Center for Literacy
Jeffri Brookfield, Visiting Senior Research Specialist
Claudia G. Martinez
Chicago Center for Early Education
Parent & Family Engagement Programs
Resource Center for Autism and Developmental Delays
William Teale is Professor of Education in the Department of Curriculum and Instruction at the University of Illinois at Chicago and Director of the Center for Literacy. He is internationally known for his research on emergent and early literacy and has worked with schools across the United States, as well as with Children’s Television Workshop, public libraries, Head Start, public television stations, Reach Out and Read, and child care organizations in developing curriculum and programs focused on literacy development in preschool and primary grades. At UIC he teaches courses in children’s/young adult literature, literacy leadership, and early literacy.
He recently completed the third Early Reading First Project, funded by the U.S. Department of Education, that the Center for Literacy has conducted. The goal of these projects was creating centers of preschool literacy excellence in some of Chicago’s most under-resourced schools. More information on these projects can be found at http://www.uic.edu/educ/erf/.
Teale currently serves on the Board of Directors of the International Reading Association and was elected to the Reading Hall of Fame in 2003. He previously served as editor of Language Arts and co-editor of the Illinois Reading Council Journal. Author of over 100 publications, his recent work has appeared in Educational Researcher, Children’s Literature in Education, Young Children, The Journal of Early Childhood Literacy, and The Reading Teacher. His curriculum vitae for the past five years can be accessed at http://education.uic.edu/faculty/128-william-teale.
Maureen Meehan has been associated with the UIC Center for Literacy since 1992 and currently serves as Director of Community Literacy Programs. Meehan’s work and research interest over the past 30 years has focused on adult and family literacy. She currently administers the UIC Parent & Family Engagement Programs, a network of family literacy initiatives; the Chicago Center for Early Education; and the Resource Center for Autism & Developmental Delays, all developed in partnership with the Chicago Department of Family and Support Services. She has also managed the Center for Literacy AmeriCorps program since 2003.
Meehan was Co-director of three Early Reading First programs (2006-2013) funded to develop models of excellence in Chicago Charter schools and Archdiocese of Chicago preschool classrooms.
Meehan has served on both state-wide and national literacy committees including the Literacy Volunteers of Illinois Board of Directors, the National Assessment of Adult Literacy Standards Setting Committee, the Illinois State Board of Education Adult Literacy Standards Committee, the Chicago Early Childhood Development & Health Service Advisory Committee, and the Chicago Citywide Literacy Coalition Steering Committee.
Dr. Meehan was named a Bilingual Education Fellow by the U.S. Department of Education in 1993. She received her Ph.D. in Education from the University of Illinois in 2000 and her contribution to the university’s mission of service was recognized in 2004 when she received the UIC Award of Merit.
Jeffri Brookfield, Senior Research Specialist, has over 30 years’ experience in the fields of early childhood and special education. Her research interests focus on young children with, or at risk for, delayed development. She has developed early childhood model demonstration programs, professional training/development programs, and state-level planning models for early childhood education. Brookfield has conducted state-level evaluations of IDEA Part C and Section 619 services and administered direct service programs for young children and their families. She has received over $12 million in competitively funded grants from the U. S. Department of Education, and over $3 million in state contracts. She served on the editorial board of the Journal of Early Intervention from 2002 to 2012.
Dr. Brookfield is director of the Instructional Model Program for All Children and Teachers: Early Language and Literacy Excellence, and was Co-Director of Achieving Preschool Language & Literacy Excellencetwo UIC Center for Literacy Early Reading First projects supporting ten Archdiocese of Chicago preschools (2008-2013). Brookfield was also Co-Director of Charting a Course to Literacy, an early reading first program in three Chicago Charter schools from 2006-2010.
Brookfied received her Ed.D. in Early Childhood Special Education from the University of Kentucky in 1990.
Jennifer Jones has had a key role in the UIC AmeriCorps grants since 2007. Starting as an AmeriCorps member serving in the Family Start Learning Center s to developing the Parents’ Researching Economic Planning program to now providing leadership to our Project MORE: Making Opportunities for Reading Enrichment initiative, Jones has significantly impacted the Center for Literacy national service programs. She has successfully recruited a diverse corps of AmeriCorps members that represent the Head Start communities we serve as well as engaging UIC students in community service. Through the trainings she develops and coordinates, Jennifer is able to equip AmeriCorps volunteers with the teambuilding, leadership, and literacy knowledge they need to effectively serve the Head Start community while gaining valuable work skills.
Jones received a Bachelor’s degree in Sociology from California State University; Northridge and is currently pursuing a Master’s degree in the Public Administration program at the University of Illinois at Chicago.
Barbara J. O’Laughlin, Senior Research Specialist, joined the Center for Literacy in 2001 to establish the Chicago Center for Early Education). Under her guidance, and in partnership with the Chicago Department of Family & Support Services and Malcolm X College, the center serves more than 8,000 patrons a year providing resources and materials to early childhood professionals, pre-service teachers, and parents of young children.
