Mark A. Lewis, Ph.D.

Associate Professor of Literacy Education
Undergraduate Class of 2018 Advisor
Beatty Hall 121-8
410-617-5277
malewis2@loyola.edu

Education

Doctor of Philosophy in Curriculum & Instruction – Literacy Studies, University of Colorado at Boulder, December 2010

  • Dissertation: Reading Immigration Stories: Emotion and Literary Imagination in School-Based Book Clubs
  • Committee Members: Dr. William McGinley (Chair), Dr. J. Andrew Cowell, Dr. Elizabeth Dutro, Dr. Kenneth R. Howe, Dr. Shelby A. Wolf
  • Research Interests: Evocative Frameworks for Reading/Telling Stories, Sociocultural and Critical Conceptions of Adolescence and Adolescent Literacy, Young Adult Literature, Secondary English Language Arts Teacher Education
Master of Arts in General English Studies, with distinction, Northern Arizona University, Flagstaff, AZ, December 2004
Master of Education in Secondary Education, focus in English Language Arts, with distinction, Northern Arizona University, Flagstaff, AZ, August 2003
Bachelor of Arts in English for Corporate Communications and Management, magna cum laude, Christian Brothers University, Memphis, TN, May 1996
 

Biography

Mark Lewis has research interests in evocative and imaginative frameworks for reading and telling stories both in and out of secondary language arts classrooms. He also examines critical and sociocultural conceptions of adolescence and young adult literature, and how these conceptions influence secondary language arts pedagogy. He currently teaches undergraduate and graduate courses in Loyola’s literacy education program, and previously taught middle school language arts and English as a second language in Arizona.

Areas of Expertise

Evocative and imaginative frameworks for reading/telling stories; sociocultural conceptions of adolescence and young adult literature; classroom experience working with ELL students; dissertation work with Latino students

Recent Publications

Publications – Peer-Reviewed

Lewis, M. A., & Zisselsberger, M. (2016). “But there's gotta be a strength”: Toward the equitable assessment of the writing of emerging bilinguals. In. L. de Oliveira, & M. Shoffner, (Eds.), Teaching English language arts to English language learners: Preparing pre-service and in-service teachers (pp. 147-169). New York, NY: Palgrave Macmillan.

Lewis, M. A. (2016). Mapping the emotional lives of characters: Competition and romance in The Scorpio Races. In A. Brown, & L. Rodesiler, (Eds.), Developing contemporary literacies through sports: A guide for the English classroom (pp. 17-22). Urbana, IL: NCTE. 

Lewis, M. A. (2016). Illustrating youth: A critical examination of the artful depictions of adolescent characters in comics. In C. Hill, (Ed.), Teaching comics through multiple lenses: Critical perspectives (pp. 49-61). New York, NY: Routledge. 

Hersi, A. A., Horan, D., & Lewis, M. A. (2016). Redefining “community” through collaboration and co-teaching: A case study of an ESOL specialist, a literacy specialist, and a fifth-grade teacher. Teachers and Teaching: Theory and Practice, 22, 927-946.  

Lewis, M. A., & Renga, I. (2016). (Re)Imagining life in the classroom: Inciting dialogue through an examination of teacher-student relationships in film. In M. Shoffner, (Ed.), Exploring teachers in fiction and film: Saviors, scapegoats, and schoolmarms (pp. 65-75). New York, NY: Routledge. 

Lewis, M. A., Petrone, R., & Sarigianides, S. T. (2016). Acting adolescent?: Critical examinations of the youth-adult binary in Feed and Looking for Alaska. The ALAN Review, 43(2), 43-50. 

Sarigianides, S. T., Lewis, M. A., & Petrone, R. (2015). How re-thinking adolescence helps re-imagine the teaching of English. English Journal, 104(3). 13-18.

Petrone, R., Sarigianides, S. T., & Lewis, M. A. (2015). The Youth Lens: Analyzing adolescence/ts in literary texts. Journal of Literacy Research, 46, 506-533.
Lewis, M. A. (2014). Co-characters in an immigration story: Sixth grade students’ narrative interpretations of literature and life. Middle Grades Research Journal, 9(1), 19-3

 
Publications – Invited Writing

Lewis, M. A. (2014). Questioning governmental surveillance: The enduring political commentary of Robert Cormier’s I Am the Cheese. First Opinions, Second Reactions, 7(1), 10-12.

Editorships

Sarigianides, S. T., Lewis, M. A., & Petrone, R. (Eds.). (2015). Re-thinking "adolescence" to re-imagine English [Special issue]. English Journal, 104(3).

Recent Presentations

Lewis, M. A. (2016, December). Comic artists' depictions of adolescence: Fabrication, enchantment, and nostalgia. Paper presented at the Literacy Research Association Annual Conference, Nashville, TN.

