Douglas K. Hartman
Douglas K. Hartman | |
|---|---|
| Occupation(s) | educational researcher and professor |
| Known for | Artificial intelligence in education, digital literacy, teacher preparation, and global learning initiatives. |
| Academic background | |
| Education | Ph.D. in Language & Literacy |
| Alma mater | University of Illinois, Urbana-Champaign |
Douglas K. Hartman[1] (born 1958) educational researcher and professor, recognized for his contributions to artificial intelligence in education, digital literacy, teacher preparation, and global learning initiatives.
He currently serves as Professor of Technology & Human Learning at the College of Education, Michigan State University with joint appointments in Teacher Education and Educational Psychology.
Early life
Hartman was born to schoolteacher parents and spent his early years in Montana and Hawaii.
Education
In 1981, he got a B.S. in Social Science from Warner Pacific University, where he was a student-athlete, and subsequently worked as a middle school teacher and coach in Oregon and California. In 1986, he got an M.A. in Literacy & Language, California State University, Fresno. In 1991, he got his Ph.D. in Language & Literacy from University of Illinois, Urbana-Champaign.[2]
Career
Since 1990s, Hartman has held faculty positions at universities in Pennsylvania, Connecticut, and Michigan. He has co-authored nearly 50 scholarly works, including journal articles, book chapters, and technical reports. His edited volume, Stories Teachers Tell (co-edited with Richard Donato), was adapted into a reader's theater production, and performed off-Broadway in New York City.
Research and contributions
Hartman has researched literacy history. His doctoral seminars have examined primary-source artifacts related to the history of literacy in America's Midwest and New England. He has been working on a biography of Edmund Burke Huey, who conducted North America's first study of reading, and delivered a keynote in Huey's persona at the 57th Annual Meeting of the Literacy Research Association.[3]
Selected publications
- Eight readers reading: The intertextual links of proficient readers reading multiple passages, Reading Research Quarterly, 520-561[4]
- Research on instruction and assessment in the new literacies of online reading comprehension, DJ Leu, J Coiro, J Castek, DK Hartman, LA Henry, D Reinking, Comprehension instruction: Research-based best practices 2, 321-346[5]
- Intertextuality and reading: The text, the reader, the author, and the context., Linguistics and education 4, 295-311[6]
References
- ^ "Douglas K. Hartman | Michigan State University - Academia.edu". michiganstate.academia.edu. Retrieved 2025-04-06.
- ^ "Douglas K. Hartman | College of Education - Michigan State University". Michigan State University. Retrieved 2025-07-06.
- ^ Moore, D.W.; E Monaghan; D. K. Hartman (1997). "Values of Literacy History". Reading Research Quarterly. 32 (1): 90–102. doi:10.1598/RRQ.32.1.6.
- ^ Hartman, Douglas K. (1995). "Eight readers reading: The intertextual links of proficient readers reading multiple passages". Reading Research Quarterly: 520–561.
- ^ Leu, Donald J.; Coiro, Julie; Castek, Jill; Hartman, Douglas K.; Henry, Laurie A.; Reinking, David (2008). "Research on instruction and assessment in the new literacies of online reading comprehension" (PDF). Comprehension instruction: Research-based best practices. 2: 321–346.
- ^ Hartman, Douglas K. (1992). "Intertextuality and Reading: The Text, the Reader, the Author, and the Context". Linguistics and Education. 4: 295–311. ISSN 0898-5898.