Coyle Fellows

Coyle Fellows

The Coyle Fellows helps to establish early career, postdoctoral scholars in the field of literacy education research. These fellows may have recently written an excellent dissertation, and now need the guidance and capital to galvanize their careers in professional research. University of Notre Dame faculty members mentor fellows in how to develop and conduct research projects, write for a publication, and access professional societies.

Long-Term Professional Development for Literacy ResearchersIMG 1105

Each year, the Coyle Fellows program invites 5 promising researchers to create an idea proposal. Once accepted, the fellow will receive a stipend each year of the two-year program to execute the research project; however, the fellowship does not demand residence at the university. The Coyle Fellows program is particularly interested in candidates whose research would explore the intersection between faith formation and literacy achievement. For example, current Coyle fellows' research proposals investigate which texts best instill a social justice mindset or how the spirituality of hip-hop benefits marginalized students.

Throughout the year, Coyle Fellows visit campus 1-2 times, conduct virtual check-ins with mentors, and complete an annual report on their research.


The CLE and IEI community must nominate an early career researcher for the fellowship. Potential candidates are referred to the program directors.


  • Longitudinal professional growth in literacy research design, data collection, and data analysis
  • Individualized mentorship from tenured, high-profile literacy professors
  • Connection to the larger professional research community
  • Funding for research project
  • Qualification for tenure track position

Contact us for more information.

Coyle Fellows

School OutcomesNotre Dame Press Series

Through the University of Notre Dame Press, the CLE publishes research intended for scholars and teacher educators. Books produced through this publishing house are not necessarily geared toward practicing teachers (see Notre Dame ACE Press).

About ND Press

Established in 1949, the University of Notre Dame Press is the largest Catholic university press in the world, and a scholarly publisher of distinguished books in a number of academic disciplines; in poetry and fiction; and in areas of interest to general readers. The Press publishes forty to fifty books annually and maintains a robust backlist in print.

Located on the University of Notre Dame campus, the Press is a publishing partner with several university departments, programs, and institutes. Through those efforts, it extends the reach and reputation of the University while fulfilling its charge to advance intellectual exploration and knowledge.

The Press’s imprint is overseen by an editorial board comprised of scholars from a variety of university departments. New titles are approved by the board after a rigorous process of peer review.

Contact us for more information.

Notre Dame ACE Press

Notre Dame ACE PressNotre Dame ACE Press

The Notre Dame ACE Press is committed to producing smart books for practicing teachers—publications that leverage the Institute for Educational Initiative’s research to outline core instructional strategies. Our objective is to illuminate the connection between theory and practice in engaging, accessible language.

Have a proposal for a publication? Find submission guides for the ND ACE Press below.

Submission Guidelines for Authors

There are nearly 2 million children attending Catholic schools in the United States and more than 65 million globally, making Catholic schools the largest and fastest growing private provider of primary and secondary education in the world. Despite this rapid global growth and increasing importance, very few research-based professional resources exist for Catholic School educators and leaders. Notre Dame’s Alliance for Catholic Education Press publishes books that translate cutting edge theory into innovative and efficacious practices for tomorrow’s Catholic school teachers and leaders. We welcome proposals for research-based, practitioner-oriented titles. We are seeking original book-length manuscripts of approximately 30,000-50,000 words. While we are open to any innovative proposal, most books and resources will fit within one of four series:

  • Language, Literacy and Culture - Series Editor, Jodene Morrell
  • STEM Education - Series Editor, Matt Kloser
  • Religious Education - Series Editor, William Mattison
  • Catholic School Leadership and Policy 

Materials to Submit

  • Cover Letter
  • Resume or CV
  • A 15-25 page proposal that contains the following sections: Overview, Target Audience, Marketing Plan, Competitive Titles, Chapter Outline

— Recommended (but optional): Sample chapter(s)

How to submit your proposal

We accept both electronic (preferred) and postal mail submissions.  For electronic submissions please send all requested materials to  and include “manuscript proposal” in the subject line.

For postal mail submissions please send your materials to:

Dr. Ernest Morrell
ACE Press Publishing
University of Notre Dame
107 Carole Sandner Hall
Notre Dame, IN 46556

James R. Squire Office

The James R. Squire Office of Policy Research in English Language Arts

In August 2019, CLE became the new home for the National Council of Teachers of English (NCTE) James R Squire Office of Policy Research in English Language Arts, which had been hosted by the University of Michigan since 2003. The Squire Office publishes several policy briefs each year and conducts studies on key issues in the field of literacy education to inform policy and practice. In 2020, we initiated the research project, “The Teaching of Literature in 21st Century Classrooms” which involves the CLE Team and additional researchers from various universities. 

