Candance Doerr-Stevens

Office: Enderis Hall 353
E-mail: doerrste@uwm.edu
Phone: 414-229-4523

Candance Doerr-Stevens, Ph.D.

Assistant Professor
Department of Curriculum and Instruction


Candance Doerr-Stevens teaches courses on the research, theory, and practice of reading and writing as it occurs in print and digital formats. Her scholarly interests focus on the digital literacy practices of adolescents involved in media production, in particular the multimodal composition processes of digital storytelling and documentary filmmaking. She especially enjoys working alongside students and teachers as they experiment with the creative and analytical capacities of technology for literacy learning.

Dr. Doerr-Stevens received her B.A. in Spanish language and literature from the University of Minnesota-Twin Cities. After teaching reading and writing at the middle school, high school and first-year college levels, she returned to school to complete a Ph.D in curriculum and instruction from the College of Education at the University of Minnesota-Twin Cities.


Publications


Doerr-Stevens, C. Lewis, C., Asp, M. & Ingram, D. (in press). “Making the Body Visible through Dramatic/Creative Play: Critical Literacy in the Neighborhood Bridges Program.” In Perry, M. & Medina, C. (Eds.) Methodologies of Embodiment: (In)scribing Bodies in Research in Education and the Performing Arts. Rutledge.

Doerr-Stevens, C. (2011). Building fictional ethos: Analyzing the rhetorical strategies of persona design for online role-play. E-Learning & Digital Media, 8 (4), 327-342. http://www.wwwords.co.uk/elea/content/pdfs/8/issue8_4.asp#4

Doerr-Stevens, C. (2011). Limbs beyond the skin: Exploring the physical realities of digital composition. English Teaching: Practice and Critique: Special Volume on Literacy(ies) and the Body, 10(3), 60-71. http://edlinked.soe.waikato.ac.nz/research/journal/view.php?article=true&id=727&p=1

Doerr-Stevens, C., Beach, R., Boeser, E. (2011). Moving from Collaborative Argumentation to Collective Change. English Journal, 100 (5), 33-39.