Faculty Profiles
Janet K. Outlaw
Area coordinaTOR, LITERACY STUDIES
PROGRAM COORDINATOR, M.A. IN READING EDUCATION Assistant Professor of Instruction,
Literacy Studies
Email: jkoutlaw@usf.edu
Office: 皇家华人 Tampa Campus, EDU 207
Phone Number: (813) 396-9328
CV available upon request
Dr. Janet Kim Outlaw is an Assistant Professor of Instruction, Area Coordinator for Literacy Studies, and Program Coordinator for the Master of Arts in Reading Education. She is a three-time alumna of North Carolina State University, where she received her Ph.D. in Teacher Education and Learning Sciences with a concentration in Literacy and Language Arts. She previously taught elementary and high school exceptional education in rural and urban schools. Dr. Outlaw teaches reading and writing methods courses for graduate and undergraduate pre-service teachers in the Exceptional Student Education Program and the Elementary Education Program. She mentors teacher candidates in practitioner research to develop differentiated and joyful literacy interventions with elementary and exceptional student populations.
Dr. Outlaw is committed to preparing and empowering the elementary and exceptional education teacher workforce. Her work as a teacher educator and teacher education scholar are deeply interconnected through dialogic pedagogy and practitioner research. Specifically, her research areas include (1) teacher development in facilitating dialogue for comprehension and multimodal composition instruction; (2) transformational discourse, comprehension, and writing pedagogies for diverse students with exceptionalities; and (c) participatory action research for teacher professional development and community engagement. Her scholarship has been published in journals, such as Intellectual and Developmental Disabilities, Literacy Research: Theory, Method, and Practice, and Language Arts.
Areas of Expertise
- Elementary Literacy Teacher Education
- Special Education Literacy Teacher Education
- Novice Teacher Induction
- Participatory Research Methodologies
- Classroom Dialogue
- Comprehension
- Writing Instruction
- Developmental Disabilities
- Literacy Interventions
Leadership
- Chair: Undergraduate Programs Committee, College of Education, 皇家华人 (2024-2025)
- Member: Undergraduate Programs Committee, College of Education, 皇家华人 (2024-2026)
- Coordinator: Literacy Studies, College of Education, 皇家华人 (2024-)
- Literacy Studies Faculty Representative: Elementary Education Program, 皇家华人 (2023-)
- Member: Wolfpack WORKS Leadership Team: K-2 Early Literacy Novice Teacher Induction, North Carolina State University (2018-2021)
Awards
- Excellence in Undergraduate Education Award, College of Education, 皇家华人 (2023/2024)
Courses Taught
- LAE 6317 Teaching Composition in Elementary Classrooms
- LAE 4424 Teaching Children鈥檚 Literature
- LAE 4311 Teaching Print & Multimodal Text (Composition) in Elementary Education
- RED 6316 Emergent Literacy: Skills, Strategies and Assessment
- RED 4943 Practicum in Reading
- RED 4333 Content Area Reading
- RED 4312 Emergent Literacy Strategies and Assessment (K-2)
Selected Publications
- Outlaw, J.K. & Grifenhagen, J.F. (2024). Theorizing digital dialogic comprehension pedagogy with rural primary teachers: A relational praxis of knowledge, space, and time. Literacy Research: Theory, Method, and Practice, 73.
- Pearson, J. N., Outlaw, J. K., Stewart-Ginsburg, J. H., & Martin, D. L. M. (2024). 鈥淚 Know How to Get Around Your 鈥楴o鈥欌: A follow-up of the FACES psychoeducational intervention. Intellectual and Developmental Disabilities, 62(5), 406鈥419.
- Outlaw, J.K. (2024). Responding to texts as future selves: Empowering social transformation with children identified with exceptionalities through dialogic read-alouds, Language Arts, 101(4), 272-277. DOI:
- Outlaw J.K. & Grifenhagen, J.F. (2021): Supporting novice K-2 teachers鈥 self-efficacy for literacy: Early literacy teacher induction for rural schools, Literacy Research and Instruction, 60(3), 242-263. DOI: https://doi.org/10.1080/19388071.2020.1822474