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Mindy Legard  Larson - Associate Professor

Potter 220
503-883-2203
milarson@linfield.edu

Education: Ph.D. Oregon State University, M.S. Western Oregon University, B.S. Linfield College

Academic Interests:
Literacy pedagogy and assessment
Literacy teacher identity development
Material feminisms & poststructural feminisms theory and research
Children’s literature, middle level literature and young adult literature
Education policy

Publications:

Philips, D.K. & Larson, M.L. (2016). The teacher-student writing conference reimaged: Entangled becoming-writingconferencing. In C. Taylor & G. Ivinson (Eds.), Material Feminism: New Directions for Education. New York, NY: Routledge.


Phillips, D.K. & Larson, M.L. (2015). Becoming a Teacher of Writing in Elementary Classrooms. New York: Routledge.


Phillips, D.K. & Larson, M.L. (2013). The teacher-student writing conference reimaged: Entangled becoming-writingconferencing. Gender & Education, 25(6), 722-737.


Larson, M.L. & Phillips, D.K. (2013). Searching for methodology: Feminist relational materialism and the teacher-student writing conference. Reconceptualizing Educational Research Methodology, 4(1), 17-34.


Phillips, D. K. & Larson, M. L. (2012). The Teacher-Student Writing Conference Entangled: Thinking Data with Material Feminisms. Critical Studies-Cultural Methodologies, 12(3), 225-234.


Phillips, D. K. & Larson, M. L. (2012). Preservice teachers respond to And Tango Makes Three: Deconstructing disciplinary power and the heteronormative in teacher education Gender & Education, 24(2), 159-176.


Phillips, D.K , Harris, G., Larson, M.L. & Higgins, K. (2009). Trying on—being in—becoming : Four women’s “intergenerational” journal in feminist poststructural theory. Qualitative Inquiry, 15(9).


Phillips, D.K. & Larson, M.L. (2009). Embodied discourses of literacy in the lives of two preservice teachers. Teacher Development: An international journal of teacher’s professional development, 13(2), 135-146.


Larson, M.L. (2008). Preservice literacy teachers in transition: Identity as subjectivity. The International Journal of Learning, 15(6), 203-210.


Larson, M.L. (2008). Preservice literacy teacher identity development: Discourses, subjectivity and agency. Saarbrucken, Germany: VDM.


Larson, M.L. & Phillips, D.K (2005). Becoming a teacher of literacy: The struggle between authoritative discourses. Teaching Education, 16(4), 311-323.


Conference Presentations


Larson, M.L., Lenski, S., Yeigh, M., McElhone, D., Davis, D. (2015, December). Using teachers' views to impact statewide policy change: Recommendations from a statewide reading instructional materials and practices survey. Literacy Research Association Conference. Carlsbad, CA.


McElhone, D., Larson, M.L., Landon-Hays, M., LeJeune, M., Villagómez, A., Yeigh, M. & Davis, D. (2015, March). We have to adopt that?!?!: Results and implications from the 2014 survey of Oregon literacy instructional practices and materials. Oregon Teacher Educators Association Conference. Portland, OR.


Larson, M.L. (2013, November). Enhancing comprehension through active engagement with text Part II: Inferring, asking questions, and determining importance. Inter-American Education Network of the Department of Human Development, Education and Employment of the Organization of the American States and International Reading Association. ITEN-IRA Innovative Literacy Teaching Techniques Series Webinar.


Phillips, D.K. & Larson, M.L. (2013, May). Entangled writing conversing: Reimaged teaching and learning as intra-activity. American Education Research Assocation Annual Meeting. San Francisco, CA.


Larson, M.L. & Phillips, D.K. (2013, March). Inclusive children's literature: Meeting the needs of all children in the Common Core State Standards classroom. Serving the Full Spectrum: Meeting the Needs of Lesbian, Gay, Bisexual and Transgendered Students Conference. Forest Grove, OR.


Larson, M.L. & Phillips, D.K. (2012, November). Refiguring the teacher-student writing conference with material feminisms. Literacy Research Association. San Diego, CA.


Larson, M.L. & Phillips, D.K. (2012, April). Refiguring case study methodology through agential realism: Possibilities and dilemmas of studying learning events as phenomena. American Education Research Association Annual Meeting. Vancouver, B.C.


Larson, M.L. & Phillips, D.K. (2012, February). Effective writing conferences in the CCSS classroom: Acknowledging the complexities of teacher language and student engagement. Oregon Reading Association Winter Institute. Portland, OR.


Larson, M.L. & Phillips, D.K. (2011, April). Feminist relational materialism and diffractive methodology: Re-envisioning the teacher-student writing conference. American Education Research Association Annual Meeting. New Orleans, LA.


Larson, M.L. & Phillips, D.K. (2011, March). The teacher who cares and meets the needs of and all children: Subverting the heteronormative. Serving the Full Spectrum: Meeting the Needs of Lesbian, Gay, Bisexual and Transgendered Students Conference. Forest Grove, OR.


Larson, M.L. & Phillips, D.K. (2011, February). Teacher Identity and the Oregon Literacy Framework. Oregon Reading Association Conference. Portland, OR.


Larson, M.L. & Phillips, D.K. (2010, December). Preservice teachers respond to And Tango Makes Three: Deconstructing disciplinary power and the heteronormative in teacher education. National Reading Conference. Ft. Worth, TX.


