About

Through her research, Michelle Schira Hagerman examines the complexities of digital literacies learning, teaching and research practices in contexts of schooling. Using the Dual Level Theory of New Literacies (Leu et al., 2013; 2018) she has worked to describe how adolescents learn to critically evaluate and synthesize what they understand as they conduct research on science topics in school. She also studies the digital literacies skills, strategies, and mindsets that students leverage through digital-physical making activities in their classrooms and dedicated making spaces at school. Through this research she is working to develop critical practices that enable all students to leverage their voices, their interests, and their many linguistic and cultural assets to show who they are and what they understand. A first-generation university graduate who grew up on a farm in rural southwestern Ontario, she is also developing a line of inquiry that examines the complexities of digital literacies instruction in rural Ontario classrooms. She is interested in how to close digital skills and empowerment divides for rural youth through the implementation of culturally relevant, evidence-based interventions that support the learning of foundational digital literacies skills, strategies, and mindsets.

At the University of Ottawa Faculty of Education, Dr. Hagerman teaches courses at the undergraduate and graduate levels focused on the critical and strategic use of digital technologies to support student learning and literacies. She is the Director of edstudiO, an innovative teaching and research lab opening in the Fall of 2023 where preservice teacher candidates and graduate students will be able to learn to teach and conduct research in a dynamic, flexible and accessible environment while using various digital and physical tools and materials. She is also a researcher with the Canadian Playful Schools Network.

Dr. Hagerman is an Ontario Certified Teacher (OCT). She taught French as a second language for 9 years in Ontario. She has a B.A. (1995) and a B.Ed from Queen’s University (1996), an MA in Language and Literacy Education from the University of British Columbia (2002), and a PhD in Educational Psychology and Educational Technology from Michigan State University (2014).

Publications

• Hughes, J. M., Morrison, L. J., Robb, J. A., & Hagerman, M. S. (2023). “It Feels Like I Have a Camera in My Eye”: New Methods for Literacies Research in Maker-oriented Classrooms. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1098410
• Kiili, C., Räikkönen, E., Bråten, I., Strømsø, H. & Hagerman, M.S. (2023). Examining the structure of credibility evaluation when sixth graders read online texts.  Journal of Computer Assisted Learning.  https://doi.org/10.1111/jcal.12779
• Morrison, L., Becker, S., Hughes, J., Jacobsen, M., & Hagerman, M.S. (2022).  Supporting teachers’ understanding of innovative maker pedagogies during a pandemic through the design of ethical and relational online professional learning. In M. Jacobsen & C. Smyth (Eds.) Online learning and teaching from kindergarten to graduate school (pp.198-227). Canadian Association for Teacher Education. http://hdl.handle.net/1880/115563
• Kiili, C., Bråten, I., Stømsø, H., Hagerman, M.S., Räikkönen, E., & Jyrkiainen, A. (2022). Adolescents’ credibility justifications when evaluating online texts. Education and Information Technologies. https://doi.org/10.1007/s10639-022-10907-x
• Hagerman, M.S., Cotnam-Kappel, M., Turner, J.-A., & Hughes, J.M. (2022) Literacies in the Making: Exploring elementary students’ digital-physical meaning-making practices while crafting musical instruments from recycled materials. Technology, Pedagogy and Education, 31 https://doi.org/10.1080/1475939X.2021.1997794
• Hughes, J.M., Robb, J., Hagerman, M.S., Laffier, J., & Cotnam-Kappel, M. (2022) What makes a maker teacher? Examining key characteristics of two maker educators. International Journal of Educational Research Open, 3 (100118) https://doi.org/10.1016/j.ijedro.2021.100118
• Morrison, L., Becker, S., Hughes, J., Jacobsen, M., & Hagerman, M.S. (2022).  Supporting teachers’ understanding of innovative maker pedagogies during a pandemic through the design of ethical and relational online professional learning. In M. Jacobsen & C. Smyth (Eds.) Online learning and teaching from kindergarten to graduate school (pp.198-227). Canadian Association for Teacher Education. http://hdl.handle.net/1880/115563
• Westheimer, J. & Hagerman, M.S. (2021). Post COVID: Lessons from a pandemic for K-12 Education. In T. Vaillancourt (Editor) Children and schools during COVID-19 and beyond: Engagement and connection through opportunity (pp. 108-137). Royal Society of Canada. https://rsc-src.ca/en/covid-19-policy-briefing/children-and-schools-during-covid-19-and-beyond-engagement-and-connection
• Whitley, J., Hagerman, M.S., Boultif, A., Cattani, A., James, M., Savoie, S. & Crettenand-Pecorini, B. (2021). Guide to Remote Learning for Students with Special Education Needs/ Guide d’apprentissage à distance pour les élèves ayant des besoins éducatifs particuliers (ITQ115). Prepared for the Ontario Ministry of Education. https://www.ldatschool.ca/fostering-student-self-advocacy-in-online-learning/guide-to-remote-learning-for-students-with-special-education-needs-002/
• Hagerman, M.S., Beach, P., Cotnam-Kappel, M. & Hébert, C. (2020). Multiple perspectives on digital literacies methods in Canada. International journal of e-learning and distance education, 35(1), 1-38. ISSN: 2292-8558 http://www.ijede.ca/index.php/jde/article/view/1159
• Castek, J., Hagerman, M.S., & Woodard, R., (2019) Principles for equity-centered design of STEAM learning through making. Tuscon, AZ: University of Arizona. Retrieved from https://circlcenter.org/wp-content/uploads/2019/10/Castek-STEAM-Learning-Making-Whitepaper.pdf
• Cotnam-Kappel, M., Hagerman, M.S. & Duplàa, E. (2020). La formation Bricoleur : Un modèle informé par les expériences et voix du personnel enseignant. Revue des sciences de l’éducation, 46(1), 117-150. https://www.erudit.org/en/journals/rse/2020-v46-n1-rse05421/1070729ar.pdf
• Hagerman, M.S. (2019). Digital literacies learning in contexts of development: A critical review of six IDRC-funded interventions 2016-2018. Media & Communications, 7(2).https://doi.org/10.17645/mac.v7i2.1959
• 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). Toward 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.
• Hagerman, M.S. & Coleman, J. (2017).  Reflecting on the design and the implementation of a 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 disciplinary, digital, and maker literacies instruction in a Franco-Ontarian school. Journal of Adolescent and Adult Literacy. 61(3), 319-325. doi:10.1002/jaal.699
• 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. ISSN: 1535-0975
• 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/
• Turner, K. H., Jolls, T., Hagerman, M.S., O’Byrne, W.I., Hicks, T., Eisenstock, B., & Pytash, K.E. (2017). Developing digital literacies in children and teens: A call for research and policy action. Pediatrics, 140 (Issue Supplement 2) S122-S126. https://doi.org/10.1542/peds.2016-1758P
• Heintz, A., Hagerman, M.S., Boltz, L.O., & Wolf, L.G. (2016). Teacher awarenesses and blended instruction practices: Interview research with K-12 teachers. In A. Marcus-Quinn & T. Hourigan (Eds). Handbook on digital learning for K-12 schools (pp. 465-.482). London: Springer.
• 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., 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.
• 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.

Websites

The Canadian Playful Schools Network : playjouer.ca
Learning to Teach Online : https://onlineteaching.ca/