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Teri Holbrook

Associate Professor    

Ph.D. in Language and Literacy Education, University of Georgia 2007
M.A. in Professional Writing, Composition/Rhetoric, Kennesaw State University, 2002
B.A. in Anthropology, The College of William and Mary, 1980


writing pedagogy
arts-infused literacy instruction
digital and multimodal composition
poststructural qualitative inquiry
arts-based qualitative inquiry


Teri Holbrook is an associate professor of literacy and language arts in the Department of Early Childhood and Elementary Education. Her research interests include multimodal and digital composition, writing pedagogy, arts-infused and digital literacies, and arts-based and poststructural qualitative research methods. As a teacher, author, artist, and literacy scholar, 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, Literacy Research Yearbook, Children’s Literature in Education, and the Journal of Adolescent and Adult Literacy. She is co-editor of the education journal Language Arts, published by the National Council of Teachers of English, and has presented papers at over 50 academic conferences and given keynote speeches in both academic and literary settings. Her fiction 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.


Holbrook, T. and Pourchier, N. (2014). “Collage as analysis: Remixing in the crisis of doubt.” Qualitative Inquiry, 20(6), 754-763.

Hundley, M. and 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.

Albers, P., Holbrook, T., and Harste, J. (2012). “Speaking with/in the lines: An autoethnographical study of three literacy researchers-artists.” Literacy Research Association Yearbook, 61, 382-397. 3 collages

May, L., Holbrook, T., and Meyers, L. (2010). “Restorying Obama: An examination of recently published informational texts.” Children’s Literature in Education, 41(4), 273-290.

Holbrook, T. (2010). “An ability traitor at work: A treasonous call to subvert writing from within.” Qualitative Inquiry, 16(3), 171-183.