Joyce Many
Ferrer Endowed Professor of Multiple Literacies Middle and Secondary Education- Education
Ph.D. in Curriculum and Instruction, Louisiana State University, 1989
Professional Improvement Program, Northeast Louisiana University,1985
M.Ed. in Elementary Education, Northeast Louisiana University, 1980
B.A. in Elementary Education, Northeast Louisiana University, 1978
- Specializations
Multiple Literacies and the Content Areas
Urban Teacher Education
Scaffolded Instruction
- Biography
Joyce E. Many, Ph.D., holds the Ferrer Endowed Professorship of Multiple Literacies in the College of Education & Human Development at Georgia State University. The focus on multiple literacies extends the definition of literacy beyond print reading and writing and recognizes that meaning is made in ways that are multimodal, contextual and include new communication technologies. The intent of this professorship is to enable all students to navigate within and across literacies in the 21st century.
Over her career, Dr. Many has focused her teaching and research on children’s reading, writing and research processes and the ways teachers can scaffold literacy development in interdisciplinary settings. Her publications have appeared in Reading Research Quarterly, Reading Psychology, Journal of Literacy Research, Journal of Computer Science Education, Journal of Online Learning and Research and International Journal of Technology in Education. Dr. Many’s leadership has resulted in the development of two state-wide consortiums: the University System of Georgia’s Reading Consortium, which she directed from 1999–2009 and Georgia’s Teacher Education Research Consortium which she facilitated from 2014–2019. These consortiums led to the creation of curriculum (Georgia’s reading endorsement), the development of online coursework for teachers, state-wide research projects and the establishment of a center focusing on supporting literacy teaching and learning.
Currently, Dr. Many’s research and teaching focuses on how to ensure our education programs are preparing teachers for urban schools who understand the science of reading and who can extend that understanding in middle and secondary content area classrooms by embracing digital, culturally responsive and critical literacies.
In addition to her research and scholarship, Dr. Many has served as a dissertation chair for more than 40 doctoral students and works with current and former students on her publications and presentations. She also works with undergraduate students enrolled in the college’s research internship course, which gives participants the chance to work with CEHD faculty on their research and gain a better understanding of research methodologies and outcomes.
- Publications
Tanguay, C., Rohloff, R., Bhatnagar, R., & Many, J.E. (2024, April). Navigating literacy teaching and learning within restrictive policy contexts. Paper presented to the Annual Meeting of the American Educational Research Association, Philadelphia, PA, April, 2024.
Many, J. E., Tanguay, C. L., & Bhatnagar, R. (2023). “Factors shaping teacher education graduates’ abilities to impact learning and development during induction.” Curriculum Teaching and Dialogue, 25(1).
Tanguay, C. L., & Many, J. E. (2022). “New teachers’ perceptions of their impact on student learning while developing knowledge and skills to teach online.” International Journal of Technology in Education, 5 (4), 637-653.
Bhatnagar, R., & Many, J. E. (2022). “Teachers using social emotional learning: Meeting student needs during COVID-19.” International Journal of Technology in Education, 5 (3), 518-534. https://doi.org/10.46328/ijte.310
Margulieux, L. E., Enderle, P., Clarke, P. J., King, N., Sullivan, C., Zoss, M., & Many, J. (2022). “Integrating computing into preservice teacher preparation programs across the core: Language, mathematics, and science.” Journal of Computer Science Integration, 5(1): 1, pp. 1–16. DOI: https://doi.org/10.26716/jcsi.2022.11.15.35
Bhatnagar, R., & Many, J. E. (2022). “Striving to use culturally responsive pedagogy online: Perceptions of novice teachers in high-needs schools during COVID-19.” Journal of Online Learning Research, 8 (2).
Many, J. E., Bhatnagar, R, Tanguay, C., Favors-Welch, S., Thomas, C., Cannon, S., Ogletree, T., Kim, J., Howrey, S., An, S., Kurz, K., & Wilson, J. (2019). “State-wide implementation of edTPA in preparation for high-stakes testing: A mixed-methods study of the concerns of edTPA coordinators.” Educational Policy Analysis Archive, 27(122), 1-29. DOI: https://doi.org/10.14507/epaa.27.4460
Tanguay, C., Bhatnagar, R., Barker, K., & Many, J. E. (2018). “AAA+ Professional development for teacher educators who prepare culturally and linguistically responsive teachers.” Curriculum and Teaching Dialogue, 20 (1&2), 87-104.
Many, J. E., & Aoulou, E. (2014). “Understanding literacy teacher educators’ use of scaffolding.” Reading Horizons, 53 (3), 45-68.
McGrail, E., Tinker Sachs, G., Many, J. E., Myrick, C., & Sackor, S. (2011). “Technology use in middle-grades teacher preparation programs.” Action in Teacher Education, 33(1), 63-80.
Many, J. E. (2011). “Understanding and scaffolding students’ research processes: Stories from the classroom.” In J. Paratore and R. McCormick (Eds.), After early intervention, then what?: Teaching struggling readers in the middle grades (2nd Edition) (pp 186-206). Newark, NJ: International Reading Association.
Many, J. E., Ariail, M., & Fox, D. L. (2011). “Language arts learning in the middle grades.” In D. Lapp & D. Fisher (Eds.) The handbook of research on teaching the English language arts (3rd Edition) (pp. 53-59). Mahwah, NJ: Erlbaum/Taylor Francis Publishers.