Dr. Erin Spring, PhD
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Werklund School of Education, Specialization, Language and Literacy
Doctor of Philosophy University of Cambridge, 2014
M.Phil University of Cambridge, 2010
Bach of Education Queen's University, 2008
B.A. (Hons) English, Trent University, 2007
Dr. Spring is an Associate Professor in the Werklund School of Education at the University of Calgary. She holds a BA (Honours) in English from Trent University and a B.Ed from Queen’s University. Erin was a classroom teacher in London, UK, before returning to graduate studies. She earned an MPhil and PhD from the Faculty of Education at the University of Cambridge. Between 2014-2017 she was a Postdoctoral Fellow in the Institute for Child and Youth Studies at the University of Lethbridge. Broadly speaking, Erin’s interdisciplinary research focuses on young people’s literacies, texts, and cultures.
Professional & Community Affiliations
- Canadian Society for the Study of Education, Member
- Language and Literacy Researchers of Canada, Member
- Association for Research in the Cultures of Young People, Member-at-Large
- International Literacy Association, Member
- Ontario College of Teachers
- Institute for Child and Youth Studies, University of Lethbridge, Core Affiliate
- International Research Society for Children’s Literature, Member
- Children’s Literature Association, Member
Areas of Research
Drawing on a range of methodological approaches, including reading discussion groups, photo-elicitation, and map-making, Erin’s research seeks to understand the ways in which young people make sense of their identities through reading, writing, and art. Her research projects are united thematically by a shared investment in stories and storytelling as a way of articulating identity development, with a particular focus on the influence of place. Her ongoing objective as a settler scholar is to collaborate with communities, including schools, to ask and answer questions that matter to them, facilitating social change, building capacity, and promoting student wellbeing.
- Case study research
- Children's literature
- Conversation and discourse analysis
- Cultural studies
- Environmental education
- Identity development
- Indigenous education
- Land-based education
- Education for reconciliation
Participation in university strategic initiatives
|Course number||Course title||Semester|
|EDUC 311||Lang Litrc'y Lrn'g in Clsr'm||2020|
|EDUC 420||Issues in Learning & Teaching||2021|
|EDUC 435||Literacy, Language and Culture||2017, 2018, 2020|
|EDUC 450||Diversity in Learning||2021|
|EDER 619.99||Establishing Inclusive Environments||Summer 2020|
|EDER 768.08||New Literacies and Digital Media||Summer 2019|
|EDER 768.07||Multiliteracies||Summer 2018|
|EDER 669.22||Literacy and Globalization||Winter 2017|
|EDER 692.13||Collaboratory of Practice: Literacy||Winter 2018|
|EDUC 460||Specialization 1: K-12 English Language Arts||Summer 2021|
|EDUC 530||Indigenous Education||Fall 2017, Fall 2018|
|EDUC 520||Interdisciplinary Learning||Fall 2018|
- Books to Build On: Indigenous Literatures for Learning. Collaboration with Dr. Aubrey Hanson. Funded by Alberta Education, Werklund School of Education, and a University of Calgary ii’ taa’poh’to’p grant.
- Oo’mahn’istay Iikakimaaks: You’ve Got a Story- Next Steps to a New Beginning. Collaboration with Dr. Aubrey Hanson, Patricia McCallum, Angela Houle, and Wanda First Rider (Calgary Catholic School Division). Funded by the Werklund School of Education.
- Culturally responsive literacy: Student and teacher engagement with text in Rocky Cree Nation. Funded by a University of Calgary Seed Grant.
- Understanding Indigenous students’ perceptions of well-being: A case study in equitable urban education. Collaboration with Calgary Catholic School Division. Funded by Alberta Education.
- Six Seasons of the Asiniskaw Ithiniwak: Reclamation, Regeneration, Reconciliation. Funded by SSHRC. PI: Dr. Mavis Reimer, University of Winnipeg.
- Exploring the aesthetics of non-fiction picturebooks through a study of young people’s engagement with the threshold concept of evolution. Collaboration with Dr. Eve Tandoi
- The Blackfoot Adolescent Reading Project. Collaboration with Kainai Blood Tribe. Funded by Diversity Grant (Children’s Literature Association), Frances E. Russell Grant (IBBY Canada), and the Institute for Child and Youth Studies (U of L).
- Raising Spirit: The Opokaa’sin Digital Storytelling Project. Collaboration with Opokaa’sin Early Intervention Society and Institute for Child and Youth Studies (University of Lethbridge). Principal Investigators: Tanya Pace Crosschild (Opokaa’sin), Jan Newberry (Anthropology, U of L) & Kristine Alexander (History, U of L). Funded by PolicyWise for Children and Families and the Community Foundation of Lethbridge’s Canada 150 fund.
- “Our Torontos are Different Places”: young adult fiction and young adult readers’ constructions of place within and beyond the text. Funding provided by the Cambridge Commonwealth Trust, Homerton College, and Cambridge Faculty of Education. Awarded UKLA student research prize for outstanding doctoral dissertation.