The three briefs for 2020 were shared at the second annual NCTE Leadership & Advocacy Summit (2021) and are available on the NCTE Policy Briefs website. The three briefs for 2020 include: 

  • Understanding Translanguaging in U.S. Literacy Classrooms: Reframing Bi/Multilingualism as the Norm by Dr. Cati de los Rios (UC Berkeley) & Dr. Kate Seltzer (Rowan University)
  • Critical Media Literacy and Popular Culture in ELA Classrooms by Dr. Jamila Lyiscott (University of Massachusetts Amherst), Dr. Nicole Mirra (Rutgers University), and Dr. Antero Garcia (Stanford University)
  • Racial Literacies in the ELA Classroom by Dr. Yolanda Sealey-Ruiz (Teachers College, Columbia University)

For more information on the Squire Office, please visit the NCTE website and see the recent article from the University of Notre Dame Office of Public Affairs and Communication.


Publications for 2020-2021


Book Chapters

  • Goodwin, A., Petscher, Y., Reynolds, D., Lantos, T., Hughes, K., & Jones, S. (2020). Monster, PI: Assessment to guide instruction. In K. Ganske (Ed.), Mindful of words: Spelling and vocabulary explorations, 2nd Edition.  New York: The Guilford Press.
  • Macaluso, M. & Macaluso, K. (2021). Governed by rules: possibilities and consequences in Wuthering Heights and The Hate U Give. In P. Greathouse & V. Malo-Juvera (Ed.) Young adult and canonical literature: Pairing and teaching, 2nd Edition. London: Rowman & Littlefield.
  • Morrell, E. & Morrell, J. (2021) “Critical literacy and the school to prison pipeline.” In. D. Appleman & Peter Williamson (Eds.) Schools Not Jails. New York: Teachers College Press.
  • Santiago, M., de los Ríos, C. V., & Gutiérrez, K. (2021). Historicizing Latinx civic agency and contemporary lived civics. In C. D. Lee, G. White, & D. Dong (Eds.). Civic discourses and reasoning. Washington, DC: National Academy of Education.
  • Washington, S. A., & O’Connor, M. T. (2020). Collaborative professionalism across cultures and contexts:  Cases of professional learning networks enhancing teaching and learning in Canada and Colombia. In L.  Schnellert (Ed.), Professional Learning Networks: Facilitating Transformation in Diverse Contexts with Equity Seeking Communities. Bingley, UK: Emerald Publishing Limited. 


Refereed Journal Articles 

  • de los Ríos, C.V. (2021). Guitarras on the rise: Framing youth sierreño bands as translingual. Reading Research Quarterly.
  • de los Ríos, C.V., Seltzer, K., & Molina, A. (2021). “Juntos somos fuertes”: Writing participatory corridos of solidarity through a critical translingual approach. Applied Linguistics. 
  • de los Ríos, C.V., & Portillo, Y. (2021). “Hay que cantar con ternura”: Baladas románticas as a site for translingual youth convivencia. Literacy Research: Theory, Method, Practice
  • de los Ríos, C.V. (2020). Translingual youth podcasts as acoustic allies: Writing and negotiating identities at the intersection of literacies, language, and racialization. Journal of Language, Identity, and Education. 
  • de los Ríos, C.V. (2020). Writing oneself into the curriculum: Using photovoice journaling in an ethnic studies course. Written Communication, 37(4), 487-511. 
  • de los Ríos, C.V. (2020). “Got libros?”: Exploring patrons’ experiences with Latinx history and literature at La Casa Azul Bookstore. Anthropology & Education Quarterly, 51(4), 
  • de los Ríos, C.V. & *Molina, A. (2020). Literacies of refuge: “Pidiendo posada” as ritual of justice. Journal of Literacy Research, 52(1), 32-54. 
  • Filipiak, D., Caraballo, L., Lyiscott, J. & Morrell, E. (Eds). “Intergenerational inquiry: Literacies of activism and desire in a youth research collaboration. Review of Education, Pedagogy and Cultural Studies. Taylor and Francis, 2021. [Special Journal Issue]
  • Goodwin, A., Cho, S.J., Reynolds, D., & Silverman, R. (2020). Exploration of classroom talk and links to reading achievement in upper elementary classrooms. Journal of Educational Psychology.
  • Goodwin, A.P., Petscher, Y., Tock, J., McFadden, S., Reynolds, D., Lantos, T., & Jones, S. (2020). Monster, PI: Validation evidence for an assessment of adolescent language that assesses vocabulary knowledge, morphological knowledge, and syntactical awareness. Assessment for Effective Intervention
  • Goodwin, A.P., Cho, S.J., Reynolds, D., Brady, K., & Salas, J. (2020). Digital versus paper reading comprehension for middle school students. American Educational Research Journal, 57(4), 1837-1867.
  • Goodwin, A.P., Petscher, Y., Jones, S., McFadden, S., Reynolds, D., & Lantos, T. (2020). The monster in the classroom: Assessing language to inform instruction. The Reading Teacher, 73(5), 603-616.  
  • Hamman-Ortiz, L., & Palmer, D. (2020). Student perspectives on two-way bilingual education: Introduction to the special issue. International Journal of Bilingual Education and Bilingualism. 
  • Hamman-Ortiz, L. (2020). Becoming bilingual in two-way immersion: Patterns of investment in  a second-grade classroom. International Journal of Bilingual Education and Bilingualism,
  • Hartman, T. & LeBlanc, R.J. (2020). Dialogic encounters in teaching literary theory. English Language Arts Journal (formerly Alberta Voices), 1(1), 16-21
  • Leblanc, R. J. (2020). “I’ve got to do this in a Southern”: Stylized spoken literary quotation in the ELA classroom. Literacy, 55(1), 52 - 61.
  • LeBlanc, R.J. (2021). Literary theory across genre chains: Intertextual traces in reading/writing/talking literary theory in the high school classroom. English in Education, 55(2), 177-200.  
  • LeBlanc, R.J. (2020). Pierre Bourdieu and the religious political economy of schooling. Review of Education, Pedagogy, and Cultural Studies, online first. 
  • Lyiscott, J. Caraballo, L., Filipiak, D., Riina-Ferrie, J., Yeom, M., & Lee, M. (2020). Cyphers for Justice: Learning from the wisdom of intergenerational inquiry with youth. Review of Education, Pedagogy, and Cultural Studies, 42(5), 
  • Lyiscott, J. (2020). Fugitive Literacies as Inscriptions of Freedom, English Education, 52(3), 256-263. 
  • Lyiscott, J., Green, K., Ohito, E. & Coles, J. (2021). Call us by our names: A kitchen-table dialogue on doin’ it for the culture. Equity & Excellence in Education 54(1), 1 - 18.
  • Morrell, E. (2021). The culturally responsive social studies classroom. California Council for the Social Studies 60(1). 
  • Morrell, E. & Morrell, J. (2021). “Linking the Word to the World: Connecting Multicultural Literature to the Lives of 21st Century Youth.” Dragon Lode.
  • Nichols, T.P. & LeBlanc, R.J. (2021). Media pedagogy and the limits of “literacy”: Ecological  orientations to performative platforms. Curriculum Inquiry, online first.  
  • Ohito, E., Lyiscott, J., Green, K., & Wilcox, S. (2020). This Moment is the Curriculum: Equity, inclusion, and collectivist critical curriculum mapping for study abroad programs in the COVID-19 era. Journal of Experiential Education, 44(1), 1-20. 
  • Reynolds, D. (2020). Of research reviews and practice guides: Translating rapidly growing research on adolescent literacy Into updated practice recommendations. Reading Research Quarterly. 
  • Reynolds, D. (2021) Updating practice recommendations: Taking stock of 12 years of adolescent literacy research. Journal of Adolescent and Adult Literacy
  • Reynolds, D. (2021) Talking it out: Scaffolding high schoolers’ comprehension of complex texts. Journal of Research in Reading
  • Schwarz, V. S. & Hamman-Ortiz, L. (2020). Systemic functional linguistics, teacher education, and writing outcomes for U.S. elementary English learners: A review of the literature. Journal of Second Language Writing, 49, 1 - 12. 


