Dr. Cindy Bird
Dr. Cindy Bird
Thompson Hall E294
Ph.D., University of Toronto (OISE)
Dr. Bird is an Associate Professor of Education in the Department of Language, Learning and Leadership. Her areas of specialization are literacy at the adolescent level, writing, and visual literacy. She has served as Department Chair, Coordinator of the Graduate Literacy programs, Coordinator of the Educational Leadership program, Supervisor of the campus Reading Clinic, and graduate thesis advisor. Her main teaching areas are theory, research, and practicum for graduate and undergraduate students. Dr. Bird has also been a CAEP SPA Reviewer for the International Literacy Association (ILA), and has been a conference proposal reviewer for the ILA National Conference for several years. She also reviews regularly for several professional journals including international ones.Dr. Bird’s professional interests include viewing literacy as a social practice and exploring the comprehension of socially embedded texts through interactive means by considering all semiotic components of a text as contributing to its meaning (i.e. meaning is more than the words).
Dr. Bird’s teaching interests are in training reading specialists for the elementary and high school levels, and in the professional development of all educators as literacy teachers through increased reflection and meta-cognitive growth. Dr. Bird also regularly selects outstanding graduate students as nominees for the College of Education Professionalism Award and to work with her to present at state and national conferences. Recently she has also been the online course/program designer for the new fully online Educational Leadership program.
Dr. Bird’s research interests include developing strategies for using young adult literature (YAL) in the content areas, and increasing reading comprehension through incorporating the semiotic and visual components of a text. She is also enthusiastic about assisting teachers to incorporate elements of students' non-school literacies (including technology-based multi-modal texts, popular culture, and students' own diverse cultures ) into the classroom for use as reading intervention tactics with struggling readers and all students.