Allison Skerrett

Professor, Department of Curriculum and Instruction
Associate Dean for Academic Affairs, College of Education
Barbie M. & Gary L. Coleman Endowed Professorship in Education, College of Education
Barbie M. and Gary L. Coleman Professorship in Education (Holder)

Phone: +1 512 232 4883
Email: askerrett@utexas.edu
Office: SZB 4.714Q, SZB
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Dr. Skerrett is a professor in the Department of Curriculum and Instruction and Associate Dean for Academic Affairs in the College of Education. Her teaching and research focus on secondary English education in urban contexts, adolescent literacy practices in school and outside school contexts, transnational youths' literacy practices and learning across transnational social and educational settings, and sociocultural influences on teaching and learning. She is the holder of the Barbie M. & Gary L. Coleman Endowed Professorship in Education.

Research Advisory Council Member, Caribbean Examinations Council, (2022 - 2025)

Editor, Journal of Literacy Research, Literacy Research Association(2021 - Present)

Visioning and Development Panels Member, National Assessment of Educational Progress, Reading (NAEPR) and Wested.org, United States Department of Education(2019 - 2021)

Editorial Board Member, Reading Research Quarterly, International Literacy Association(2017 - Present)

Educational Advisor, International Council of Education Advisers, Government of Scotland(2016 - Present)

Editorial Board Member, Journal of Adolescent and Adult Literacy, International Literacy Association(2016 - Present)

Editorial Board Member, Research in the Teaching of English, National Council of Teachers of English(2013 - Present)

Member, Research Committee, International Reading Association(2010 - Present)

Member, Student Outstanding Research Award Committee, Literacy Research Association(2010 - 2012)

Program Chair, Educational Change Special Interest Group, American Educational Research Association(2009 - 2012)

Member, 2010 Standards for Reading Professionals Revision Committee, International Reading Association(2009 - 2012)

Member, Advisory Board, WGBH Boston

Skerrett, A. & Smagorinsky, P. (2022). Teaching literacy in troubled times: Identity, inquiry, and social action at the heart of instruction: Corwin.

Skerrett, A. & Vlach, S.. (2022). Advancing a sociocultural approach toward decolonizing literacy education: Lessons from a youth in a postcolonial Caribbean geography.. Research in the Teaching of English, 57(1), 67–88.

Skerrett, A. & Omogun, L. (2021). From Haiti to Detroit through Black languages and literacies.. Journal of Literacy Research, 53(3), 406–429. doi:https://doi.org/10.1177/1086296X211031279.

Skerrett, A. & Omogun, L. (2020). When racial, transnational, and immigrant identities, literacies, and languages meet: Black youth of Caribbean origin speak.. Teachers College Record, 122(13), 1–24. doi:https://doi.org/10.1177/016146812012201302.

Skerrett, A., Williamson, T. C.., Warrington, A., Salmeron, C. & Brady, R. B.. (2019). The intersections of identities and justice-oriented efforts of urban literacy educators. Literacy Research: Theory, Method and Practice, 68(1), 183–204.

Skerrett, A., Warrington, A. & Williamson, T. C.. (2018). Generative principles for professional learning for equity-oriented urban English teachers.. English Education, 50(2), 116–146.

Skerrett, A. (2018). Learning music literacies across transnational school settings. Journal of Literacy Research, 50(1), 31–51.

Skerrett, A. (2016). Refiguring a Caribbean school within and across local and global communities.. Journal of Professional and Community Capital, 1(4), 254–269.

Skerrett, A. (2015). Teaching Transnational YouthLiteracy and Education in a Changing World: Teachers College Press.

Skerrett, A. (2014). Religious literacies in a secular literacy classroom.. Reading Research Quarterly, 49(2), 233–250.

Skerret, A. (2012). Languages and literacies in translocation: Experiences and perspectives of a transnational youth.. Journal of Literacy Research, 44(4), 364–395.

Skerrett, A. & Bomer, R. (2011). Borderzones in adolescents' literacy practices: Connecting out-of-school literacies to the reading curriculum.. Urban Education, 46(6), 1256–1279.

Skerrett, A. (2011). "Wide open to rap, tagging and real life:" Preparing teachers for multiliteracies pedagogy.. Pedagogies: An International Journa, 6(3), 185–199.

Skerrett, A. (2010). Of literary import: A case of cross-national similarities in the secondary English curriculum in the United States and Canada.. Research in the Teaching of English, 45, 36–58.

Skerrett, A. & Hargreaves, A. (2008). Student diversity and secondary school change in a context of increasingly standardized reform.. American Educational Research Journal, 45(4), 913–945.

