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Indiana University of Pennsylvania

Dr. David I. Hanauer
Professor, English Department
Indiana University of Pennsylvania

 

Overview of Research

 

David Ian Hanauer’s research employs theoretical, qualitative and quantitative methods and focuses on the connections between reading authentic texts and social functions in first and second languages. Among other issues, his research has investigated the genre specific aspects of poetry reading in L1 and L2, cognitive aspects of literary education, cross-cultural understandings of fable reading and academic literacy across disciplines. His articles have been published in Science, Applied Linguistics, Discourse Processes, TESOL Quarterly, Canadian Modern Language Review, Research in the Teaching of English, Teaching and Teacher Education, Language Awareness, Cognitive Linguistics, The Arts in Psychotherapy, Poetics, and Poetics Today. He is the author of three recent books:  Scientific Discourse: Multiliteracy in the classroom, Poetry and the Meaning of Life, andThe Balanced Approach to Reading Instruction. In 2003, Dr. Hanauer functioned as the special editor of the Canadian Modern Language Review for a special issue addressing the relationship between Literature and Applied Linguistics.

 

Over the last four years, Dr. Hanauer has received $200,000 in research funding from the National Science Foundation and the Howard Hughes Medical Institute for research on the connections between literacy (multiliteracy) and science. His work for the years 2003-2005 was funded by the NSF and conducted in conjunction with the University of California at Berkeley. That project consisted of an in-depth description of hands-on science in an elementary science classroom and culminated in the publication of a recent research book entitled "Scientific Discourse: Multiliteracy in the Classroom." Since 2005, he has a joint research project with Prof. Graham Hatfull of the Bacteriophage Institute of Pittsburgh, situated in the University of Pittsburgh and funded by the Howard Hughes Medical Institute Professorship Program. His work is conducted in the Hatfull Bacteriophage laboratory and consists of qualitatively describing and assessing the PHIRE (Phage Hunting Integrating Research and Education) Program. This work recently culminated in the publication of a co-authored article in the prestigious journal Science which was entitled 'Teaching Scientific Inquiry.” Currently, Dr. Hanauer is working on a new book dealing with the assessment of scientific inquiry and summarizing work conducted within the PHIRE program.

 

 

PUBLICATIONS

 

David I. Hanauer

 

FORTHCOMING BOOKS: 

  1. Hanauer, D., Hatfull, G., & Jacobs-Sera, D. (forthcoming). Active Assessment:

Assessing Scientific Inquiry. New York, NY: Springer-Langer

 

BOOKS 

  1. Hanauer, D. (2003). The Balanced Approach to Reading Instruction. Tel-Aviv, Israel: Sifriat HaPoalim

  2. Hanauer, D. (2004). Poetry and the Meaning of Life. Toronto, CA: Pippin Press

  3. Hanauer, D. (2006). Scientific Discourse: Multiliteracy in the Classroom. London, UK: Continuum Press

  

FUNDED RESEARCH REPORTS

  1. Hanauer, D (2005). The Multiliteracy Tasks of Hands-On Science: A Qualitative Study of a Second Grade Classroom Implementation of the Sandy Shores Science Unit. National Science Foundation Report submitted to the Lawrence Hall of Science, UC Berkeley May 2005

  2.  Hanauer, D. (2005). Media Development in Israel: 1950-2000. European Union Research Grant. Report Present to the Institute for Media Studies at the University of Seigen, Germany July 2005

  3. Hanauer, D. (2006). Modeling the Phage Hunting Program: Assessment in the Educational Outreach Program of a Microbiology Laboratory. Howard Hughes Medical Institute Report submitted to the Bacteriophage Institute of Pittsburgh, University of Pittsburgh, Pittsburgh, May 2006 

  4. Hanauer, D. (2007). Assessing Undergraduate the Phage Hunting Program: Assessment in the Educational Outreach Program of a Microbiology Laboratory. Howard Hughes Medical Institute Report submitted to the Bacteriophage Institute of Pittsburgh, University of Pittsburgh, Pittsburgh, August 2007

 

FORTHCOMING ARTICLES

 

  1. Waksman, S., & Hanauer, D. (in press). A Process-product classification system for text-picture relations in genres for children. International Journal of Visual Literacy

  

ARTICLES

  1. Hanauer, D., Jacobs-Sera, D., Pedulla, M., Cresawn, S., Hendrix, R., & Hatfull, G. (2006) Teaching scientific inquiry. Science, 314, 1880-1881.

