Enid Rosario-Ramos

Assistant Professor

Contact

734-647-0618

Location

Room 4025
610 E. University Ave.
Ann Arbor, Michigan 48109-1259
 

Enid Rosario-Ramos’s research focuses on studying the intersections between adolescents’ participation in civic engagement activities and their development of critical literacy skills. Current work looks at the ways in which educators, both in school and out of school contexts, support youth’s development of civic engagement identities and skills.

She received her PhD in learning sciences from Northwestern University. Her dissertation looked at the ways in which schools’ institutional structures, teachers’ discursive practices, and classroom instruction support and encourage adolescents to critically examine their worlds and their textual representations. Additional research interests include teacher education, disciplinary literacies, and social justice education.

 

Courses

Number Course Name Location Days
EDUC 402
Reading and Writing in Content Areas

Offers an introduction to the processes of reading and writing development, emphasizing methods and materials for teaching literacy skills in elementary and junior high schools (K–8).

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

Credit Hours: Undergraduates 3; Graduates 0.5-3

2346 SOE

W
EDUC 706
Seminar: Issues in Research on Literacy

Investigates contemporary issues related to research on literacy. Specific topics vary each time the course is offered. 

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)
 

Selected Publications

"A DiaspoRican critical pedagogy: Redefining the education for Puerto Rican youth."

Rosario-Ramos, E. M. (2014).  In  R. Rolón-Dow, & J. Irizarry's (Eds.) Diaspora Studies in Education: Toward a Framework for Understanding the Experiences of Transnational Communities.
 

 "Communities as counter-storytelling (con)texts: The role of community-based educational institutions in the development of critical literacy and transformative action."

Rosario-Ramos, E. M., & Johnson, L. R. (2013). In J. Z. Pandya & J. Avila's Moving Critical Literacies Forward: A New Look at Praxis Across Contexts (pp. 113-126). New York: Routledge.
 

"Cultural Persistence, Political Resistance, and Hope in the Community and School-Based Art of a Puerto Rican Diaspora Neighborhood."

Tucker-Raymond, E.; Rosario-Ramos, E. M.; Rosario, M. L. (2011). Equity & Excellence in Education, 44(2), pp. 270-286.
 

"Literacy and multicultural education."

Rosario-Ramos, E. M. and Nieto, S. (2012).  In C. A. Chapelle (general editor) and W. S. E. Lam's (area editor) The Encyclopedia of Applied Linguistics. Wiley-Blackwell Publisher; expected publication in 2011.
 

"Multilingual Literacies in Transnational Digitally-Mediated Contexts: An Exploratory Study of Immigrant Teens in the U.S."

Lam, W. S. E. and Rosario-Ramos, E. (2009). Language and Education, 23(2): 171-190.