Special Journal Issue

  • Lysicott, J. Caraballo, L. Filipiak, D. (Eds.) (2021). Cyphers for Justice. Review of Education, Pedagogy and Cultural Studies 42(5).  [Special Journal Issue]


Policy Briefs, White Papers, Encyclopedia Entries, and Reports

  • de los Ríos, C.V. (2020). Toward transformative justice ethnic studies in P-12 schools. Transformative Justice In Education Working Paper Series (Davis, CA: Transformative Justice in Education Center): 1-15.
  • Lyiscott, J., Mirra, N., & Garcia, A. (2021). Critical Media Literacy and Popular Culture in ELA Classrooms. A research policy brief produced for The James R. Squire Office of Policy Research, National Council of Teachers of English.
  • Sealy, Ruiz. Y. (2021). Racial Literacies in the ELA Classroom. A research policy brief produced for The James R. Squire Office of Policy Research, National Council of Teachers of English.
  • Seltzer, K., & de los Ríos, C. V. (2021). Understanding translanguaging in US literacy classrooms: Reframing bi/multilingualism as the norm. A research policy brief produced for The James R. Squire Office of Policy Research, National Council of Teachers of English.
  • Morrell, E. (2020). Cultural responsiveness and engagement in secondary English classroomsPearson Education.
  • Morrell, E., & Morrell, J. (2021). “Becoming powerful readers of the word and the world: Promoting multicultural readings of children’s and young adult literature”. Savvas Learning Company. [white paper]
  • Morrell, E. & Morrell, J. “Storytelling”. Encyclopedia of English Language Arts Education. Edited by Julie Gorlewski, Lisa Barker, and David Gorlewski, Brill, 2021. [Encyclopedia Entry]
  • Seltzer, K., & de los Ríos, C. V. (2021). Understanding translanguaging in US literacy classrooms: Reframing bi/multilingualism as the norm. A research policy brief produced for The James R. Squire Office of Policy Research, National Council of Teachers of English.


Editorial Introductions

  • Nichols, T.P., LeBlanc, R.J., & Slomp, D. (2021). Writing machines: Formative assessment in the age  of big data. Journal of Adolescent & Adult Literacy, 64(6), 712-719. 
  • Nichols, T.P. & LeBlanc, R.J. (2020). Beyond apps: Digital literacies in a Platform Society. The Reading  Teacher, 74(1), 103-109.