Rebecca Rogers

Rebecca Rogers is a Professor of Literacy Studies at the University of Missouri-St. Louis. Before becoming a Professor of Literacy Education, she was a K-12 literacy specialist and coordinator for a volunteer literacy organization in upstate New York. She earned her PhD from the University of Albany’s Reading Department (State University of New York) in 2000. Her research examines how educators work collectively to create the conditions for deep and meaningful literacy learning.

Rogers has published eight academic books and over 125 articles and chapters in journals such as: Reading Research Quarterly, Linguistics & Education, Critical Discourse Studies, Discourse, Language Arts, The Reading Teacher, Critical Inquiry into Language Studies, the Journal of Literacy Research, Review of Research in Education and Race, Ethnicity and Education. Most recently, Cathy Compton-Lilly, Tisha Lewis Ellison and Rogers co-authored Making sense of literacy scholarship: Approaches to synthesizing literacy research (Routledge, 2021). The Womyn Peace Collective, which Rogers is part of, collectively authored a children’s book called Un día de las madres por la paz: A Celebration of Mothers day for peace: A Herstory (Shires Press, 2021).

At the University of Missouri-St. Louis, Rogers teaches undergraduate and graduate courses in literacy education and research methods. She is the E. Des Lee Endowed Professor of Tutorial Education. As such, she is part of a team of literacy faculty who coordinate clinically rich literacy teacher education and Literacy Clinics. The Clinic operates on campus, in schools around the Metro-St. Louis area, and online. They have enriched several clinic learning ecologies with climate and environmentally centered foci. Rogers is a Fulbright Fellow and Past-President of the Literacy Research Association, an international organization of 1,500 members devoted to literacy research in a multilingual world.