Ph.D., Indiana University
M.A., University of South Dakota
B.S., Dakota State University
Visual discourse analysis
Peggy Albers is a professor of language and literacy education in the College of Education & Human Development at Georgia State University. She teaches literacy and English education courses at the graduate level and works with pre-service and in-service teacher education in the fields of literacy education and English education. She is also the Ph.D. coordinator for the Language and Literacy unit. Her current interests are semiotics, children’s literature, English education, the multimedia, and doctoral preparation. She also hosts an open access web seminar series called Global Conversations in Literacy Research. She is a co-editor of Language Arts, the premiere journal for the teaching of the language arts pre-K – grade 8.
Albers has published her research and work widely in journals such as Language Arts, English Education, Journal of Adolescent and Adult Literacy, Journal of Literacy Research, and Journal of Early Childhood and Elementary Education. She has published four books (two edited): New methods in literacy research (2013, Routledge; with Teri Holbrook, Amy Seely Flint); Literacies, the arts, and multimodality (2010, NCTE; with Jennifer Sanders); Finding the artist within: Creating and reading visual texts in English language arts classrooms (2007); and Telling pieces: Art as literacy in middle school classes (2000, Lawrence Erlbaum Associates; with Sharon Murphy).
Albers, P., Pace, C., and Brown Jr., D.W. (2013). “Critical participation in literacy research through new and emerging technologies: A study of web seminars and global engagement.” Journal of Literacy and Technology, 14(2), http://www.literacyandtechnology.org/jlt_14_2/jlt_14_2_albers_pace_brown.pdf
Fisher, T., Albers, P., and Frederick, T. (2014). “When pictures aren’t pretty: A case study of one child’s visual representation of self and behavior.” Journal of Early Childhood Education.
Harste, J.C. and Albers, P. (2013). “‘i’m riskin’ it’: Teachers take on consumerism.” Journal of Adolescent and Adult Literacy, 56(6), 1-10.
Albers, P. and Frederick, T. (2012). “‘We Teach Who We Are’: A Study of Two Latino Transformative Educators.” TESOL Journal.
Albers, P., Holbrook, T., and Harste, J.C. (2012). “Speaking with/in the lines: An autoethnographical study of three literacy researchers-artists.” In P. J. Dunston, L.B. Gambrell, S.K. Fullerton, V. R. Gillis, K. Headley, and P. M. Stecker, (Eds.), 61th Yearbook of the National Reading Conference (pp. 383-397). Oak Creek, WI: NRC.