O’Laughlin is also Executive Editor of Parental News: Your Connection to Family Resources, a newsletter filled with early childhood information, parent tips, and family resources available throughout Chicago that is distributed to all Head Start and Child Care parents in Chicago
O’Laughlin has a Bachelor of Science in Child Development, Early Childhood Education from Northern Illinois University and her Master of Arts in Education from Erikson Institute, Loyola University. She has over 20 years of experience in teaching and administering early childhood programs including six years as an adjunct faculty member for Oakton Community College. . In 2008, she received the UIC Award of Merit in recognition of her outstanding service, commitment, and dedication as an academic professional at the University.
Samuel Austin joined the Center for Literacy in 2006. Under his leadership, the UIC Parent Engagement Outreach Programs were restructured to more effectively offer family literacy, financial literacy, and education/employment readiness programs to Head Start parents throughout Chicago. Together these programs serve over 2,000 Head Start parents/family members each year.
Austin believes that a comprehensive effort that encourages interaction and dialogue, and provides parents with practical life skills that can be implemented immediately is the best strategy to engage parents. He is also experienced in developing youth engagement programs, including a Teen Literacy Corps and a Summer Teen Nutrition Aide program that engages over 300 teens during the summer months.
Austin is passionate about developing and evaluating model programs that engage parents and teens to create and achieve their goals. His experience mentoring teens from low-income, minority communities has informed his work at the Center for Literacy.
Austin received his Bachelor’s degree from Wilberforce University in Ohio.
Barbara Burger, an experienced adult and family literacy educator with expertise in teaching and coordinating English as a Second Language programs, joined the Center for Literacy in 2005. Her primary interest is in intergenerational literacy and how family literacy impacts the lives of children and adults. She is committed to the belief parents are better equipped to support their children’s education if they become part of the learning process.
Burger has provided leadership to develop an ESL curriculum for parents of Head Start children that supports the development of English language proficiency utilizing activities related to the children’s Head Start program. The Family Start ESL program supports parents as the first and most important teacher in the lives of their children and builds confidence to support the education of their children.
Burger received her BS degree in Trade-Technical Education from Ferris State University and her Masters of Adult Education from National-Louis University. She spent 5 years in vocational education as the Director of Education for the Printing Industry of IL/IN and the past 26 years working with adult English language learners.
Susie Karwowski, an experienced adult literacy and English as a Second Language educator joined the Center for Literacy in 2004. Under her leadership, the instructional teams at two the Family Start Learning Centers have developed basic literacy and GED curricula based upon the Illinois Community College ABE/ASE Content Standards. She also spearheaded the development of a Spanish GED program. The Head Start parent participants in these programs not only work on their individual educational goals but also learn strategies and interactive family literacy activities to support their children’s literacy development.
Karwowski describes her greatest professional accomplishments as mentoring AmeriCorps volunteers as they learn to teach adults and prepare students to pass the GED, all of which has a significant impact on adult students and their families.
Karwowski has a B.A. in English and Philosophy from Indiana University and Certification in Middle School Language Arts and Secondary English in Indiana and Illinois. She has 25+ years’ experience as an adult educator and is chair of the Chicago Citywide Literacy Coalition and a member of the Southside Literacy Coalition.
Shelley Maxwell’s first successful literacy project began while she was raising her own children in Chicago Public Housing. All three went on to pursue post-secondary education. Her professional literacy career began as the Intergenerational Literacy Coordinator for the Chicago Public Library Literacy Initiative. As a result of her efforts, hundreds of parents and children were served at Chicago Public Library Reading and Study Centers. These centers were a haven for families that cut through the urban blight and hopelessness of public housing. Maxwell went on to manage the Adult Basic Reading Program which matched non-readers with professionals that wanted to volunteer as literacy tutors on neutral turf. She developed successful student/tutor matches for more than 1,000 adult literacy students from 1990 to 1992.
Based upon these extensive grass-root experiences, Maxwell was instrumental in developing a partnership between the Chicago Department of Family and Support Services and the UIC Center for Literacy to provide family literacy services to Head Start families throughout Chicago. Today the Family Start Learning Centers offer GED and ESL classes and facilitate hundreds of family literacy workshops each year. In addition, the program has helped parents move toward self-sufficiency through many work experience programs. Hundreds of parents have received training to prepare for AmeriCorps service and more than 250 parents have graduated from UIC National Service programs.
Laura Knights, Senior Research Specialist, joined the Center for Literacy in 2008. Under her leadership, the UIC Parent Engagement and Resource Programs (GED, English as a Second Language, and the Parent Outreach Programs) serve over 2,000 Head Start parents/family members each year.
Knights’ primary interest is on the impact of integrated life skills on education readiness and job training, performance, and retention. She focuses on a holistic approach that incorporates one’s self concept, past experiences, and future goals as the most effective model in helping adults and teens build their literacy, leadership, and employability skills. She believes her greatest professional accomplishment is helping to develop programs and services that provide empowerment and support to parents and teens that directly impact their professional and personal life outcomes.
