Room: 560 COE
Phone: (404) 413-8020
Georgia State University
P.O. Box 3978
Atlanta, GA. 30302-3980
MAJOR AREAS OF INTEREST:
Teri Holbrook is an assistant professor of literacy and language arts in the Department of Early Childhood Education. She works with preservice and inservice teachers and with K-12th grade students in the areas of writing and digital composition. Her research interests include multimodal and digital composition, teacher development, and arts-based research methods. As a teacher, author, artist, and literacy scholar, Dr. Holbrook’s work spans education, the humanities, and the arts. Her scholarly work has been published in a number of academic journals, including Qualitative Inquiry, Reflective Practice, Children’s Literature in Education, and the Journal of Adolescent and Adult Literacy. She has presented papers at over 40 academic conferences and given keynote speeches at both academic and literary settings. Her literary work includes four novels published by Bantam Books (Kindle e-book versions by Random House Digital), short stories published by Avon Books and Boulevard Books, and a co-authored hypermedia novel that was an early experiment in multi-platform narrative. Her fiction has been short-listed for several awards, including the Edgar Award, the Agatha Award, and the Townsend Prize.
Hermann-Wilmarth, J. & Holbrook, T. (In press). Becoming-exiles in shifting borderlands. Anglistica.
Holbrook, T. & Pourchier, N. (In press). Collage as analysis: Remixing in the crisis of doubt. Qualitative Inquiry.
Hermann-Wilmarth, J. & Holbrook, T. (2013). Precarious identities: Violent disruptions and the (re)construction of the self. Frontiers: A Journal of Women Studies, 34(1), 2-24.
Hundley, M. & Holbrook, T. (2013). Set in stone or set in motion? Multimodal and digital writing with pre-service English teachers. Journal of Adolescent and Adult Literacy, 56(6), 492-501.
Holbrook, T. & Pourchier, N. (2012). The Exquisite Corpse as a/r/t: Bodied troubling of qualitative research-as-usual. Visual Arts Research, 38(2), 41-55.
Journell, W., May, L., Meyers, L., Stenhouse, V., & Holbrook, T. (2012). Scaffolding classroom discourse in an election year: Keeping a cool mood in a heated season. Social Studies and the Young Learner, 25(1), 6-9.