Dawnene Hassett

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CONTACTING US

Main Office

Curriculum & Instruction
School of Education
UW-Madison
210 Teacher Education Building
225 North Mills Street
MadisonWI  53706

Tel: 608/263.4600
Fax: 608/263.9992

Email: curric@education.wisc.edu
or by contact form
 

Professor Dawnene Hassett

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Professor Dawnene Hassett


Curriculum and Instruction (CI)

456E Teacher Education Building  binoculars icon
225 N Mills St
Madison, WI 53706-1707
Office: 608/263-4666

ddhassett@wisc.edu
Website
Curriculum Vitae

Personal Biography

Professor Dawnene D. Hassett researches early literacy education involving visual literacy and complex interactive texts. She also administers the certification programs that lead to the Wisconsin State Reading Teacher and Reading Specialist licenses. She was an elementary school teacher and a reading specialist (PK-12) for 13 years. She received her PhD in 1999 in Curriculum Theory from the University of Wisconsin-Madison.



 

 

Teaching Interests

Professor Hassett teaches courses on literacy and language development, literacy assessment and intervention, and multimodal visual literacies. She passionately supports teachers and their educational pursuits both in and out of the classroom.

Scheduled Teaching

  • Fall 2015 - Fieldwork in School Reading Programs
    Course Prefix: 272, Course Number: 840, Minimum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Field
     
  • Fall 2015 - Guiding and Directing School Reading Programs
    Course Prefix: 272, Course Number: 805, Minimum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Seminar
     

Program and Curriculum Development

  • Hassett, D.D.
    Title: Wisconsin State Reading Teacher and Reading Specialist License Programs
    Date(s): 2000
    Type: Certification Development
    New or Revised:
    Effort: For more information about the Wisconsin State Reading Teacher and Reading License Programs at U.W.-Madison, please click the link below and/or email Professor Dawnene Hassett at ddhassett@wisc.edu
    Visit website.
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Research Interests

Professor Hassett researches visual literacy and complex interactive texts for young children. Her scholarship follows two interrelated lines of study, both of which require ongoing collaboration with classroom teachers, literacy specialists, and principals. First, she studies the limits of contemporary literacy pedagogy using poststructural analyses of power, knowledge, and discourse. Then, she works to push the limits of contemporary literacy pedagogy using social semiotics and sociocultural theories to analyze the relationships among print literacy, visual literacies, and multimodal literacies in the classroom.