- Werklund School of Education's Early Career Researcher Award , Werklund School of Education . 2021
- Academic Book Prize (for contribution to edited collection), International Research Society for Children’s Literature. 2019
- Diversity Research Grant, Children’s Literature Association. 2017
- Frances E. Russell Grant, International Board of Books for Young People. 2015
- Postdoctoral Fellowship, Institute for Child and Youth Studies, University of Lethbridge. 2014
- Student Research Prize, United Kingdom Literacy Association (UKLA) . 2014
- Eve Tandoi and Erin Spring. International Research in Children’s Literature Journal. (2021)
- Language and Literacy. 21(1), 79-96. (2021)
- Mack, A., Newberry, J., & Spring, E.. Entanglements: Experiments in multimodal ethnography. 41(1), 28-31. (2021)
- Jennifer MacDonald and Erin Spring. In J. Macdonald & J. Markides (Eds.), Brave Work in Indigenous Education.. (2021)
- Hanson, A., King, A., Phipps, H. Erin, S. . Studies in American Indian Literatures. 63-87. (2020)
- Hamer, N. & Spring, E.. Jeunesse: Young People’s Texts and Cultures. 12(1), 7-15. (2020)
- Ladd, H., & Spring. E.. In L. Robinson & H. Pike (Eds.), L.M. Montgomery and Gender: Montreal: McGill-Queen’s University Press. 283-304. (2020)
- Lock, J., Kjorlien, Y., Tweedie, G., Dressler, R., Eaton, S. E., & Spring, E. . Critical collaboration communities: Academic writing partnerships, groups, and retreats. Brill/Sense Publishers.. 55-65. (2019)
- Erin Spring; Amanda Huddleston. Affect, Embodiment, and Place in Critical Literacy: Assembling Theory and Practice . 135-147. (2019)
- Children’s Literature in Education: an International Quarterly, 49(2). 101-118. (2018)
- In E. Arizpe & G. Cliff Hodges (Eds.), Young People Reading: Empirical Research Across International Contexts . 106-121. (2018)
- Erin Spring and Andrea True Joy Fox. International Journal of Child, Youth, and Family Studies, 10(2). 51-66. (2018)
- Alexander, K., Eagle Bear, H., Heavy Runner, T., Henrickson, A., Little Mustache, T., Pace Crosschild, T., Mack, A., Newberry, J., Spring, E., & Weaver, K.. The Journal of Community Engagement and Higher Education, 10(1). 61-71. (2018)
- In C. Beauvais & M. Nikolajeva (Eds.), The Edinburgh Companion to Children’s Literature . 112-134. (2017)
- Jeunesse: Young People, Texts, Cultures, 9(1). 164-174. (2017)
- In R. Harde & L. Kokkola (Eds.), The Embodied Child: Readings in Children’s Literature and Culture . 147-161. (2017)
- Jeunesse: Young People, Texts, Cultures 8(1). 227-247. (2016)
- Bookbird: an International Children’s Literature Journal, 54(1). 55-62. (2016)
- In N. Worth, C. Dwyer, & T. Skelton (Eds.), Geographies of Identities and Subjectivities, Vol. 4: Geographies of Children and Young People. 429-250. (2015)
- Journal of Children's Geographies, 14(3). 356-371. (2015)
- Education 3-13: International Journal of Primary, Elementary and Early Years Education, 42(2). 154-170. (2014)
- In A. Ommundsen (Ed.), Looking Out and Looking In: National Identity in Picturebooks of the New Millennium. 45-59. (2013)
- Interjuli, 2(11). 27-38. (2013)
- Eve Tandoi and Erin Spring. Literacy, 53(2). 113-114. (2018)
- Journal of Language and Literacy Education, 14(2). 2-7. (2021)
- Journal of Educational Thought, 51(2). 222-224. (2018)
- Canadian Journal of Education, 41(4). iv-vi. (2018)
- The Lion and the Unicorn, 39(3). 355-357. (2015)
- Interjuli, 2(14). 34-38. (2014)
- Bookbird: a Journal of International Children’s Literature, 51(4). 93-96. (2013)
- “Planting Seeds, Nurturing Roots, and Growing Sideways: Transitioning from a Cambridge PhD to a Prairie Postdoc,” guest post for the University of Cambridge’s Faculty of Education Research Students’ Association blog. https://fersacambridge.wordpress.com/2017/06/27/planting-seeds-nurturing-roots-and-growing-sideways-transitioning-from-a-cambridge-phd-to-a-prairie-postdoc/
- Podcast for Institute for Child and Youth Studies, University of Lethbridge: http://www.uleth.ca/research/centres-institutes/institute-child-and- youthstudies/i-cys-podcast
- Co-author of: “Methods & Ethics in the Anthropology of Children and Youth”. For “Neos”, a publication of the Anthropology of Children and Youth Interest Group. http://acyig.americananthro.org/wp-content/uploads/2011/12/Neos_Oct2016_final.pdf
- Co-author of: “Raising Spirit: The Blackfoot Digital Storytelling Project.” For McGill University’s Department of Integrated Studies in Education’s Blog, “Belonging, identity, language, diversity research group (BILRG). https://bildlida.wordpress.com/2016/05/29/raising-spirit-the-opokaasin-digital-storytelling-project/
- “Place, identity, and texts: the responses of Canadian adolescent readers.” For University of Glasgow Professor Evelyn Arizpe’s Blog, “Reading changes: adolescents, young adult literature and literacy practices.” http://readingchanges.blogspot.ca/2015/11/canadian-young-adult-readers-responses.html