  2. Newman, M., & Hanauer, D. (2005) The NCATE/TESOL Teacher education standards: A critical review. TESOL Quarterly, 39(4), 753-764.

  3. Hanauer, D., & Newman, M. (2005) TESOL/NCATE Teacher education standards: Why they don’t work and how to fix them. Idiom, 35 (3), 10.

  4. Hanauer, D. (2004) Silence, voice and erasure: Psychological embodiment in graffiti at the site of Prime Minister Rabin’s assassination. The Arts in Psychotherapy 31, 29-35.

  5. Hanauer, D. (2003) Multicultural moments in Poetry: The importance of the unique. Canadian Modern Language Review, 60 (1), 27-54

  6. Hanauer, D. (2003) Literature and Applied Linguistics: New perspectives. Canadian Modern Language Review, 60 (1), 1-6.

  7. Elster, C., & Hanauer, D. (2002) Voicing Texts, Voices around Texts: Reading poems in elementary school classrooms. Research in the Teaching of English, 37 (1), 89-134.

  8. Hanauer, D. (2001a) The task of poetry reading and second language learning. Applied Linguistics 22(3), 295-323.

  9. Hanauer, D. (2001b) Focus-on-cultural understanding: Literary reading in the second language classroom. CAUCE: A Journal of Philology and Pedagogy 24, 389-404.

  10. Hanauer, D. (2001c) The New Critical method revisited. Frame 15 (1), 12-37.

  11. Hanauer,.D., & Waksman, S. (2000a). The role of explicit moral points in fable reading. Discourse Processes 30 (2), 107-132.

  12. Hanauer, D. (1999).  Attention and literary education.  Language Awareness, 8, 1-15.

  13.  Ravid, D., &  Hanauer, D. (1998).  A prototype theory of rhyme.  Cognitive Linguistics, 9 (1), 79-106

  14.  Hanauer, D.  (1998c). The genre-specific hypothesis of reading: Reading poetry and reading encyclopedic items. Poetics 26 (2), 63-80

  15.  Hanauer, D. (1998b).  The effect of three literary educational methods on the development of genre knowledge: The case of postmodern poetry.  Journal of Literary Semantics, 27 (1), 43-57.

  16.  Hanauer, D. (1998a).  Reading poetry:  An empirical investigation of Formalist, Stylistic and Conventionalist Claims.  Poetics Today 19, 565-580.

  17.  Hanauer, D. (1997d).  Reading literature and the world of multi-literacies The place and function of literature in the next millennium.  SPIEL.16, 152-155.

  18.  Hanauer, D. (1997c).  Poetic text processing.  Journal of Literary Semantics 26 (3), 157-172.

  19.  Hanauer, D. (1997b).  Student teacher's knowledge of literacy practices in school.  Teaching and Teacher Education 13  (8), 847-862.

  20.  Hanauer, D. (1997a).  Poetry reading in the second language classroom.  Language Awareness, 6  (1), 2-16.

  21.  Hanauer, D. (1996b).  Academic literary competence testing. Journal of Literary Semantics, 25 (2), 142-153.

  22.  Hanauer, D. (1996a).  Integration of phonetic and graphic features in poetic text categorization judgments.  Poetics, 23,  363-380.

  23.  Hanauer, D. (1995a).  Literary and poetic text categorization judgments.  Journal of Literary Semantics, 24 (3), 187-210.

  24.  Gordon, C.M., & Hanauer, D. (1995).  The interaction between task and meaning construction in EFL reading comprehension tests. Tesol Quarterly, 29 (2),  299-324.

 

FORTHCOMING CHAPTERS IN BOOKS

 

1.   Hanauer, D. (in press). Non-place identity: Britain’s response to migration in the age of supermodernity. In G. Delanty, P. Jones and R. Wodak (Eds.), Migrant Voices: Discourses of Belonging and Exclusion. Liverpool, UK: Liverpool University Press

 

2.   Hanauer, D. (in press). Science and the Linguistic Landscape: A Genre Analysis of Representational Wall Space in a Microbiology Laboratory. In E. Shohamy and D. Gorter (Eds.), Linguistic Landscape. Routledge.

