Douglas K. Hartman, PhD

Professor of Literacy & Technology, Michigan State University (Affiliate)


Director, Literacy Achievement Research Center

Research Overview

Dr. Hartman focuses on the online health literacy practices of adolescents: What health-related information do teens seek online? How and where do they find the information online? What sense do they make of the online information? And what behavioral change–if any–results from their understanding of the online information?

Dr. Hartman also has interests in developing the health literacy awareness of new physicians and increasing general physician awareness of the literacy demands that print, images, figures, icons, and other signs place on patients when used in prescriptions and treatment plans.

Education

Ph.D., University of Illinois-Urbana-Champaign, 1991 (literacy & language)
M.Ed., California State University-Fresno, 1986 (reading education)
B.S., Warner Pacific College, 1981 (social science)

Featured Publications

Hartman, D.K., Morsink, P.M., & Zheng, J. (2010). From print to pixels: The evolution of cognitive conceptions of reading comprehension. In E.A. Baker (Ed.), Multiple Perspectives on New Literacies Research and Instruction. New York: Guilford.

Leu, D.J., McVerry, G., O’Byrne, I. & Zawilinski, L., Castek, J., & Hartman, D.K. (2009). The new literacies of online reading comprehension and the Irony of No Child Left Behind: Students who require our assistance the most actually receive it the least. In L.M. Morrow, R. Rueda, & D. Lapp (Eds.), Handbook of Research on Literacy and Diversity (pp. 173-194). New York: Guilford.

Leu, D.J., Coiro, J., Castek, J., Hartman, D.K., Henry, L.A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In C.C. Block & S. Parris (Eds.), Comprehension Instruction: Research-Based Best Practices (pp. 321-345). New York: Guilford Press.

Hartman, D.K., & Davis, D.H. (2008). One Hundred Years of Reading Research–1908-2008. 57th Yearbook of the National Reading Conference.

New Literacies Research Team (Castek, J., Coiro, J., Hartman, D.K., Henry, L.A., Leu, D.J., Zawilinski, L.). (2007). New literacies, new challenges, and new opportunities. In M. B. Sampson, P.E. Linder, F. Falk-Ross, M. M. Foote, & S. Szabo (Eds.), Multiple Literacies in the 21st Century: Twenty-eighth Yearbook of the College Reading Association (pp. 31-50). Logan, UT: College Reading Association.

Leu, D.J., Castek, J., Hartman, D.K., Coiro, J., Henry, L.A., Kulikowich, J.M., & Lyver, S. (2005). Evaluating the development of scientific knowledge and new forms of reading comprehension during online learning. Final Research Report. Naperville, IL: North Central Regional Educational Laboratory/Learning Point Associates.

Hartman, D.K. (2004). Deconstructing the reader, the text, and the context: Intertextuality and reading from a “cognitive” perspective. In N. Shuart-Faris & D. Bloome (Eds.), Uses of Intertextuality in Classroom and Educational Research (pp. 353-372). Greenwich, CT: Information Age.

Hefflin, B.R., & Hartman, D.K. (2002). Using writing to improve comprehension: A review of the writing-to-reading research. In C. Block & L. Gambrell (Eds.), Comprehension instruction: Building on the past and improving instruction for today’s students. San Francisco, CA: Jossey-Bass.

Hartman, D.K. (2000). What will be the influences of media on literacy in the next millennium. Reading Research Quarterly, 35 (2), 280-282.

Contact Information
Emaildhartman@msu.edu
Phone517.432.9603
Mailing AddressMichigan State University
College of Education
352A Erickson Hall
East Lansing, MI 48824