My research-focused activities are driven by a deep interest in the interactions of literacies learning, technologies, 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.
Publications [ordered by date]
Hagerman, M.S. (in press). Digital literacies learning in contexts of development: A critical review of six IDRC-funded interventions 2016-2018. Media & Communications, 7(2). https://doi:10.17645/mac.v7i2.1959 .pdf of full text
Hagerman, M.S. & Cotnam-Kappel, M. (in press). Making as embodied learning: Rethinking the importance of movement for learning with digital and physical tools. Education Review. .pdf of full text
Hagerman, M.S., Wolf, L.G., & Woods, H. (2018). Hacking Structures: Educational Technology Programs, Evaluation, and Transformation. In N. Ng-A-Fook, A. Pratt, S., B. Smith & L. Radford (Eds.) Hacking education in a digital age. Charlotte, NC: Information Age Publishers.
Hartman, D.K., Hagerman, M.S, & Leu, D.J. (2018). Towards a New Literacies Perspective on Synthesis: Multiple Source Meaning Construction. In I. Bråten, J. Braasch & M. McCrudden (Eds.) Handbook of Multiple Source Use (pp. 55-78). New York: Routledge.
Ng-A-Fook, N., Kane, R., Crowe, T., Karagiozis, N. & Schira Hagerman, M. (2017) Re-conceptualizing teacher education at the University of Ottawa. In Petrarca, D., & Kitchen, J. (Eds.). (2017).Initial teacher education in Ontario: The first year of four-semester teacher education programs. Ottawa, ON: Canadian Association for Teacher Education, pp. 217-242. ISBN 978-0-9947451-7-0 http://cate-acfe.ca/polygraph-book-series/
Hagerman, M.S. & Coleman, J. (2017). Reflecting on the design and the implementation of web-based professional portfolio project in a Canadian preservice teacher education program: Student and faculty perspectives. Learning Landscapes, 11(1), 137-151. Retrieved from https://www.learninglandscapes.ca/index.php/learnland/article/view/928
Hagerman, M.S. (2017). Les bricoscientifiques: Exploring the intersections of digital, maker and disciplinary literacies instruction in a Franco-Ontarian school. Journal of Adolescent and Adult Literacy, 61(3), 319-325. doi:10.1002/jaal.699 Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/jaal.699/full
Turner, K., H., Jolls, T., Hagerman, M.S., O’Byrne, W., Hicks, T., Eisenstock, B. & Pytash, K.E. (2017). Developing digital and media literacies in children and adolescents. Pediatrics, 140 (Issue Supplement 2) S122-S126 doi: 10.1542/peds.2016-1758P. Retrieved from http://pediatrics.aappublications.org/content/140/Supplement_2/S122
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
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. (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., 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. .pdf link to Hagerman&White2013_ReadingToday
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.
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.
Conference Papers and Invited Presentations [selected]
Hagerman, M.S., Cotnam-Kappel, M., Turner, J.-A., & Hughes, J.M. (2019, April 8). Layers of online reading, researcher and multimodal synthesis practices while making: A descriptive study of three fifth-grade students. Paper presented at the Annual Meeting of the American Educational Research Association, Toronto, ON. .pdf of full text
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
Hagerman, M.S. (2017, November). Measuring change in the new literacies of sixth-grade Franco-Ontarian students. Paper presented at the meeting of the Literacy Research Association, Tampa, FL. Retrieved from http://bit.ly/mshlra1
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/
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., 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/
- @eval_station Félicitations et Bienvenue!! Au plaisir de travailler avec toi @uOttawaEdu :) 4 days ago
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- CATE Graduate Student Panel: Curating a digital online presence
- CSSE-SCÉÉ19: Layered literacies practices during a Maker activity
- Digital Citizenship Rights and Responsibilities: CATE Panel @CSSE 2019
- Repost: “The Makerspace is the heart of our school” : A model for Making that values community, inclusion, and student agency
- New Article: Digital literacies learning in contexts of development