Publications

  • Hassett, D.D. (2011). Proper English in popular culture: Language, dialect, and urban youth. Wisconsin English Journal. 53(2), 13-20.
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  • Hassett, D.D. (2011). The revolutions are being televised…and blogged and tweeted. Wisconsin English Journal. 53(1), 6-14.
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  • Hassett, D.D., & Schieble, M.B. (2010). Finding space and time for the visual in K-12 literacy instruction. In M. Capello & B. Moss (Eds.), Contemporary readings in literacy education, (pp. 325-331). Thousand Oaks: SAGE Publications.
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  • Hassett, D.D. (2010). New literacies and the classics: Power, identity, and self-representation. Wisconsin English Journal. 52(1), 6-13.
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  • Hassett, D.D. (2010). New literacies in the elementary classroom: The instructional dynamics of visual-texts. In K. Hall, U. Goswami, C. Harrison, S. Ellis, J. Solier (Eds.), Interdisciplinary perspectives on learning to read: Culture, cognition and pedagogy, (pp. 87-100). New York: Routledge.
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  • Hassett, D.D. (2010). Technologies and truth games: Research as dynamic method. Language Arts. 87(6), 457-464.
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  • Gomez, M.L., Schieblle, M.B., Curwood, J.S., & Hassett, D.D. (2010). Technology, learning, and instruction: Distributed cognition in the secondary English program. Literacy. 44(1), 20-27.
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  • Hassett, D.D., & Rosemeyer, C.A. (2010). The new adventures of old literature: Modern classics and inquiry circles. Wisconsin English Journal. 52(2), 10-18.
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  • Hassett, D.D. (2009). Children's literature and early literacy success: Using the Charlotte Zolotow award collection in early childhood teacher education. Journal of Early Childhood Teacher Education. 30(4), 1-22.
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  • Hassett, D.D., & Curwood, J.S. (2009). Theories and practices of multimodal education: The instructional dynamics of picture books and primary classrooms. The Reading Teacher, 63(4), 270-282.
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  • Hassett, D.D. (2008). Teacher flexibility and judgment: A multidynamic theory for early childhood literacy instruction. Journal of Early Childhood Literacy. 8(3), 297~330.
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  • Hassett, D.D., & Schieble, M.B. Finding space for the visual in K-12 literacy instruction. Unpublished Manuscript, University of Wisconsin, Madison. 97(1), 62-68.
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  • Hassett, D.D. Signs of the times: The governance of alphabetic pint over "appropriate" and "natural" reading development. Unpublished Manuscript, University of Wisconsin, Madison. 6(1), 77-103.
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  • Hassett, D.D. Technological difficulties: A theoretical frame for understanding the nonrelativistic permanence of traditional print literacy in elementary education. Unpublished Manuscript, University of Wisconsin, Madison. 38(2), 135-159.
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  • Hassett, D.D. Reading hypertextually: Children's literature and comprehension instruction. Unpublished Manuscript, University of Wisconsin, Madison. XI(2).
    Online Publication/Abstract
  • Hassett, D.D. Comprehension instruction for socioculturally diverse classrooms: A review of what we know. Unpublished Manuscript, University of Wisconsin, Madison. 57(7), 2-12.
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  • Hassett, D.D. (2004). Technologies of the self in classrooms designed as "learning environments": (Im)possible ways of being in early literacy instruction. In B. M. Baker & K. Heyning (Eds.), Dangerous coagulations? The uses of Foucault in the study of education, (pp. 359-382). New York: Peter Lang.
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  • Hassett, D.D. Reading and writing hypertextually: Children's literature, technology, and early writing instruction. Unpublished Manuscript, University of Wisconsin, Madison. 78(3), 207-216.
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  • Lee, S., & Hassett, D.D. The multiple modes of ideological becoming: An analysis of kindergarteners' appropriation of authoritative voices in the classroom. Manuscript in preparation.

Presentations

  • See CV: Link on "Bio" tab,

Departmental Service

  • Elementary Education Committee
    Dates of Membership: 2014 - Pres.

  • Elementary Education Admissions Committee
    Dates of Membership: 2004 - Pres.

  • Wisconsin State Reading Teacher and Reading Specialist Licenses
    Dates of Membership: 2000 - Pres.

School Service

  • Cooperative Children's Book Center Advisory Board
    Dates of Membership: 2005 - Pres.

Public Service

  • GALXYZ, Consultant
    Dates of Membership: 2011 - 2015
    Accomplishments: Literacy Consultant to GALXYZ as they develop their science games and materials for children.

  • World Book Encyclopedia, Consultant
    Dates of Membership: 2011 - 2013
    Accomplishments: Literacy Consultant to World Book as they develop their online materials for children and parents.

  • Velocity Learning Systems, Consultant
    Dates of Membership: 2010 - 2013
    Accomplishments: Consultant on adapting their career programs for elementary school.
  • Interaction with Industry.

  • Journal of Early Childhood Literacy, Editorial Board
    Dates of Membership: 2008 - Pres.

Public Service

  • Professional Development work with CESA 5 – Database of Research-Based Assessment & Intervention Methods
    Dates of Membership: March 2011 - Aug. 2013

  • Career Path Summit
    Dates of Membership: Jan. 2011 - Dec. 2011

Memberships

  • International Literacy Association (ILA)
    Scope of Organization: International, Member Since: January 1986
  • Wisconsin State Reading Association (WRSA)
    Scope of Organization: State, Member Since: 1984
  • American Educational Research Association (AERA)
    Scope of Organization: National
  • Cooperative Children's Book Center (CCBC)
    Scope of Organization: School of Education
  • Literacy Research Association (LRA)
    Scope of Organization: International
  • Madison Area Reading Council (MARC)
    Scope of Organization: Local
  • National Council of Teachers of English (NCTE)
    Scope of Organization: National
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