456E Teacher Education Building
225 N Mills St
Madison, WI 53706-1707
Professor Dawnene D. Hassett researches the foundational roles of play and imagination in literacy education. Using sociocultural semiotics as a theoretical frame, she watches how children imagine and play while they read and write complex and visually interactive texts. She is interested in the ways in which empathy and acceptance of difference develop for very young children through this kind of interactive reading and writing.
Professor Hassett 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.
- Hassett, D. D., Williams, S., Enger, S., Cronin, M., & Porco, J. B. (2019). Notes for living on planet Earth: Science, self, and society in second grade.. In R. Aghasaleh (Ed.), Children and mother Nature: Stories for a glocalized environmental pedagogy (pp. 71-82). Rotterdam: Sense Publishers.
- Hassett, D. D., & Wood, C. L. (2017). Imagination, creativity, and design.. In F. Serafini & E. Gee (Eds.), Remixing multiliteracies: Theory and practice from New London to new times (pp. 175-186). New York: Teachers College Press.
- Lee, S. W., & Hassett, D. D. (2017). The multiple modes of ideological becoming. European Early Childhood Education Research Journal, 25(3), 462-475.
- Hassett, D. D., & Grant, C. A. (2016). Monocultural literacy: The power of print, pedagogy, and epistemological blindness. In P. R. Schmidt (Ed.), Reconceptualizing literacy in the new age of multiculturalism and pluralism, 2 (pp. 65-88). Greenwich, CT: Information Age Publishing.
- Hassett, D. D., (2016). Visual language, visual literacy: Education à la modes. In B. Pini & J. Moss (Eds.), Visual research methods in educational research: Critical Perspectives (pp. 133-149). New York: Palgrave.
- 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 perspective on learning to read: Culture, cognition and pedagogy (pp. 87-100). New York: Routledge.
- 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.
- Hassett, D. D., (2006). Signs of the times: The governance of alphabetic pint over "appropriate" and "natural" reading development. Journal of Early Childhood Literacy, 6(1), 77-103.
- Hassett, D. D., (2006). Technological difficulties: A theoretical frame for understanding the non-relativistic permanence of traditional print literacy in elementary education. Journal of Curriculum Studies, 38(2), 135-159.