Ricki Ginsberg

Contact Information

Email: ricki.ginsberg@colostate.edu

Office: Eddy 317

Office Hours: Wednesdays 12:30-3:30

Role: Faculty

Position: Assistant Professor

Concentration:
  • English Education

Department: English, English Grad, and English Undergrad

Biography

Assistant Professor, English Education. B.S. and M.A, English Education, University of Connecticut; Ph.D., Curriculum and Instruction, University of Connecticut.

Professor Ginsberg teaches courses in reading and writing pedagogies, teaching methods, and adolescents’ literature. Her research interests include teacher education, multicultural young adult literature, culturally responsive pedagogies, urban education, and Critical Whiteness Studies. She is Assistant Editor of The ALAN Review and an active participant in the National Council of Teachers of English (NCTE), the Assembly on Literature for Adolescents of the National Council of Teachers of English (ALAN), and the American Educational Research Association (AERA). Her work has been published in Research in the Teaching of English, Journal of Adolescent Research, English Journal, Multicultural Perspectives, Journal of Human Rights, and The ALAN Review.

Education

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

Publications

Peer-Reviewed Journal Articles:

Glenn, W. J., Ginsberg, R., & King, D. (in press). Resisting and persisting: Identity stability among adolescent readers labeled as struggling. Journal of Adolescent Research.

Ginsberg, R., Glenn, W. J., & Moye, K. (2017). Opportunities for Advocacy: Interrogating Multivoiced YAL’s Treatment of Denied Identities. English Journal, 107(1), 26-32.

Ginsberg, R. (2017). Finding comfort in the discomfort of being multiracial: Lessons from my schooling. Multicultural Perspectives, 19(2), 103-108.

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.

Ginsberg, R. (2013). Voices from the classroom: Young adult literature in the 21st century. The ALAN Review, 40(2), 47-52.

Glenn, W. J., Ginsberg, R., Gaffey, E., Lund, K., & Meagher, I. (2012). From awareness to action: Young adult literature as a road to reflection and catalyst for change. The ALAN Review, 39(2), 25-32.

Glenn, W. J., King, D., Heintz, K., Klapatch, J., & Berg, E. (2009). Finding space and place for young adult literature: Lessons from four first-year teachers engaging in out-of-school professional induction. The ALAN Review, 36(2), 6-17.

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.

Recent Papers Presented and Presentations:

Ginsberg, R. (2017, April). “I’m not doing the book justice”: White teachers negotiate dilemmas of multicultural young adult literature. Paper to be presented at the meeting of the American Educational Research Association, San Antonio, TX.

Ginsberg, R., Glenn, W. J., Moye, K. (2016, November). Opportunity for advocacy: Examining young adult literature’s treatment of erased identities and histories. Paper presented at the meeting of the National Council of Teachers of English, Atlanta, GA.

Thein, A. H., Ginsberg, R., Glenn, W. J., Hays, A., Malo-Juvera, V., Shaffer, S., Spears-Bunton, L.,  & Sulzer, M. (2016, November). Examining responses to young adult literature in English education and English language arts classrooms. Paper presented at the meeting of the National Council of Teachers of English, Atlanta, GA.

Bull, K., Maher, S. C., Connors, S., Ginsberg, R., . . . Williams, W. (2016, November). Culturally diverse young adult literature: Voices of advocacy & community. Presentation at the meeting of the National Council of Teachers of English, Atlanta, GA.

Lesesne, T. S., Buckman, L., Ginsberg, R., Glenn, W. J., Letcher, M. E., Moye, K., Plumb, D., Stover, L. (2016, April). Advocating for hope: The Amelia Elizabeth Walden Award and its importance in promoting and providing a positive outlook on life for middle and secondary school readers. Presentation will be at the meeting of the National Council of Teachers of English, Atlanta, GA.

Ginsberg, R. (2016, April). Dueling narratives: A struggling reader’s positioning in differing English course contexts. Presentation at the meeting of the American Educational Research Association, Washington D.C.

Moye, K., Buckman, L., Ginsberg, R., Glenn, W., Lesesne, T., Letcher, M.E., & Plumb, D. (2015, November). ALAN’S Amelia Elizabeth Walden Award: Responsibility towards today’s YA readers and the art of Young Adult Literature. Presentation at the meeting of the National Council of Teachers of English, Minneapolis, MN.

Austin, K., Brown, S., Cushman, E., Davila, D., Fink, L. S., Ginsberg, R., . . . Witte, S. (2015, November). Meet the editors. Presentation at the meeting of the National Council of Teachers of English, Minneapolis, MN.

Glenn, W.J., Ginsberg, R., & King, D. (2015, April). Resisting and persisting: Identity stability among adolescent readers labeled as struggling. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.

Austin, K., Ginsberg, R., King, D., Alexander, J., Ritter, K., Johnson, T. S., . . . Lapp, D. (2014, November). Meet the editors. Presentation at the meeting of the National Council of Teachers of English, National Harbor, MD.

Glenn, W.J. & Ginsberg, R. (2014, April). Permission to question norms and assume agency: Resisting adolescent readers redefine themselves. Paper presented at the meeting of the American Educational Research Association, Philadephia, PA.

Glenn, W.J., Ginsberg, R., & Zabrocky, J. (2012, November). It’s all in the telling: Multicultural YA literature and the literary aesthetic. Paper presented at the meeting of the National Council of Teachers of English, Las Vegas, NV.

Curriculum Vitae

Download Curriculum Vitae

Courses

Methods of Teaching Language Arts - Syllabus

Adolescents’ Literature - Syllabus

An ADA compliant syllabus for the above course was provided as an alternative to students on the first day of class. It is available upon request.