.

Moller, K., & Ferguson, L. (2015). Apps in literature-based classroom instruction: Integrating reading and response through traditional and digital media. Journal of Children’s Literature, 41(1), 54-60.

Möller, K. J. (2015). Integrating Graphic Nonfiction into Classroom Reading and Content Area Instruction: A Critical Literacy Focus on Selection Issues. Journal of Children’s Literature, 41(2), 52-59.

McNair, J. C., Day, D., Móller, K. J., & Zapata, A. (2014). Children's Literature Reviews: A Splash of Books for Reading and Sharing with Students in Grades K–8. Language Arts, 91(5), 377-385.

McNair, J. C., Bailey, A. R., Bloom, S., Day, D., Foote, D., Horning, K. T., McLinn, C. S., Möller, K. J., & Zapata, A. (2014). Children's Literature Reviews: Celebrating the 45th Anniversary of the Coretta Scott King Book Award. Language Arts, 91(3), 190-196.

McNair, J. C., Day, D., Möller, K. J., & Zapata, A. (2014). Children's Literature Reviews: Move Over, Frog and Toad: Transitional Chapter Books. Language Arts, 92(1), 64-71.

McNair, J. C., Day, D., Möller, K. J., & Zapata, A. (2014). Children's Literature Reviews: Our Favorite 2013 Poetry Books. Language Arts, 91(6), 443-448.

Moller, K. (2014). Heather is 25! So, What Literature Featuring Gays and Lesbians is Available for Primary Grades Today? Journal of Children’s Literature, 40(1), 62-69.

Moller, K. (2014). Mirrors and Windows Through Literature Featuring Arabs, Arab Americans, and People of Islamic Faith. Journal of Children’s Literature, 40(2), 65-72.

McNair, J. C., Bailey, A. R., Day, D., & Möller, K. J. (2013). Children's Literature Reviews: 2012 Notable Poetry Books. Language Arts, 90(6), 457-463.

McNair, J. C., Bailey, A. R., Day, D., & Möller, K. J. (2013). Children's Literature Reviews: Our Favorite Picturebook Apps. Language Arts, 90(5), 380-384.

McNair, J. C., Bailey, A. R., Day, D., & Möller, K. J. (2013). Children's Literature Reviews: Quality Children's Literature to Stimulate Discussion during Interactive Read-Alouds. Language Arts, 91(1), 53-60.

Moller, K. J. (2012). Developing Understandings of Social Justice: Critical Thinking in Action in a Literature Discussion Group. Journal of Children’s Literature, 38(2), 22-36.

Moller, K. (2008). Reading our richly diverse world: Conceptualizing a response development zone. In W. M. Brooks, & J. C. McNair (Eds.), Embracing, Evaluating, and Examining African American Children's and Young Adult Literature (pp. 151-186). Scarecrow Press.

Hug, B., & Möller, K. J. (2005). Collaboration and Connectedness in Two Teacher Educators' Shared Self-Study. Studying Teacher Education, 1(2), 123-140.  link >

Möller, K. J. (2004). Creating Zones of Possibility for Struggling Readers: A Study of One Fourth Grader's Shifting Roles in Literature Discussions. Journal of Literacy Research, 36(4), 419-460.  link >

Allen, J. B., Moller, K. J., & Stroup, D. (2003). "Is this some kind of soap opera?": A tale of two readers across four literature discussion contexts. Reading and Writing Quarterly, 19(3), 225-251.  link >

Lewison, M., Leland, C., Flint, A. S., & Moller, K. J. (2002). Dangerous Discourses: Using Controversial Books To Support Engagement, Diversity, and Democracy. New Advocate, 15(3), 215-226.

Möller, K. J. (2002). Providing Support for Dialogue in Literature Discussions about Social Justice. Language Arts, 79(6), 467-477.

Allen, J. B., & Möller, K. (2000). Critical issues response: Reflections, connections, and imperfections. Journal of Literacy Research, 32(2), 283-287.  link >

Möller, K. J., & Allen, J. B. (2000). Connecting, resisting, and searching for safer places: Students respond to Mildred Taylor's The Friendship. Journal of Literacy Research, 32(2), 145-186.  link >

Möller, K. J. (1999). I get proud when I read: First-graders talk about reading. Reading Psychology, 20(4), 255-299.  link >

Courses

CI 467: Principles in Teaching Literature to Children and Youth (CI 467) Examines literature written for children and youth and the uses of literature in the school curriculum.

CI 536: Curriculum and Instruction Proseminar (CI 536) Provides an introduction to doctoral studies, research, and careers in education. Focus is on development of an identity as a researcher. Topics include a basic orientation to research in education, doctoral program navigation toward a research identity in a chosen field and career path, writing in academic genres, and education research funding. The course is designed for all CI doctoral students. Topics, readings, and assignments may vary. The course is designed for students at the beginning of their doctoral program. However, advanced students may take the course as they progress in their program.

CI 567: Children's Literature in the School Curriculum (CI 567) Investigates trends and issues related to teaching literature in the school; focuses attention upon the organization and planning of a balanced literature curriculum (fictional and informational).

CI 568: Contemporary Children's Literature (CI 568) Critically examines literature written for children and youth, including books that have received major national and international awards and prizes; gives particular attention to contemporary children's literature publications and their implications for use in the elementary classroom and school curriculum.

CI 585: Informational Children's Literature (CI 585) Intended for elementary and middle school teachers, this course is an introduction to informational, or nonfiction children's literature. Students will explore the importance of including informational literature in the curriculum, how to select informational children's literature, and methods for teaching with informational text and for helping children learn from informational text.