My research-focused activities are driven by a deep interest in the interactions of literacies development, technology and teaching.
I am interested in understanding the development of digital, academic literacies as children grow. Relatedly, I am interested in understanding the teaching methods that seem most supportive of the development of these literacies.
These first two areas of work emerge directly from my dissertation research. In that project, I designed a teaching intervention for Grade 9 students who were asked to conduct a series of online research activities, with a partner, on topics related to their science curriculum. Students then wrote a synthesized account of their learning, for a particular purpose and addressed to a particular audience. Although results must be interpreted cautiously because of the limited sample size, analyses indicated that treatment participants were more able to access background knowledge in their post-test writing and more able to integrate more pieces of information from a more divergent set of information sources than the control group participants. Because students engaged in a series of five research sessions during this study and I traced their strategy use during their online reading activities, I began to ask about the patterns and trajectories of emergence of synthesis skills, in particular. More information about this project and the LINKS intervention can be found on the LINKS page.
I also study teacher professional practices with technologies. In this area, I have worked with many colleagues in the development of professional development experiences, and transformative Master’s-level courses in Educational Technology, both online and in face-to-face contexts.
Selected Works [ordered by date]
Hagerman, M.S. (in press). Les bricoscientifiques: Exploring the intersections of digital, maker and disciplinary literacies instruction in a Franco-Ontarian school. Journal of Adolescent and Adult Literacy, doi:10.1002/jaal.699
Hartman, D., Hagerman, M.S., & Leu, D. J. (in press). Towards a New Literacies perspective of synthesis: Multiple source meaning construction. To appear in J. Braasch, I. Bråten & M. McCrudden (Eds), Handbook of Multiple Source Use (Routledge).
Turner, K., H., Joss, T., Hagerman, M.S., O’Byrne, W., Hicks, T., Eisenstock, B. & Pytash, K.E. (in press). Developing digital and media literacies in children and adolescents. Pediatrics (special supplement on Children, Adolescents and Screens: What we Know and What we Need to Learn).
Hagerman, M.S. (2017). Disrupting students’ online reading and research habits: The LINKS intervention and its impact on multiple Internet text integration processes. Journal of Literacy and Technology, 18(1), 105-156. Retrieved from http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/jlt_v18_1_hagerman.pdf
Hagerman, M.S. & Spires, H.A. (2017). A systematic review of qualitative, classroom-based digital literacies research 2006-2016. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX. .pdf of AERA article
Heintz, A., Hagerman, M.S., Boltz, L. & Wolf, L.G. (2016). Teacher awarenesses and blended instruction practices: Interview research with K-12 teachers. In K. Hourigan & A. Marcus-Quinn (Eds), Handbook for digital learning in K-12 schools. London: Springer.
Hagerman, M.S. (2015, October). The promise and pitfalls of strategies instruction for students engaged in complex inquiry-based activities online. 4T Virtual Conference on Digital Writing, Ann Arbor, MI. Link to Recording. http://www.4tdwvirtualcon.com/
Spiro, R.J., DeSchryver, M., Hagerman, M.S., Morsink, P.M., Thompson, P. (2015). Reading at a crossroads? Disjunctures and continuities in current conceptions and practices. New York: Routledge Taylor & Francis Group.
Hagerman, M.S. (2014). Disruptive promise: The LINKS intervention and its impact on multiple, multimodal Internet text integration. (Doctoral dissertation). Retrieved from ProQuest (1525819513). Hagerman, M.S. (2014) in .pdf
Hagerman, M.S. (May, 2014). Instruction that supports synthesis of multiple texts. Roundtable workshop presented at the International Reading Association Pre-Conference Institute on Intentional Teaching with Technology to Increase Understanding, Empathy and Engagement, New Orleans, LA. http://bit.ly/LRA2014_MSH
Hagerman, M.S. (2014, June). At the center of IT all: Scaffolding advanced information literacies for students in school libraries. Summer Institute of the Association of Independent School Librarians, John Bourroughs School, St. Louis, MO. http://sites.google.com/a/jburroughs.org/aisl_summer_institute/
Hagerman, M.S., Keller, A., & Spicer, J. (2013). Building skills and mindsets: The MSU educational technology certificate courses and their impact on teachers’ growth as technology integrators. TechTrends, 57(3), 26-33.
Hagerman, M.S. & White, A. (2013, December). What’s the best formula for enhancing online inquiry skills? [(PST)2 + (iC3)]. Reading Today, 20-21. Newark, DE: International Reading Association.
Hagerman, M.S., White, A., Lewis, C & Sherrieb, A. (2013, March). [(PST)2 + iC3] : A Formula for Online Inquiry and Synthesis. Paper presented at the meeting of the Michigan Reading Association, Grand Rapids, MI. http://pst2ic3.wordpress.com
Hagerman, M.S., Morsink, P.M. & Hartman, D.K. (2012, December). Reading comprehension apps: How well do research and design align? Poster presented at the meeting of the Literacy Research Association, San Diego, CA. http://readingappmap.wordpress.com
Hartman, D.K., Morsink, P.M. & Hagerman, M.S. (2011, December). Overlapping waves of change: Six elementary teachers’ changing conceptions and practices of literacy as they learn to integrate technology. Poster session presented at the annual meeting of the Literacy Research Association, Jacksonville, FL. http://literacyconceptionsandpractices.wordpress.com/
Morsink, P.M., Hagerman, M.S., Heintz, A., Boyer, D.M., Harris, R., Kereluik, K., & Hartman, D.K. (2011). Professional Development to Support TPACK Technology Integration: The Initial Learning Trajectories of Thirteen Fifth- and Sixth-Grade Educators. The Journal of Education, 191 (2), 3-16.
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