Lewis, M. A. (2016, November). Representations of the “adolescent-athlete” in fiction aimed at middle school students. Paper presented at the National Council of Teachers of English Annual Convention, Atlanta, GA. 

Lewis, M. A., & Zisselsberger, M. (2016, April). An examination characterizing teacher talk in book club discussions for diverse middle school students. Paper presented at the American Educational Research Association Annual Meeting, Washington, D.C. 

Zisselsberger, M., & Lewis, M. A. (2016, April). Going beyond monolingual borders to equitably assess bilingual writing. Paper presented at the TESOL International Convention, Baltimore, MD. 

Zisselsberger, M., & Lewis, M. A. (2015, December). Grappling with equitable assessment: Content area teachers’ analyses of emerging bilinguals’ writing. Paper presented at the Literacy Research Association Annual Conference, San Diego, CA. 

Lewis, M. A. (2015, November). Using fortune plot charts to map the competition and romance in The Scorpio Races. Paper presented at the National Council of Teachers of English Annual Convention, Minneapolis, MN. 

Lewis, M. A. (2015, November). Applying the youth lens in a YAL book club with teacher candidates. In R. Petrone (Chair), Forwarding new notions of adolescence/ts among prospective English teachers. Symposium conducted at the National Council of Teachers of English Annual Convention, Minneapolis, MN.

Zisselsberger, M., & Lewis, M. A. (2015, April). Identifying the assets of emerging bilingual students’ writing. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL. 

Lewis, M. A., & Zisselsberger, M. (2015, February). Seeing through the “right” lens: Equitable assessment of emergent bilinguals’ writing. Paper presented at the National Council of Teachers of English, Assembly of Research Midwinter Conference, New Orleans, LA. 

 

Recent Awards, Fellowships, & Grants

Principal Investigator, Critiquing Assumptions about Adolescence/ts within Frameworks for Adolescent Literacy, Dottie and Lou Hoen Endowment for Education Faculty Development Grant, February 2016, $5,000

Principal Investigator, Analysis of Emerging Bilingual Middle School Students’ Writing, Loyola Summer Research Grant, March 2015, $4,000 

Principal Investigator, Preservice Teachers Learning to Teach Bilingual Writers, Dottie and Lou Hoen Endowment for Education Faculty Development Grant, February 2015, $5,000

Principal Investigator, Portrayals of Urban Youth and Space in Young Adult Literature, Loyola Summer 

 

Professional Associations

National Council of Teachers of English, member 2000-Present

  • Respondent to session Building and Sustaining English Education through the Research and Practice of English Education Doctoral Students, NCTE Annual Convention, Minneapolis, MN, November 2015
  • Respondent to session The Future is Now: Exploring 21st century teaching ideas with the next generation of English teachers, NCTE Annual Convention, Boston, MA, November 2013
  • Respondent to session The L. Ramon Veal seminar and (re)inventing English teacher preparation: The research and practice of English education graduate students, NCTE Annual Convention, Boston, MA, November 2013
  • Respondent to session The Future is Now: Connecting with the Next Generation of English Teacher Educators, NCTE Annual Convention, Las Vegas, NV, November 2012
    Chaired session The Literacies of Graduate Studies in English Education: What’s Working, What’s Next?, Conference on English Education Biennial Conference, New York, NY, June 2011
  • Assembly of Research, January 2015-Present
  • Conference on English Education, Commission on the Study and Teaching of Adolescent Literature, November 2010-present
  • Chair, Conference on English Education – Graduate Strand, August 2008-2011
    Graduate Student Representative on CEE Executive Council, 2009-2011
  • Conference on English Education Biennial Conference, Chicago, IL, June 2009
    Co-chaired The Future of Graduate Programs and Professional Mentoring in English Education Conference Strand
  • Conference on English Education Leadership and Policy Summit, Chicago, IL, June 2007
    Invited as a Graduate Student Representative
    Co-authored the report, The What, Why, and How of Teaching Literature <http://www.ncte.org/groups/cee/129840.htm
  • NCTE, Nominating Committee for Middle Level, May 2005-May 2006

    American Educational Research Association
    , member 2007-Present
    • Chaired session on Educational Reform: African American and Latino Youth Voices, Annual Meeting, San Francisco, CA, April 2013
    • Chaired session on Promoting Inclusivity, Annual Meeting, New Orleans, LA, April 2011 


Study and Scrutiny: Research on Young Adult Literature, Editorial Board Member

Guest Reviewer for Bilingual Research Journal, English Education, The High School Journal, Journal of Teacher Education, Literacy Research: Theory, Method, and Practice, and Ubiquity: Journal of Literature, Literacy, and the Arts