Catherine Compton-Lilly; Nov. 13, 2011

“Exploring Literacy and Identity
at Multiple Timescales”

Dr. Catherine Compton-Lilly
University of Wisconsin, USA
November 13, 2011; 7:00 p.m. EST/USA
(Convert to local time)

GSU Student Moderators: Amy Pelissero and Eliza Allen

Cathy’s web seminar link or paste this URL into your browser before the start of the seminar (if you’re using a Mac, please paste the link into your URL space):

Dr. Catherine Compton-Lilly is an Associate Professor in Curriculum and Instruction at the University of Wisconsin Madison. She taught in the public schools for 18 years. She is the author of Reading Families:  The Literate Lives of Urban Children (Teachers College Press, 2003), Confronting Racism, Poverty and Power (Heinemann, 2004), Rereading Families (Teachers College Press, 2007), the editor of Breaking the Silence (International Reading Association, 2009), and co-editor of Connecting Home and School:  Complexities, Concerns, and Considerations in Fostering Parent Involvement and Family (Teachers College Press, 2010).   Dr. Compton-Lilly has authored articles in the Reading Research Quarterly, Research in the Teaching of English, The Reading Teacher, The Journal of Early Childhood Literacy, The Reading Teacher, and Language Arts.  Dr. Compton-Lilly engages in longitudinal research projects that last over long periods of time.  In a recent study, she followed a group of eight inner-city students from grade one through grade 11.  Her interests include examining how time operates as a contextual factor in children’s lives as they progress through school and construct their identities as students and readers. Cathy’s email:

Presentation Description: Most research involving the analyses of discourses targets particular points in time or relatively short durations (i.e., one semester, one year). Failure to recognize the ways discourses operate over long periods of time limits the ability of educators and researchers to recognize the temporal nature of meaning construction. Through this longitudinal research project, I tracked discourses about literacy and schooling to document how events at multiple timescales (Lemke, 2000, 2001) converged in the literacy and schooling experiences of one student. Specifically, I asked how one African American middle school student and members of her family drew upon and negotiated discourses related to past and ongoing experiences as well as larger social histories as they made sense of literacy and schooling. Based on data from an eight-year study, I applied grounded coding methods to identify and track discourses voiced in interview transcripts and field notes. Findings from the study suggest that discourses were taken up, challenged, modified, negotiated, and abandoned by participants across time. Participants drew on multiple, intertextual language resources within families and other social contexts to make sense of themselves and their experiences recursively as they recalled, neglected, revisited, and forgot particular stories and events and identified familiar social types.


Compton-Lilly, C. (2012). Reading time in middle school. New York: Teachers College Press.

Compton-Lilly, C. 2011. By the book and behind the glass: Teacher self-regulation in one reading intervention. Language Arts, 88(6), (pp. 429-438 ) .

Compton-Lilly, C. 2011. Literacy and Schooling in One Family across Time. Research in the Teaching of English, 45(3), 224-51.Compton-Lilly_2011_LitSchoolingInOneFamily

Compton-Lilly, C. 2011.  Counting the uncounted: African American students in Reading Recovery. Journal of Early Childhood Literacy, 11 (1), (pp. 3-24. ) .Compton-Lilly_2011_CountingUncounted

Compton-Lilly, C. 2011. Time and reading: Negotiations and affiliations of a reader, grades one through eight. Research in the Teaching of English, 45 (3), (pp. 224-252) .

Compton-Lilly, C. (2010). Learning about mason: A collaborative lesson with a struggling reader. Reading Teacher, 63(8), 698-700.Compton-Lilly_2010_LearningAboutMason

Compton-Lilly, C. & Greene, S. (Eds.)  (2010). Bedtime stories and book reports: Connecting parent involvement and family literacy New York: Teachers College Press.

Compton-Lilly, C.  (2010). A mother and daughter go to school: A story of strengths and challenges. in M. Dantas & P. Manyak (Eds.). Learning from and with diverse families: Home-school connections in a multicultural society, (pp. 59-75). New York: Routledge.

Compton-Lilly, C.  (2010). Considering time: In the field of family literacy and in the lives of families. K. Dunsmore & D. Fisher (Eds.). Bringing Literacy Home , (pp. 306-331). Newark, DE: International Reading Association.

Compton-Lilly, C.  (2009). Unpacking artifacts of instruction. Literacy, Teaching, and Learning, 13 (1 & 2), pp. 57-79.

Compton-Lilly, C.  (2009). Listening to families over time: Seven lessons learned about literacy in families. Language Arts, 86 (8), pp. 449-457.

Compton-Lilly, C.  (2009). Disparate reading identities of adult students in one GED program. Adult Basic Education and Literacy Journal, 3(1), pp. 34-43.

Compton-Lilly, C.  (2009). Literacy practices of African American children: Three case studies. in G. Liu (Ed.). Multicultural families, home literacies, and mainstream schooling,  (pp. 29-49). Information Age Publishing Company.

Compton-Lilly, C. (Ed.) (2008). Breaking the silence: Recognizing the social and cultural resources students bring to the classroom.  Newark, Delaware: International Reading Association..

Compton-Lilly, C.  (2007).  Rereading families: The literate lives of urban children, the intermediate years.  New York: Teachers College Press.

Compton-Lilly, C.  (2007). Exploring reading capital in two Puerto Rican families. . Reading Research Quarterly, 42(1), ( pp. 72-98) .

Compton-Lilly, C.  (2007). What can video games teach us about teaching reading?. The Reading Teacher, 60(8), (pp. 718-727) .

Compton-Lilly, C.  (2007).  Forms of reading capital: Learning from One GED family. C. Clark & M. Blackburn (Eds.). Literacy Research for Political Action. , (pp. 113-129). Mahwah, NJ: Lawrence Erlbaum.

Compton-Lilly, C. (2006). Identity, childhood culture, and literacy learning: A case study. Journal of Early Childhood Literacy, 6(1), (pp. 57-76).

Compton-Lilly, C. (2005). Nuances of Error: Considerations relevant to African American Vernacular English and learning to read. . Literacy, Teaching, and Learning, 10(1), (pp. 43-58) .

Compton-Lilly, C. (2005). “Sounding out”: A pervasive cultural model of reading. Language Arts, 82(6), (441-451) .

Novinger, S., & Compton-Lilly, C.  (2005). Telling our stories: Speaking truth to power. Language Arts, 83(3), (pp. 195-203) .

Compton-Lilly, C. (2004). Confronting Racism Poverty and Power: Classroom strategies to change the world Portsmouth, New Hampshire: Heinemann.

Compton-Lilly, C. (2003). Reading Families: The literate lives of urban children New York: Teachers College Press.

Compton-Lilly, C. (2000). “Staying on Children”: Challenging Stereotypes About Urban Parents. Language Arts, 77(5).

Cathy’s web seminar link or paste this URL into your browser before the start of the seminar (if you’re using a Mac, please paste the link into your URL space):

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