My current interests include working with youth on critical literacies, arts and media production in school and community settings.
A second area of interest is literary theoretical perspectives in relation to contemporary adolescent literature. I participate in MACL, the UBC multidisciplinary children’s literature program (English, Creative Writing, SLAIS, LLED).
I have also been engaged in a series of projects in Botswana focusing on new literacies among youth in schools and among women in a remote community.
Connecting international and Canadian scholars, teachers, and community educators to address digital equity: Access, ethics and engagement in digital language and literacy research and practice (SSHRC Connection Grant) 2016-2017
Low income kids falling through the digital divide: A cross national study of social and cultural literacies (Collaborator, Brock University SSHRC IDG 2016-201)
Digital literacy among women in rural Botswana (Hampton Fund 2011-2013)
Informal literacy and learning among street youth (Andrews Grant 2010)
The YouthCLAIM project: Critical literacies and arts-integrated media practices of youth in school and community settings.http://www.theresarogers.ca (SSHRC fund 2007-2010)
Infusing Multiple Literacies into Teaching and Learning across sections of LLED 301: Language across the curriculum in multilingual classrooms: Secondary (UBC Teaching and Learning Enhancement Fund) http://www.langandlit.ualberta.ca/archivesDate.html (2010-2011)
A collaborative (school/university) research project exploring the multiple literacies of youth in an alternative secondary school (www.newtonliteracies.ca) (Ministry of Education 2003-2005)
A collaborative (school district/university) research project supporting and evaluating a three-year, grades 4-8 Literacy Project focusing on reading comprehension and writing (Hampton Fund 2004-2006)
Critical perspectives on adolescent literature: An exploration of issues related to Holocaust writing and teaching for young adults; analyses of space and place in Quebecois young adult literature. See (< a href="https://ubc.academia.edu/TheresaRogers/"a>) for publications and full texts.
UBC Killam Teaching Award
CSSE Graduate Student of Education Association Mentoring Award
Finalist, Outstanding Dissertation Award, International Reading Association
Two Year Postdoctoral Fellowship, Postdoctoral Fellowship, Ohio State University
Marshall, E., & Rogers, T. (2017). Youth, poetry, and zines: Rewriting the streets as home. Bookbird 55(2), 28–36.
Rogers, T. (2016). Youth arts, media, and critical literacies as forms of public engagement in the local/global interface. Literacy Research: Theory, Method, and Practice, 65(1), 268–282.
Rogers, T., & Winters, K. (2016). Textual play, satire and counter discourses of street youth ‘zining practices. In D. Alvermann (Ed.), Adolescents’ online literacies: connecting classrooms, media, and paradigms (2nd ed). New York: Peter Lang.
Rogers, T., Winters, K., LaMonde, A., & Perry, M. (2015/2010). From image to ideology: Analyzing shifting positions of marginalized youth across cultural sites of video production. Pedagogies: An International Journal, Special 10th Anniversary Virtual Issue. Retrieved from http://explore.tandfonline.com/page/ed/hped-vsi/
Rogers, T., Winters, K., Perry, M., & LaMonde, A. (2015). Youth, critical literacy and civic engagement: Arts, media and literacy in the lives of adolescents. New York: Routledge.
O’Brien, D., & Rogers, T. (invited, 2015). Sociocultural literacy. In L. Corno & E. Anderman (Eds.), Third Handbook of Educational Psychology (3rd ed., pp. 311-322). New York: Routledge.
Sanford, K., Rogers, T. & Kendrick, M. (2014). Everyday Youth Literacies: Critical Perspectives for New Times. Singapore: Springer. Series Editor, Victoria Carrington.
Rogers, T., Schroeter, S., Wager, A and Hague, C. (2014). Public Pedagogies of Street-entrenched Youth: New Literacies, Identity and Social Critique. In Sanford, K., Rogers, T. & Kendrick, M. (Eds) Everyday Youth Literacies: Critical Perspectives for New Times. Singapore: Springer.
