Staff Profile | College of Education

About
Education
Awards & Honors
Research

Biography

Dr. Michael Young, Assistant Professor - Elementary Literacy, earned his Ph.D. in Teaching and Learning: Language, Literacy, and Culture from the University of Iowa. His research examines pursuits of equity and justice in literacy teaching and learning. He currently serves as Co-Chair for the Whippoorwill Award for Rural Young Adult and Middle Grades Literature.

Current Courses

209.002Literacy II:Reading & Language Arts In The Elementary School

222.002Reading Assessment

409.092Student Diversity And Educational Practices

463.001Classroom Based Literacy Assessment and Instruction

208.004Reading and Language Development

Teaching Interests & Areas

Literacy Education, Elementary Literacy Methods, Assessment and Instruction, Culturally Responsive/Sustaining Pedagogy, Critical Literacy

Research Interests & Areas

Literacy Education, Policy and Practice, Assessment and Instruction, Culturally Responsive/Sustaining Pedagogy, Critical Literacy

PhD Teaching and Learning: Language, Literacy, and Culture

University of Iowa

Iowa City, IA

M.Ed. (Master of Education) Reading Education

Mount Mercy University

Cedar Rapids, IA

BA Elementary Education and Journalism and Mass Communication

University of Iowa

Iowa City, IA

Blehart Distinguished Teaching Award

University of Minnesota Duluth

2023

Journal Article

Young, M. J. (2024). I am queer, not obscene: Disrupting policy mandates that censor readers and reading. Language Arts, 101(4), 268-271. https://doi.org/10.58680/la20241014268

Parton, C. L., Bass, E. L., Brenner, D., Kedley, K. E., Hoffman, A., Sanders, J., Yahn, J., & Young, M. J. (2023). The 2022-2023 Whippoorwill Award: Complex representations of rural identities and places. Rural Educator, 44(3), 58-65. https://doi.org/10.55533/2643-9662.1420

Young, M. J. (2022). State-defined literacy and the narrated experiences of three elementary teachers. Talking Points, 34(1), 10-16.

Young, M. J. (2021). Not allowed: Power and practice in literacy teaching as defined by the State. Language Arts, 99(2), 113-125. https://doi.org/10.58680/la202131518

Szech, L. & Young, M. (2024). Subjugated learning: Caregiver perceptions of literacy, learning, and school. Australian Journal of Language and Literacy. https://doi.org/10.1007/s44020-024-00069-3

Presentations

Young, M. J. (2024, April). The State and the science: Examining the ideological apparatus of reading policy through teachers’ lived experience. A paper presented at the American Educational Research Association (AERA) Annual Meeting. Philadelphia, PA.

Szech, L. & Young, M. J. (2024, March). Subjugated learning: Caregiver perceptions of literacy, learning, and school. A paper presented at the Critical Questions in Education Conference presented by the Academy of Educational Studies, New Orleans, LA.

Young, M. J. (2023, November). Bust the branding: Unmasking the networks that shape book bans and the science of reading. A roundtable presented as part of the Censorship Roundtable (Keep on reading for a free world: Reconnecting through literacy and literature) for the National Council for Teachers of English (NCTE) Annual Convention, Columbus, OH.

Young, M. J. (2022, November). I’m queer, not profane: Disrupting policy mandates that censor readers and reading. A roundtable presented as part of the Censorship Roundtable (Banned in the USA: Lighting a fire for reading and not to books) for the National Council for Teachers of English (NCTE) Annual Convention, Anaheim, CA.

Young, M. J. (2022, November). The gaze we feel: Literacy teaching in the state of surveillance. A paper presented for the National Council for Teachers of English (NCTE) Annual Convention, Anaheim, CA.

Dr. Michael Young