Associate Professor of English Education

About

  • Role:

    Faculty

  • Position:

    • Associate Professor of English Education
    • Program Coordinator

  • Concentration:

    • English Education

  • Department:

    • English, English Grad, and English Undergrad

  • Education:

    • Ph.D., Curriculum and Instruction, University of Connecticut

Biography

Dr. Ricki Ginsberg teaches courses in reading and writing pedagogies, teaching and research methods, and young adult literature. Her research interests focus on  1) supporting teachers with book censorship and intellectual freedom, and 2) reimagining literacy practices to be grounded in local communities. She is Co-Chair of English Education with a focus on the undergraduate program. Dr. Ginsberg served as President of the Assembly on Literature for Adolescents of the National Council of Teachers of English (ALAN) and Associate Editor of The ALAN Review. She co-directs the BIToC Collective and directs the True Color Effects program.

Publications

Books:

Ginsberg, R. (2022). Challenging traditional classroom spaces with YA literature: Students in community as course co-designers. Champaign, IL: National Council of Teachers of English.

Ginsberg, R., & Glenn, W. J., Eds. (2019). Engaging with multicultural YA literature in the secondary classroom: Critical approaches for critical educators. New York, NY: Routledge.

Selected Peer-Reviewed Journal Articles:

Ginsberg, R., & Chae, K. (In press, 2025) National Report of Quiet and Soft Censorship in United States Public Schools. National Council of Teachers of English’s Special Issue of Censorship. National Council of Teachers of English.

Ginsberg, R., & Thompson, J. (Winter 2024). Students centered, students leading: Co-designing curriculum with young adult literature. The ALAN Review.

Ginsberg, R., Jackson, J. B., & Midgette, L. (2023). Learning from college students’ engagement in collective action: Divergent values and implementation. College Teaching.

Ginsberg, R, & Glenn, W. J. (2022). “Everything is in us”: Collaboration, introspection, and continuity as healing in #NotYourPrincess. American Indian Quarterly. 46(1-2), 25-63.

Glenn, W. J., & Ginsberg, R. (2020). Tensions between envisioned aims and enacted practices in the teaching of Muslim Young Adult Literature. Teachers College Record, 122(2). [Available online at: https://www.tcrecord.org/Content.asp?ContentId=23037.]

Ginsberg, R. (2020). Dueling narratives of a reader labeled as struggling: Positioning, emotion, and power within four different English course contexts. Journal of Education for Students Placed at Risk, 25(1), 1-27.

Ginsberg, R, & Glenn, W. J. (2020). Moments of pause: Understanding students’ shifting perceptions during a Muslim young adult literature learning experience. Reading Research Quarterly, 55(4), 601-623.

Glenn, W. J., Ginsberg, R., & King, D. (2018). Resisting and persisting: Identity stability among adolescent readers labeled as struggling. Journal of Adolescent Research, 33(3), 306-331.

Glenn, W. J., & Ginsberg, R. (2016). Resisting readers’ identity (re)construction across English and young adult literature course contexts. Research in the Teaching of English, 51(1), 84-105.

Selected Peer-Reviewed Book Chapters:

Ginsberg, R., & Garcia, A. (In press). Popular culture: The classically (White, male) treasured from page to screen to page. The Oxford Handbook of Young Adult Literature, Oxford University Press.

Basile, V., & Ginsberg, R. (2022). STEM siren songs: A conceptual framework of the differential racialization of pre-service science, technology, engineering, and mathematics teachers of color. In C. D. Gist & T. J. Bristol (Eds.), Handbook of Research on Teachers of Color and Indigenous Teachers. Washington D.C.: American Educational Research Association.

Ginsberg, R. & Magee, K. (2021). Beginnings, transformations, and connections: Teaching Gansworth’s Apple alongside Kafka’s Metamorphosis. In P. Greathouse & V. Malo-Juvera (Eds.), Young Adult and Canonical Literature: Pairing and Teaching. New York, NY: Rowman and Littlefield.

Ginsberg, R. (2019). Borders and borderlands: Interrogating real and imagined third spaces using If I Ever Get Out of Here. In R. Ginsberg & W. J. Glenn (Ed.), Engaging with Multicultural YA Literature in the Secondary Classroom: Critical Approaches for Critical Educators (pp. 63-73). New York, NY: Routledge.

Book Reviews:

Ginsberg, R. (2017). Review of Human Rights in Children’s Literature: Imagination and the Narrative of Law by Jonathan Todres and Sarah Higinbotham. Journal of Human Rights. 17(2), 283-287.

Other Publications

Ginsberg, R., & Moye, K. (2019, October 4). What’s wrong with assigning books—and kids—reading levels. The Washington Post, Retrieved from https://www.washingtonpost.com/entertainment/books/is-diary-of-a-wimpy-kid-more-difficult-than-the-grapes-of-wrath-the-flaw-in-reading-levels/2019/10/03/a3190604-9dba-11e9-b27f-ed2942f73d70_story.html?fbclid=IwAR24ZDlxhfHvrLAAB7A24Ik8P0p8V0cobR_r1bPaZn45XSa79s7JnMRudyQ