Rogers, T. (2012). Foreword. Adolescent Literacies and the Gendered Self. Guzzetti, B. and Bean, T.W. (Eds). New York: Routledge.
Brisson, G. and Rogers, T. (2012). Reading Place: Bodies and Spaces in Québécois Adolescent Literature. Children’s Literature in Education
Rogers, T. and Marshall, E. (2012). On the Road: Examining Self-Representation, Youth, and Discourses of Homelessness in Young Adult Literature. Journal of Adolescent and Adult Literature, 55 (8) (May, 2012)
Perry, M. & Rogers, T. (2011). Meddling with “drama class,” muddling “urban”: Imagining aspects of the urban feminine self through an experimental theatre process with youth. In Research in Drama Education: the Journal of Applied Theatre, special issue: Drama and Theatre in Urban Contexts, 16 (2) 197-213.
Rogers, T., Winters, K., LaMonde, AM. and Perry, M. (2010). From image to ideology: Analyzing shifting identity positions of marginalized youth across the cultural sites of video production. Pedagogies: An International Journal (Volume 5, Issue 4, October)
Kendrick, M., Rogers, T., Toohey, K., Marshall, E., Mutonyi, H., and Hauge, C. (2010). Experiments in visual analysis: (Re)Positionings of children and youth in relation to larger socio-cultural issues. 59th Yearbook of the National Reading Conference/Literacy Research Association, Oak Creek, Wisconsin.
Rogers, T. et al (students in the MACL program) (2010). “Looking for Canada: Places and cultural spaces in recent fiction for adolescents. Jeunesse: Young People’s Texts, Cultures, Volume 2, 1.
Rogers, T. and Winters, K. (2010). Textual play, satire, and counter discourses of street youth zining practices. In Alvermann, D. (Ed)Adolescents’ Online Literacies. New York: Peter Lang.
Rogers, T. (2009). Theorizing media productions as complex literacy performances among youth in and out of schools. In D.L. Pullen and D. Cole (Eds). Handbook of Research on Multiliteracies and Technology Enhanced Education. Philadelphia, PA: IGI Publications.
LaMonde, A.M. and Rogers, T. (2007). Infusing arts and media into a secondary pre-service course in language and literacy across the disciplines as imaginative and critical practices. Language and Literacy, 9 (2). See archives for Autumn 2007.
Soter, A, Faust, M. and Rogers, T (Eds) (2007). Interpretive Play: Using critical perspectives to teach young adult literature. Norwood, MA: Christopher-Gordon.
Rogers, T., Marshall, G., & Tyson, C. (2006). Narratives of literacy, teaching and schooling: Preparing teachers for diverse settings. Reading Research Quarterly, 41(2)
Dressman, M., O’Brien, D. Rogers, T., Ivey, G., Wilder P., Alvermann, D., Moje, E. and Leander, K. (2006). ‘Problematizing Adolescent Literacies: Four Instances, Multiple Perspectives’. In Schallert, D. et al (Eds). 55th Yearbook of the National Reading Conference. Oak Creek, Wisconsin.
Schneider, J., Crumpler, P. & Rogers, T. (Eds). (2006) Process drama and multiple literacies. Portsmouth, N.H. Heinemann.
Marshall, E. and Rogers, T. (2005). Writing back: Rereading adolescent girlhoods through women’s memoir. The ALAN Review, 33 (1).
Rogers, T. and Schofield, A. (2005). Things thicker than words: Portraits of youth multiple literacies in an alternative secondary program. In Anderson, J., Kendrick, M., Rogers, T. and Smythe, S. (Eds.) Portraits of Literacy Across Families, Communities and Schools. Lawrence Erlbaum Publishers. (See Full Text Articles)
Schofield, A. and Rogers, T. (2004). At play in fields of ideas. The lives and multiple literacies of at risk youth. Journal of Adolescent and Adult Literacy, 48(3), pp. 238-248.
Rogers, T. (2002). Understanding in the Absence of Meaning: Coming of Age Novels of the Holocaust. The New Advocate, 15 (3), pp. 259-266.