Larson, M.L. (2010, October). Theory matters: Using research to reclaim and support literacy practices. Mid-Valley Reading Council of the International Reading Association Workshop. Corvallis, OR.


Larson, M.L. & Phillips, D.K. (2010, February). Books like these: Deconstructing the heterosexual agenda of preservice teachers. International Globalization, diversity & education conference. Spokane, WA.


Larson, M. L., Winograd, K., Bryant, J., Smiles, T., LeJeune, M. &  Phillips, D. K. (2010, February). Language & Identity: Teacher Educators’ Research and Praxis. Oregon Reading Association conference. Portland, OR.


Larson, M.L., *Newberry, L., *Inman, B. & *Duranleau, A. (2010, February). “It doesn’t look like I write, but it looks like I write to me”: Examining the writing identities of PreK through fifth grade writers. West Regional International Reading Association Conference. Portland, OR. *Linfield students


Larson, M.L. & Phillips, D.K. (2010, February). Books like these. West Regional International Reading Association Conference. Portland, OR.


Phillips, D.K , Harris, G., Larson, M.L. & higgins, k. (2009, April). Embodied journeys in feminist poststructural theory. American Education Research Association Annual Meeting, San Diego, CA.


Larson, M. L., Phillips, D. K., Nava, R., Smiles, T. & Lutz, A. (2009, February). Literacy teacher education at a crossroad: Promoting critical thinking and authentic instruction in an NCLB environment. Oregon Reading Association conference. Portland, OR.


Larson, M.L. (2009, January). Critical literacy: Ways to engage your studetns to critically read and comprehend. Mid-Columbia Council of the International Reading Association. Hood River, OR.


Larson, M. L. (2008, November). A scaffold for critically examining literacy curriculum with preservice teachers. National Council of Teachers of English Convention. San Antonio, TX.


Harris, G., higgins, k., Phillips, D. K. & Larson, M. L. (2008, May). Trying on—being in—becoming : Four women’s “intergenerational” journey in feminist poststructural theory. Fourth International Congress of Qualitative Inquiry, Urbana-Champaign, IL.


Larson, M. L., Bates, A., Bryant, J., Carr, K. &  Phillips, D. K. (2008, March). Teaching Under the Influence of NCLB: Teacher educators talking back in courses and through teacher research. Oregon Association of Teacher Educators conference. Salem, OR.


Larson, M.L. (2008, March). Read it again! Maximizing your read alouds. Oregon Indian Education Association conference. Grand Ronde, OR.


Larson, M. L., Phillips, D. K., Smiles, T. & Winograd, K. (2008, February). Advancing critical thinking and social justice in literacy teacher education courses. Oregon Reading Association conference. Portland, OR.


Larson, M. L. (2007, July). Preservice teachers’ critical analyses of literacy programs. International Whole Language Umbrella of the National Council of Teachers of English Summer Institute, Louisville, KY.


Larson, M. L. (2007, May). Crisis of learning: An autoethnography of becoming a poststructural feminist. International Congress of Qualitative Inquiry, Urbana-Champaign, IL.


Phillips, D. K. & Larson, M. L. (2007, May). Preservice teacher education from and with the posts. International Congress of Qualitative Inquiry, Urbana-Champaign, IL.


Larson, M. L. & Phillips, D. K. (2007, February). Teacher-driven action research: Taking back literacy instruction. Oregon Reading Association conference. Portland, OR.


Larson, M. L. & Phillips, D. K. (2006, May). Research as transitional space. International Congress of Qualitative Inquiry, Urbana-Champaign, IL.


Phillips, D. K. & Larson, M. L. (2006, April). Who are we becoming as teacher educators of literacy? American Association of Educational Researchers Annual Meeting, San Francisco, CA.


Larson, M. L. & Phillips, D. K. (2005, February). Reclaiming reading in a scientifically proven landscape. Oregon Reading Association conference. Portland, OR.


Larson, M. L. (2004, January). Becoming a teacher of literacy through collaborative mentorship and district partnership. Oregon Association of Teacher Educators conference. Tualatin, OR.

Link to Publications on Linfield's Digital Commons

Publications on DigitalCommons@Linfield

 

 

Favorite Quotes

When you choose curriculum, it is a political act. When you make a decision about who will learn what and how, you are taking political action. And even if you choose not to act, your passivity is also a political action. Joan Wink

Learning to teach-like teaching itself-is always the process of becoming; a time of formation and transformation, a scrutiny into what one is doing, and who one can become. Deborah Britzman

A Little About Me

  • Favorite Linfield Events: Linfield plays, lectures, concerts, sporting events
  • Favorite Mac Restaurant: Pura Vida
  • Favorite Vacation Destinations: Sweden, Norway, Oregon coast, John Day Fossil beds, Italy
  • What Do You Enjoy in your Free Time: Walk with friends, travel with my family, read, coach basketball
  • Favorite Thing to do in Oregon: Dig for fossils in Fossil, Oregon, hiking (Cascade Head, Drift Creek Falls, John Day national park, Oregon coast) and attending cultural events at Linfield and in Portland
  • What’s Kept you at Linfield? Elementary Education majors that are motivated to make a difference in the lives of students, interesting colleagues, the relationship between local school districts and the Linfield Education department