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Melissa Schieble

Assistant Professor of English Education

Schieble, Melissa
Hunter West 902


Ph.D. (2009) Curriculum and Instruction (Literacy Studies) University of Wisconsin-Madison

M.S. (2005) Curriculum and Instruction (Literacy Studies) University of Wisconsin-Madison

B.S. (2001) Secondary English Education University of Wisconsin-Madison


SEDC 321/721 Teaching English Methods II

SEDC 211/711 Young Adult Literature for Diverse Adolescents

EDLIT 730 Language, Literacy and Culture, Grades 1-12

EDLIT 755 Literacy Instruction for Struggling Readers and Writers, Grades 5-12

SEDC 210/710 Building Foundations of Literacy

SEDC 241/741 Teaching Secondary English Seminar


Prof. Schieble's scholarship investigates how to prepare and support English teachers to meet the needs of diverse adolescents. Specifically, her research interests include discourse analysis, technology, critical literacy and visual literacy/multimodality.

Her recent research in this area examines how technology-mediated contexts engage teachers to notice, analyze, and at times reimagine their practices. Most recently, she collaborated with Dr. Amy Vetter at the University of North Carolina-Greensboro on a research project to explore how video analysis helps novice teachers analyze their classroom discourse and identity work. Their findings address the ways discourse analysis of classroom video helps teachers analyze and improve their language and non-verbal choices to align their desired teaching identities with classroom practice. She has also investigated the use of blogs and social media as a forum for this work.  

Professor Schieble also investigates how English teachers enact critical literacy education. Her work in this area includes critical analyses of young adult literature and the use of discourse analysis to help teachers analyze critical conversations in the classroom about race, class, gender identity and sexual orientation.

Select Publications

Schieble, M.B., Vetter, A., & Meacham, M. (2015). A discourse analytic approach to video analysis of teaching: Aligning desired identities with practice. Journal of Teacher Education, 66(3), 245-260.

Vetter, A., & Schieble, M.B. (2015). Observing teacher identities through video analysis: Implications and practice. New York: Routledge.

Schieble, M. (2014). Reading images in American Born Chinese through critical visual literacy. English Journal, 103(5), 47-52.

Baecher, L., Schieble, M.B., Rosalia, C., & Rorimer, S. (2013). Blogging for academic purposes with English language learners: An online fieldwork initiative. Contemporary Issues in Technology and Teacher Education, 13(1), 1-21.

Schieble, M.B. (2012). Critical conversations on whiteness with young adult literature. Journal of Adolescent and Adult Literacy. 56(3), 212-221.

Schieble, M.B. (2010). Reading between the lines of reader response: Constructing ‘the Other’ through the aesthetic stance. Changing English, 17(4), 375-384.

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