Julianne Coleman

SELECTED PUBLICATIONS

1. Pratt, S. M., & Coleman, J. M. (2024). Reading like a scientist: Teaching students to strategically read multimodal science texts. Science & Children, 61(1), 82–88. https://doi.org/10.1080/00368148.2023.2292394
2. Pratt, S. M., Coleman, J. M., & Dantzler, J. A. (2023). A mixed-methods analysis of fourth-graders’ comprehension and their reported strategies for reading science texts. Literacy Research and Instruction, 62(1), 16–48. https://doi.org/10.1080/19388071.2022.2039334
3. Pratt, S., & Coleman, J.M. & Dantzler, J.A. (2022) An exploration of fourth-graders’ comprehension and their reported strategies for reading multimodal science books. Literacy, Research, and Instruction, 1-33. https://doi.org/10.1080/19388071.2022.2039334

*Selected Publications with Graduate Students

1. *Pratt, S. M., Rich, E., & Coleman, J. M. (2026). A text complexity continuum of multimodality in science books. The Elementary School Journal, 127(1), 112–134. https://doi.org/10.1086/742133
2. *Guo, D., Rich, E. E., & Coleman, J. M. (2024). Secondary pre-service teachers’ visual literacy: Instructional strategies in social studies. Journal of Visual Literacy, 43(4), 308–325. https://doi.org/10.1080/1051144X.2024.2429318
3. *Dilgard, C., Hodges, T. S., & Coleman, J. M. (2022). Phonics instruction in early literacy: Examining professional learning, instructional resources, and intervention intensity. Reading Psychology, 43(8), 541–575. https://doi.org/10.1080/02702711.2022.2126045
4. *Elmore, P. & Coleman, J.M. (2019). Middle school students’ analysis of political memes to support critical media literacy. Journal of Adolescent & Adult Literacy, 63(1), 29–40. https://doi.org/10.1002/jaal.948

PROFESSIONAL ACTIVITIES

Presently, Dr. Coleman is working on obtaining Certified Academic Language Practitioner (CALP) certification at The University of Alabama. This is a program offered through the UA Reading Clinic and under the direction of Dr. Carol Donovan. Becoming a Certified Academic Language Practitioner requires specific course work in supporting students with dyslexia as well as clinical practicum hours tutoring children over the next academic year.

• External Reviewer, Tenure and Promotion, Texas A&M, Corpus Christie, 2026
• External Reviewer, Tenure and Promotion, The University of Las Vegas, Nevada, 2018
• External Reviewer, Tenure and Promotion, The University of Arkansas, 2018
• Invited Manuscript Reviewer, Journal of Literacy Research and Instruction, 2020, 2021

TEACHING PHILOSOPHY

Dr. Coleman’s core beliefs and values regarding her teaching have changed little since her tenure at The University of Alabama began, even though how they are enacted varies depending on the instructional format, students’ needs and goals. She continues to believe — influenced, very much, by Paulo Freire’s work — that education occurs as a dialogical process, characterized by a synergistic dynamic of listening, acting, and reflecting (Praxis). In this process, professors and students come together as co-teachers and co-learners, and mindful education can be found outside the confines of classroom walls or virtual spaces. Central to her teaching and mentorship is the employment of pedagogical strategies that encourage team-based learning environments to foster better conceptual retention, student engagement, democratic classroom environments, and respect for cultural, personal, and diversity of learning needs and goals. It is through these experiences that graduate student mentoring has consistently been the most rewarding of her teaching responsibilities.

In her courses, she incorporates opportunities for discussion, collaboration, inquiry, reflection, and application. She particularly values connecting students with authentic classroom experiences and using research as a tool for examining and improving practice. Across her work in literacy education, teacher preparation, professional development, and graduate education, her goal is to support educators in becoming thoughtful, reflective practitioners who can use evidence and professional knowledge to make informed instructional decisions and positively impact student learning.

BIOGRAPHY

Dr. Julianne Coleman is Professor of Elementary Literacy Education (PK-6). She holds a B.A. in Government & Politics and an M.Ed. in Elementary Education. She received her Ph.D. in Elementary & Literacy Education from the University of Virginia in 2006. For over 20 years, she has taught undergraduate and graduate courses on reading methods to pre- and in-service teachers across educational contexts. She is the 2019 recipient of the Outstanding Commitment to Teaching Award selected by the University of Alabama Alumni Association. Her research interests include K-12 literacy education, visual literacy, multimodal texts, reading across the disciplines, and elementary literacy teacher education. Her work is widely published in journals such as the Elementary School Journal, Science Education, Literacy Research and Instruction, The Reading Teacher, the Journal of Visual Literacy, and Science and Children.