Carol Lloyd Rozansky
Dr. Rozansky earned her BA in Biological Sciences from the University of California at Santa Barbara; teaching certificates in K-12 Science and K-12 Reading and an MA and in Education/Reading at California Polytechnic State University at San Luis Obispo; and her PhD in Reading Education from the University of Arizona. She also earned Community College Teaching Certificates in mathematics, psychology, and reading.
Dr. Rozansky has been an educator for more than 30 years. She taught middle and high school mathematics, science, and reading, as well as community college mathematics, reading, and psychology. Her higher education experiences have been with both pre-service and in-service teachers. She has taught multiple courses for pre-service elementary teachers in literacy methods (how to teach reading and writing), and pre-service secondary teachers in content area literacy. Her in-service teaching has included graduate courses in a reading masters and endorsement program, consisting of courses in theories and processes of reading; literacy research; and developmental reading practica for elementary, middle, and high school students. Her graduate teaching has also entailed courses for graduate students across disciplines: “Critical Pedagogy – Teaching for Social Justice,” “Politics of Literacy Education,” “Educational Research,” and “Contemporary Issues in Urban Education.”
Because of her background in science, math, and literacy, she has participated in several funded projects designed to increase K-12 students’ science and math achievement. She has also developed and presented multiple professional development workshops in science, math, and literacy. Examples of her roles as consultant encompass being an expert witness in literacy, design and implementation of in-class middle school math tutoring by college students, literacy expert to connect earth science standards with literacy standards, and professional development about relationships between literacy and educational equity.
Dr. Rozansky’s service reflects her commitment to social justice. Most notably, she was a founding board member of Pedagogy and Theatre of the Oppressed (PTO), remaining an officer for 14 years. This organization is based on the liberatory work of Paulo Freire and Augusto Boal. Also of import is her work, spanning over eight years, with the African American Achievement Council, a community-based group dedicated to educational equity for African American students in the Omaha, Nebraska Public Schools.
Dr. Rozansky is a regular presenter at research conferences, particularly the Literacy Research Association (formerly National Reading Conference) and American Educational Research Association.
Below is a representative sample of Dr. Rozansky’s most current publications.
Rozansky, C. L. (2011). Content area literacy IS teaching for social justice: Focusing on unsuccessful readers. The Missouri Reader, 35(2), 23-31.
Rozansky, C. L. (2010). A bumpy journey to culturally relevant pedagogy in an urban middle school: Are we there yet? Journal of Urban Learning, Teaching, and Research, 6, 1-13.
Rozansky, C. L., & Aagesen, C. (2010). Low-achieving readers – High expectations: Image theatre encourages critical literacy. Journal of Adolescent and Adult Literacy, 53(6), 458-466.
Rozansky, C. L., & Santos, C. (2009). Boal’s image theatre creates a space for critical literacy in third-graders. Reading Improvement, 46(3), 178-188.
Rozansky-Lloyd, C. (2006). Beyond methods: Embedding a critical perspective of education in a reading methods course. Journal of Urban Learning, Teaching and Research, 2, 49-59.
Rozansky-Lloyd, C. (2005). African Americans in schools: Tiptoeing around racism. Western Journal of Black Studies, 29(3), 595-604.
Lloyd, C. V. (2003, June). Song lyrics as texts to develop critical literacy. Reading Online, 6(10). Available at http://www.readingonline.org/articles/art_index.asp?HREF=lloyd/index.html
Lloyd, C. (2003). African American achievement: Using critical pedagogy to critique a plan intending to address educational disparities. In J. L. Conyers (Ed.), Afrocentricity and the academy (pp. 5-26). Jefferson, N.C.: McFarland & Co.
Lloyd, C. (2002). Literacy instruction (inadvertently) oppresses some students. The Indiana Reading Journal, 34 (3), 53-60.
Lloyd, C.V. (1998). Engaging students at the top (Without leaving the rest behind). Journal of Adolescent and Adult Literacy, 42, 184-191.
Lloyd, C. V. (1996). Scientific literacy in two high school biology classrooms: Considering literacy as a social process. Journal of Classroom Interaction, 31, 25-30.
Anders, P. L., & Lloyd, C. V. (1996). The significance of prior knowledge in the learning of new content-specific instruction. In D. Lapp, J. Flood, & N. Farnan (Eds.), Content area reading and learning: Instructional strategies (2nd edition) (pp. 323-337). Englewood Cliffs, NY: Prentice Hall.
Lloyd, C. V. (1995-96). How teachers teach reading comprehension: An examination of four categories of reading comprehension instruction. Reading Research and Instruction, 35, 170-184.
Contact Dr. Rozansky:
Dr. Carol Lloyd Rozansky
Columbia College Chicago
600 S. Michigan Avenue
Chicago, IL 60605
33 E. Congress Parkway, Room 400