 

CHAPTERS IN BOOKS

 

1.   Hanauer, D. (2007a). Attention directed literary education: An empirical investigation. In S. Zyngier & G. Watson (Eds.), Literature and Stylistics for Language Learners: London, UK: Palgrave McMillan

 

2.   Hanauer, D. (2007b).  Poetry reading and group discussion in elementary school.  In  R. Horowitz (Ed.), Talking Texts: How Speech and Writing Interact in School Learning.  Lawrence Erlbaum.

   

3.   Hanauer, D. (2001).What do we know about poetry reading: Theoretical positions and empirical research. In G.Steen and D.Schram (Eds.). The Psychology and Sociology of Literary Text. Amsterdam, Netherlands: John Benjamins Publishing Co.

 

4.   Hanauer, D. (2000b). Narrative, multiculturalism and migrants: A proposal for a literacy policy. In D. Schram, J. Hakemulder, & A. Raukema (Eds.), Promoting Reading in a Multicultural Society. Utrecht, Netherlands: Stichting Lezen.

 

5.   Hanauer, D. (1999b). A genre approach to graffiti at the site of Prime Minister Rabin’s assassination. In D. Zissenzwein and D. Schers (Eds.), Present and Future: Jewish Culture, Identity and Language. Tel-Aviv: Tel-Aviv University Press.

 

6.   Hanauer, D. (1998d). Contextualizing basic reading processes: Graphic form and surface information recall in poetic texts. In Z.Shavit (Ed.), Literacy Now and in the Next Century. Jerusalem: Caspit Press

 

7.   Hanauer, D. (1997f).  Reading poetry and surface information recall. In S. Totosy de Zepetnek (Ed.),  The Systematic and Empirical Approach to Literature and Culture as Theory and Application.  Seigen, Germany: LUMIS Publications.

 

8.   Hanauer, D. (1995b).  The effects of educational background on literary and poetic text categorization judgments. In G. Rusch (Ed.), Empirical Approaches to Literature.  Siegen, Germany: LUMIS Publications.

 

 

Encyclopedia Items

 

1.   Hanauer, D. (2005). Ruth Wodak. The Encyclopedia of Language and Linguistics, 2nd Edition. Amsterdam, Netherlands: Elsevier.

 

 

Book Reviews 

  1. Hanauer, D. (2004) – Journal of Language and Society 34 (2): 300-302 Theorizing Bi(multi)literacy: A Review of “A Continua of Biliteracy: An Ecological Framework.” Hornberger, N. (2003) Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings. Clevedon, UK: Multilingual Matters.

  2. Hanauer, D. (2003) – Canadian Modern Language Review 60 (2): 224-226 Cranshaw, R. & Tusting, K. (2000) Exploring French Text Analysis – Interpretations of National Identity. London and New York, Routledge.

 

 

Papers Presented at Scientific Meetings

 

2007    Cross-Modal Literacy Development: A Qualitative Investigation of Scientific Inquiry Tasks in an Elementary Classroom.  AAAL (American Association of Applied Linguists) Conference, Costa Mesa, California, US

 

2007    Migrant Cityscaping: A Visual Essay of the Linguistic Landscape in Markham in the Greater Toronto Area. (In conjunction with Ms. Rebecca Garvin). Pennsylvania Canadian Studies Consortuim, Indiana University of Pennsylvania, Pennsylvania, USA.

 

2007    Culture in the Age of Supermodernity: The Requirement for Pedagogical Change. Plenary Speaker, VIII Congreso Estatal de Idiomas, Universidad Autonoma De Baja California, Ensenada, Mexico

 

2007    Researcher or test tube cleaner: Assessment in the PHIRE program. Bacteriophage Institute of Pittsburgh Seminar, University of Pittsburgh, Pittsburgh, USA.

 

2006    Multiliteracy in the elementary science inquiry classroom: Towards a definition

of pedagogical scientific discourse. AAAL (American Association of Applied

Linguists) Conference, Montreal, Canada

 

2006    Non-place identity: Culture as literacy. CCCC (College Composition and

            Communication) Conference, Chicago, USA.