Knights received her BS degree in Business Administration with a concentration in Organizational and Human Resources Management from Washington University in St. Louis, where she also studied Social Thought Analysis and received a certificate in Nonprofit Management. She received her Master’s Degree in Social Work from DePaul University. She has also worked as a therapist as part of her MSW studies, providing counseling and case management services to children and their families.
Joshua Krasne has worked as an educator and advocate addressing the immediate and future needs of those diagnosed with an autism spectrum disorder for 20 years,. Krasne has worked across the autism spectrum providing direct service, professional training, community engagement and advocacy on legislative initiatives. Krasne’s methods of engagement draw from a background in Structured Teaching. He has worked in both home and scholastic settings to structure the overall environment and curriculum to better serve the visual learning style of those diagnosed with an autism spectrum disorder. Being a native of Chicago Krasne has been at the forefront of autism advocacy in Illinois for two decades. This history gives him a unique understanding of statewide services.
Krasne took the lead role in establishing the Resource Center for Autism and Developmental Delays satellite site. This center, established in 2013, located in Chicago’s Brownsville community, supports parents and professionals seeking resources, referrals and trainings geared at meeting their children’s needs at home, in the classroom, and in the community. Krasne is also the sibling of two brothers who have been diagnosed with an autism spectrum disorder.
Krasne earned his Master’s degree in psychology with a concentration in human development from National Louis University.
Sharon Osinaike joined the Center for Literacy in 2002. Her professional interest is in programs that assure every child has access to quality education. To that end, she is committed to initiatives that provide resources necessary for parents to be more engaged in their children’s learning and development. She believes that setting high standards for early education is critical for preparing children to succeed. Osinaike promotes the idea that learning starts in the home with parents engaging their children in literacy moments every day.
Osinaike has assumed the leadership role in expanding the Center for Literacy volunteer program – Resource & Volunteer Promotion Program. She successfully engages both UIC students and members of the local community to volunteer their time and talents in support of Center for Literacy initiatives.
Osinaike has a B.A. in Psychology from Northeastern Illinois University She is a former Head Start parent who was actively volunteering at three Head Start programs in her neighborhood for 15 years, while actively engaged in her children’s academic achievement. She continues extensive volunteer work with multiple organizations in her community.
Timothy Shanahan is Distinguished Professor of Urban Education at the University of Illinois at Chicago and Director of the UIC Center for Literacy from 1991-2013. In 2001-2002, he was director of reading for the Chicago Public Schools, serving 437,000 children. His research emphasizes reading-writing relationships, reading assessment, and improving reading achievement. He is author or editor of more than 200 articles, chapters, and books on these topics.
Shanahan is past president of the International Reading Association (IRA). In 2006, he received a presidential appointment to serve on the Advisory Board of the National Institute for Literacy, and he is on the Advisory Boards of the National Center for Family Literacy and Reach Out and Read. He served on the National Reading Panel (NRP), a group convened by the National Institute of Child Health and Human Development at the request of Congress to evaluate research on successful methods for teaching reading, the third most influential policy document in education according to the Editorial Projects in Education Research Center. He has chaired two other influential federal research review panels whose work has been used by many states as the basis of educational policies and programs: the National Literacy Panel for English Minority Children and Youth, and the National Early Literacy Panel. Shanahan helped write the Common Core State Standards, which have been adopted as the basic curriculum goals of 46 states and the District of Columbia.
Shanahan co-developed Project FLAME, a family literacy program for Latino immigrants, which received an Academic Excellence Award from the U.S. Department of Education. He received the Albert J. Harris Award for outstanding research on reading disability from the International Reading Association, the Milton D. Jacobson Readability Research Award also from IRA, the Amoco Award for Outstanding Teaching, and the University of Delaware Presidential Citation for Outstanding Achievement. He was inducted into the Reading Hall of Fame in 2007 and was selected as researcher of the year at the University of Illinois at Chicago (in social sciences and the humanities) in 2009. His research and testimony are cited in federal case law (Memisovski v. Maram, No. 92 C 1982).
Shanahan received his Ph.D. in Reading Education from the University of Delaware.
Cynthia Shanahan is a professor of Literacy, Language and Culture, Associate Dean of Academic Affairs for the College of Education, and Executive Director of the Council on Teacher Education at the University of Illinois at Chicago. She has been a principal investigator in several Center for Literacy research projects. She collaborated with the Center to develop curriculum and professional development for teaching the literacy of chemistry, mathematics, and history. This work was supported by the Carnegie Corporation. A portion of this study is reported in the Harvard Educational Review. She is currently heading the history intervention team in Project READI, an IES reading comprehension grant studying students’ identification and creation of history arguments.
Shanahan’s research and teaching interests are in adolescent literacy, including disciplinary literacy and the comprehension of informational text. Specifically, she studies how reading strategies and text characteristics influence students’ comprehension and critical thinking. She has extensive publications, including the book Learning from Text Across Conceptual Domains (Lawrence Erlbaum Associates) and Adolescent Literacy in the Academic Disciplines (Guilford Press).
Shanahan received an EdD in Reading Education from the University of Georgia in 1984.