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Melissa Schieble

Assistant Professor of English Education

Schieble, Melissa
HW 949A

Melissa Schieble completed her Ph.D. in literacy studies at the University of Wisconsin-Madison in 2009. She taught middle and high school English in England and Wisconsin and works with secondary teachers both overseas and in New York City public schools. Professor Schieble coordinates the MA and Advanced Certification programs in Adolescent English Education at Hunter College.


Professor Schieble teaches courses on young adult literature, methods of teaching, and, for the M.A. program in literacy, courses on literacy, culture and second language acquisition.


Professor Schieble’s research investigates how digital tools and multimodal forms of text support critical literacy teaching and learning. Specifically, she has directed studies on the application of virtual classrooms (Moodle), social network sites, digital video libraries and blogs for preparing English teachers to work with diverse adolescents. A major tenet of this work contributes to how digital tools link teacher candidates with English teachers and students in school-based settings to connect theory and practice. Her work also contributes to the growing research base in English/Literacy Education on the use of young adult literature to engage diverse adolescents and strengthen reading instruction. She has published numerous articles related to these topics and presented at annual conferences of the American Educational Research Association, Literacy Research Association and the National Council of Teachers of English.

Sample Publications

Baecher, L., Schieble, M., Rosalia, C., & Rorimer, S. (2013). Blogging for academic purposes with English Language Learners: An online fieldwork initiative. Current Issues in Technology and Teacher Education, 13(1).

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. (2012). A critical discourse analysis of teachers’ views on LGBT literature. Discourse: Studies in the Cultural Politics of Education, 33(2), 207-222.

Schieble, M.B. (2011). A case for interruption in the virtual English classroom with the graphic novel American Born Chinese. Australian Journal of Language and Literacy, 34(2), 202-218. 

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

Schieble, M.B. (2010). The not so digital divide: Bringing preservice English teachers’ media literacies into practice. Journal of Media Literacy Education, 2(2), 102-112. 

Gomez, M.L., Schieble, M.B., Curwood, J.S., & Hassett, D.D. (2010). Technology, learning, and instruction: Distributed cognition in the secondary English classroom. Literacy, 44(1), 20-27.

Hassett, D.D. & Schieble, M.B. (2007). Finding space and time for the visual in K-12 literacy instruction. English Journal, 97(1), 62-68.

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