 

2006    Teaching culture in the age of supermodernity. Plenary Speaker, ETAI (English

            Teachers Association of Israel) Winter Conference, Beer Sheva, Israel

 

2005    The multiliteracy tasks of science education. The First Annual Conference of

            Seeds of Science/Roots of Literacy Science Education. UC Berkeley, Lawrence

            Hall of Science, Berkeley, CA

 

2005    Post process research methodology: Multiliteracy in the elementary science

            Classroom. SCIPT (International Research on Literacy) Conference, Haifa, Israel

 

2005    Poetry and the meaning of life. ETAI (English Teachers Association of Israel)

            Conference, Haifa, Israel

 

2005    The problem of evaluating and applying knowledge. TESOL (Teachers of English

            as a Second Language) Conference, San Antonion, USA

 

2005    The myths of method: A hermeneutic critique of standardized literacy tests.

            CCCC (College Composition and Communication) Conference, San Francisco,

            USA

 

2004    The process of writing poetry. AAAL (American

            Association of Applied Linguistics) Conference, Portland, Oregon, USA

 

2002    Defining L2 reading: Applying poetry to applied linguistics. AAAL (American

            Association of Applied Linguistics) Conference, Salt Lake City, Utah, USA

 

2001      Reading parables: Culturally specific designs for meaning making. AAAL (American Association of Applied Linguists) Conference, St. Louis, USA

 

2000      Socially embedded text: Graffiti at the site of Prime Minister Rabin’s assassination. AAAL (American Association of Applied Linguists) Conference, Vancouver, Canada

 

2000      Multiculturalism, Literacy and Migrants. Reading and Reading Promotion in a Multicultural Society. Stichting Lezen, Utrecht, Netherlands.

 

1999      What we know about reading poetry. NRC (National Reading Conference) Orlando: Florida, U.S.A.

 

1999      Pre-service teachers' knowledge of academic literacy practices. AAAL (American Association of Applied Linguists) Conference, Stamford: CT, U.S.A.

 

1999        Restricting interpretive range: Genre-specific aspects of fable reading. Invited

                Lecture, University of Toronto/IOSE, Toronto, Canada

 

1998       Genre-specific aspects of reading poetry and stories. NRC (National Reading) Conference,  Austin: TX, U.S.A. (with C. Elster).

1998       The genre-specific hypothesis of reading: The processing of poetry and encyclopedic Items.  AAAL (American Association of Applied Linguist) Conference, Seattle, U.S.A.

1998       Poetry reading and second language learning.  TESOL (Teachers of English as a Second Language) Conference, Seattle, U.S.A.

1997       Contextualizing basic reading processes:  Graphic form and surface information recall in poetic texts.  The Bi-Annual Conference for Encouraging Reading,  Jerusalem, Israel

1997       The system of attention and literary knowledge development.  2nd IALS (International Association of Literary Stylistics) Conference, Freiburg, Germany

1997       The genre-specific aspects of expository text.  Symposium on Literacy Development for the Spencer Foundation.  Tel Aviv, Israel

1996       Literary education as discourse community.  AAAL (American Association of Applied Linguistics) Conference,  Chicago, USA

1996       Surface information recall:  The genre-specific hypothesis.  5th IGEL (Empirical Study of Literature) Conference, Banff, Canada

1996       The genre-specific hypothesis of poetry reading. SCRIPT (Special Committee for Research in Processing of Texts) ConferenceMaale HaHamisha, Israel

1995       Does a picture tell a story:  The effect of three information presentation methods on two sub-groups of Israeli five-year olds.  AERA Conference, San Francisco, USA (with D. Ravid)

1995       The effect of three information presentation methods on the language comprehension and production of advantaged and disadvantaged five-year olds.  SCRIPT  (Special Committee for Research in Processing of Texts) Conference,  Maale HaHamisha, Israel (with D. Ravid)

1994       The effects of educational background on literary and poetic text categorization judgements.  4th IGEL (Empirical Study of Literature)  Conference, Budapest, Hungary.

1994       The construction of textual hierarchies in expository texts:  A comparison of two processing models.  SCRIPT (Special Committee for Research in Processing of Texts)  Conference,  Maale HaHamisha, Israel

1993       Test answers as indicators of mental model construction.  AILA Conference, Arnheim, Holland (with C. Gordon)

 

1992       Empirical literary education.  3rd IGEL (Empirical Study of Literature) Conference, Memphis: TN, U.S.A.

1992       Academic literary competence testing.  lst IALS (International Association of Literary Stylistics) Conference, Canterbury, Kent, United Kingdom 

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Indiana University of Pennsylvania

Copyright 2005-2006 David I. Hanauer, PhD