Becoming Teachers of Secondary English Language Arts in Urban Contexts

Borderzones in Adolescents' Literacy Practices, $10,000

Literacy Learning across Transnational Settings, $17,500

Texas Education Curriculum Literacy Learning Community Grant. $200,000
An exploration of how novice teachers may be supported in identifying, understanding, and selecting high quality instructional materials. Bill and Melinda Gates Foundation: $100,000 Carnegie Foundation. $100,000

The Texas Higher Education Coordinating Board. Educator Preparation Planning Grant. $50,000

Elizabeth Shatto Massey Award for Excellence in Teacher Education, The University of Texas at Austin College of Education (2019 - 2020)

Edward B. Frye Book Award. Teaching Transnational Youth: Literacy and Education in a Changing World (2015, Teachers College Press)., Literacy Research Association (2019 - 2020)

Faculty Research Assignment, The University of Texas at Austin (2015 - 2016)

Humanities Institute Faculty Fellow, The University of Texas at Austin (2015)

Early Career Award, Literacy Research Association (2013)

Summer Research Award, The University of Texas at Austin (2011)

Dean's Fellowship, The University of Texas at Austin College of Education (2011 - 2012)

Keynote Address: Reading With Sociocultural and Cognitive Resources: Advancing Sociocognitively-Informed Approaches to Reading Instruction, Comprehensive Literacy State Development Convening, Washington, DC (2022)

Keynote Address: Development Panel of the National Assessment of Educational Progress (NAEP) 2026. The 2026 NAEP Reading Framework: Promise and Politics., Literacy Research Association, Atlanta, GA (2021)

Invited Plenary: Multiple languages and literacies for being transnational across the Caribbean and other nation states., Vanderbilt University, Second Language Research Forum. Virtual Conference (2020)

Keynote Address: Transnationally-tailored redesigns of the art of English in response to a globalized world., Australian Literacy Educators Association and Australian Association for the Teaching of English, Perth, Australia (2018)

At the nexus of teacher education, research and practice: Transforming literacy education in urban schools, Boston College, Boston, MA (2017)

Keynote Address: An international perspective on what Scotland is doing well and what it can do to improve. Symposium of the International Council of Education Advisers to Scotland, Scottish Learning Festival, Glasgow, Scotland (2017)

Keynote Address: The potential of transnational youths multiliteracies for literacy education and social justice in a globalized world. Literacy, Empathy, and Social Sustainability Conference., Halmstad University, Halmstad, Sweden (2017)

Teaching Transnational Youth, University of California Berkeley, Berkeley, CA (2015)

Drawing on diverse students out-of-school language, literacy, and cultural practices for literacy education., Illinois Reading Teacher Council, Webinar (2015)

Keynote Address: Literacy education in multicultural, multilingual, and multiliterate classrooms, Korean Association of Multicultural Education., Seoul, South Korea (2014)

Christopher Terrazas (Supervisor)
His research explores how multimodal composition, specifically fictional narrative video texts, can support identity development and academic growth among adolescents from historically marginalized communities, with a focus on how educators can leverage students' interests and cultural identities to enhance literacy practices and foster meaningful engagement in the classroom.

Brady Nash, Ph.D., 2022 (Co-supervisor)
Miami University, OH

Lakeya Omogun, Ph.D., 2021 (Supervisor)
University of Washington, Seattle

Chea Parton, Ph.D., 2020 (Supervisor)
Purdue University

Charlotte Land, Ph.D., 2019 (Supervisor)
Pennsylvania State University

Kira LeeKeenan, Ph.D., 2019 (Supervisor)
California State Fullerton

Aimee Hendrix-Soto, Ph.D., 2019 (Supervisor)
Murray State University

Alina Pruitt, Ph.D., 2018 (Supervisor)
The University of Texas at Austin

Thea Williamson, Ph.D., 2018 (Supervisor)
Salisbury University, Maryland

Amber Warrington, Ph.D., 2016 (Supervisor)
Boise State University

Courses by year and semester
Year	Semester	Course
2026	Spring	EDC 395L: Research On Adolescent Lit
2024	Fall	EDC 390T: Research In Language Arts
2023	Fall	EDC 398T: Supv Teach In Curric And Instr
2022	Fall	EDC 390T: Research In Language Arts
2021	Fall	EDC 382S: 2-English
2020	Spring	EDC 390T: Research In Language Arts
2019	Fall	EDC 370S: 1-Adv Meths Eng/Lang Arts/Read
2019	Fall	EDC 382S: 2-English
2019	Spring	EDC 385G: Literacy And Social Change
2018	Fall	EDC 398T: Supv Teach In Curric And Instr
2018	Spring	EDC 381R: Intro To Sys Of Human Inquiry
2018	Spring	EDC 385G: Literacy And Social Change
2017	Fall	EDC 390T: Research In English Lang Arts
2017	Spring	EDC 385G: Literacy And Social Change
2017	Spring	EDC 385G: 81-Rsch Adol Lit In/Out School
2016	Fall	EDC 382S: 2-English
2016	Fall	EDC 398T: Supv Teach In Curric And Instr
2015	Fall	EDC 398T: Supv Teach In Curric And Instr
2015	Fall	EDC 382S: 2-English
2015	Summer	EDC f381R: Intro To Sys Of Human Inquiry
2015	Spring	EDC 382S: Teaching Secon English/Reading
2014	Fall	EDC 385G: 81-Rsch Adol Lit In/Out School
2014	Fall	EDC 398T: Supv Teach In Curric And Instr
2014	Summer	EDC f381R: Intro To Sys Of Human Inquiry
2014	Spring	EDC 370S: 1-Adv Meths Eng/Lang Arts/Read

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