Rogers awarded Norine Odland Fellowship in Children’s Literature

Aimee RogersC&I Ph.D. candidate, Aimee Rogers (Literacy Education) has been awarded the Norine Odland Fellowship in Children’s Literature. This fellowship is available to Ph.D. and M.A. candidates in children’s and adolescent literature who have completed all preliminary course work and examinations, and have had a dissertation or thesis proposal for research in children’s literature approved. Awardees are selected based on the importance of the purpose for which they plan to use the award, the strength of their teaching or library experience, their expertise in selecting books for children, and the strength of their graduate work, particularly that in children’s literature. We recently interviewed Aimee to learn a little bit more about her research and experiences.

What is most exciting about your research?
My dissertation work focuses on how intermediate grade readers (6th to 8th graders) make meaning with graphic novel texts. I became interested in graphic novels as a special education teacher. A common refrain I used to hear (and still hear to this day) was, “Give graphic novels to struggling readers because they are easier to read.” Although I was an avid reader of children’s and young adult literature prior to this, I began consciously selecting graphic novels to read and searching for ones that might be appropriate to include in my class or curriculum.

I became hooked on graphic novels, and when I entered the University of Minnesota doctoral program, I already knew that texts in this format would likely be the focus of my dissertation research. I have learned over the years that graphic novel texts are not “easier” to read, although, they often have less written content. There are so many meaning-making units that contribute to the meaning of the text overall, including panels, gutters, font, color, etc. I get really excited when I talk about all of these elements, and the really amazing thing is that a well-done graphic novel will seamlessly integrate all of these units of meaning!

The most exciting things about my research are working with young participants and working with texts in this format. I love observing how kids read and make meaning with a graphic novel. They seem to naturally integrate all of the elements and are comfortable reading a text that uses so many modalities. I loved the moments where I would ask my participants about a particular part of a graphic novel, and they were able to construct a meaning and would look at me with a look that said, “Duh!” Then, they’d go on to explain what they did as if it was no big deal. They are so smart!

The other exciting part of my research is that graphic novels are gaining in popularity in readers of all types and ages. Graphic novels are finding traction in educational circles as well. It is thrilling to be working with a format that is increasingly recognized as valid and interesting.

What does this award mean for you?
Being selected for the Norine Odland Fellowship means a lot to me as it serves to validate the work I have done in my area of focus, which is children’s and adolescent literature. The greatest part of the award is the $2,500 that is dedicated to selecting and buying books for Amplatz Children’s Hospital in honor of Norine Odland. I am so grateful for the opportunity to give back to the community in this way, especially through the donation of books for children, young adults and their families.

How did your path lead to the University of Minnesota and to C&I in particular?
I moved from Colorado to Evansville, Indiana to attend the University of Evansville to study special education. I was one of those weird students who left college with the same major that I started with and didn’t change it along the way.

After graduation I had a handful of teaching experiences in traditional and nontraditional settings. While working with middle and high school students in a day treatment program in Denver, I quickly discovered that I didn’t have any idea how to teach a 17-year-old how to read. This inspired me to look for Master’s programs in reading. I moved, again, this time from Colorado to Tucson, Arizona to attend the University of Arizona where I studied Language, Reading and Culture with a focus on adolescent literacy. I had always been an avid reader, and as a teacher of young adults, I read a great deal of young adult literature. I loved the literature courses that I took at the University of Arizona and tucked away the thought that I could actually study in this field.

I happily taught special education English at a public high school in Tucson for five years. When I was ready for a change I started looking for programs in children’s and adolescent literature. The University of Minnesota has a well-respected program, and Dr. Lee Galda, my advisor, is a rock star in the field. I applied, and I truly feel it was dumb luck that Dr. Galda agreed to take me as her last student before her retirement. I have been blessed to study with Dr. Galda. I have loved teaching courses on children’s literature and graphic novels. I will finish this summer and am looking forward to continuing to work in the field of children’s and adolescent literature.

Visit the C&I website to learn more about the Literacy Education program area or the Ph.D. track in Literacy Education.