Content Area Literacy

Mark W. Conley, a professor in the Department of Teacher Education at the University of Memphis, is a highly regarded academician, researcher, and author in the field of literacy. His cutting edge research efforts focus on the relationships between adolescent literacy and new demands for accountability, developing learning strategies in content area classrooms, and teaching beginning and practicing teachers how to implement learning strategies within their curricula. As an accomplished author, Dr. Conley has published several books and numerous articles on literacy assessment, content area literacy, and literacy policy, including Connecting Standards and Assessment through Literacy. With this publication of Content Area Literacy: Learners in Context, Dr. Conley connects content area literacy teaching and assessment practices to research-based learning strategies within the context of today's challenges of assessment and accountability combined with new insights about adolescents and literacy.



Dr. Conley previously served as the coordinator of the doctoral program within the Department of Teacher Education at Michigan State University. Currently, Dr. Conley maintains a close connection with the practices and practitioners in today's schools as the curriculum developer and planner for the Memphis Literacy Corps, a literacy-tutoring program in Memphis City Schools involving 900 college age tutors and 3000 children. Dr. Conley has served on the Board of Directors for the National Reading Conference, 2006-2008. He continues to serve on the Quality Undergraduate Elementary and Secondary Teacher Education in Reading Task Force and Literacy Coach Task Force for the International Reading Association.