Faculty Profiles

Dr. Patriann Smith

Assistant Professor, Literacy Studies

Patriann Smith

Email Address: psmith4@usf.edu 
Phone Number: 813-974-1072
Office Location: USF Tampa campus EDU 202-R
Curriculum Vitae


Dr. Patriann Smith received her Ph.D. in Curriculum and Instruction with a specialization in Literacy Studies and a concentration in Multilingual Education from the University of South Florida. Dr. Smith’s research focuses on the cross-cultural and cross-linguistic challenges faced by Black immigrant adolescents and educators in literacy instruction, assessment, and multicultural teacher education. She examines how differences in Englishes and English language ideologies affect the literacies of Black Caribbean immigrant adolescents and teacher educators as they cross cultures and languages across their home countries and the United States.

Through her scholarship, Dr. Smith explains how standardized Englishes, non-standardized Englishes, and the language ideologies that inform the use of these Englishes, both challenge and create affordances for cross-cultural and cross-linguistic literacy instruction and assessment in multicultural teacher education. She continues to extend her research by comparing insights about Black Caribbean immigrant Englishes and literacies to that of other native Black populations in the United States, Africa, and the Caribbean.

Leadership Positions

Honors and Awards

  • Integrated Scholar Award, Office of the Provost, Texas Tech University (2019)
  • Congratulatory Note, Student Government Association, Senate Resolution 54.116, Texas Tech University (2019)
  • Raiders Who Rock Unsung Hero, Texas Tech University (2019)
  • President’s Excellence in Diversity and Equity Award, Texas Tech University (2018)
  • President’s Excellence in Teaching Award, Texas Tech University (2018)
  • Outstanding Paper Award, Organization of Teacher Educators in Literacy, International Literacy Association (2018)
  • Scholars of color Transitioning into Academic Research (STAR) Institutions Award, Literacy Research Association (LRA) (2017-2018)
  • Texas Tech Alumni Association New Faculty (University Research | Teaching) Award, Texas Tech University (2017)
  • The President’s Gender Equity Council, Women’s Studies, and University Writing Center Women’s Faculty Writing Program (WFWP) Inaugural Fellow, Texas Tech University (TTU) (2016)
  • Language and Social Processes (LSP) Special Interest Group (SIG) Emerging Scholar Award, American Educational Research Association (AERA) (2015)
  • International Reading Association (IRA) Reading Hall of Fame (RHOF) Emerging Fellow, Reading Hall of Fame (2013-2017)
  • Certificate of Recognition, Mentor and Mentor Cluster Leader, Mentor Tech, Texas Tech University (2016-2017)
  • Certificate of (District) Recognition, Chief Engineer of Opportunity, Literacy Champion Coordinator, AVID, Lubbock Independent School District (LISD) (2017)
  • Certificate of (District) Recognition, Literacy Champion for Dunbar College Preparatory Academy (DCPA), AVID District Family Night, LISD (2016)
  • Institute for Inclusive Excellence, Texas Tech University (TTU) (2015-2016)
  • List of Teachers Ranked Excellent by their Students, University of Illinois at Urbana-Champaign for Fall (2013), Spring (2014), Summer (2014), Fall (2014), Spring (2015)
  • Award for Dedicated Service, Parliamentarian, Literacy Research Association (2013-2016)

Courses Taught

  • RED 6749: History and Models of Reading (Masters/Online) (2019)
  • LDLS 6350: Research Methods in Language, Diversity, and Literacy (Doctoral/Online) (2019)
  • EDBL 5337: Teaching Strategies for ESL and Content-Area Teachers of Limited-English Proficient Students (2019)
  • EDLL 5356: Trends and Issues in Adolescent Literature (2018)
  • LDLS 6343: Global Literacy (Doctoral/Online) (2018)
  • EDCI 6333: Diversity Ideologies (Doctoral/Online) (2017 | 2018 | 2019)
  • EDLL 5346: Increasing Reading Proficiency for all Readers (Doctoral/Masters/Online) (2016 | 2017 | 2019)
  • EDLL 5341: Developing Academic Literacy in the Disciplines for Adolescents (Masters/Online) (2017 | 2019)
  • EDLL 5342: Classroom-Based Literacy Assessment for Differentiated Instruction (Doctoral/Masters/Online) (2016 | 2017 | 2018 | 2019)
  • EDLL 6341 | EDCI 6345: Trends and Issues in New Literacies: New Literacies for the 21st Century (Doctoral/Masters/Online) (2016 | 2017 | 2018)
  • EDLL 5351: Children’s Literature in the School Curriculum Doctoral/Masters/Online) (2016)
  • CI 475: Teaching Elementary Reading and Language Arts I (Undergraduate/Blended) (2015)
  • CI 502: Introduction to Reading (Graduate/Online) (2014)
  • CI 576: Assessment-Based Reading Instruction (Graduate and Online) (2014 | 2015)
  • CI 577: Clinical Practicum in Reading (Graduate/Blended) (2014)
  • CI 446: Culture in the Classroom (Graduate and Undergraduate/Online) (2014)
  • CI 575: Assessment in Reading (Graduate/Online and Blended) (2013 | 2014)
  • RED 6514: Reading Process in the Elementary Grades (Graduate/Blended) (2013)
  • LAE 6314: Writing and Writers: Trends and Issues (Graduate/Online) (2013)
  • RED 6545: Issues in Vocabulary and Word Study (Graduate/Online) (2012)
  • LAE 4314: Teaching Writing in Elementary Schools (Undergraduate/Blended) (2012)
  • LAE 4414: Literature in Childhood Education (Undergraduate/Blended) (2012)
  • RED 4310: Reading and Learning to Read (Undergraduate/Blended) (2011)
  • RED 4511: Linking Literacy Assessment to Instruction (Undergraduate/Blended) (2011)

Grants

Hetherington, C. (Principal Investigator), Zak, J. (co-Principal Investigator), Dwyer, J. (co-Principal Investigator), Smith, P. (Co-Principal Investigator), Borst, S. (co-Principal Investigator), S-STEM Track II: Educating future scientists and mathematicians from rural and underserved regions. National Science Foundation (02/01/20-02/01/2025) [Interdisciplinary] [Role: Theorist and Educational Researcher] ($999,999.00).

Smith, P. (Principal Investigator). (2018). Problematizing (il)legitimacy of Englishes across the diaspora. Scholarship Catalyst Program. Offices of the President, Provost, and Vice President for Research & Innovation, Texas Tech University. (06/01/18-05/31/20) ($4000.00)

Dwyer, J. (Principal Investigator), Lesley, M. (co-Principal Investigator), Smith, P. (Co-Principal Investigator), & Lee, J. (co-Principal Investigator). (2017-2018). College and Career Readiness standards review and revision project - English/Language Arts and Mathematics (CCRS-ELAM). Texas Higher Education Coordinating Board. [Interdisciplinary]Division of Institutional Diversity and Office of Community Engagement Grant, Texas Tech University (2016) ($96,000.00)

Smith, P. (Principal Investigator). Understanding the English(es) of foreign-born teacher educators. (2016-2019). Texas Tech University’s Division of Institutional Diversity, Outreach and Community Engagement. ($1000.00)

Engaged (Community) Outreach

Executive Board Member, Caribbean Community Association of Tampa Bay, Tampa, FL (2019-)

Literacy Champion Project Manager, Balanced Literacy Action Research Writing Workshop Partnership, East Lubbock Promise Neighborhood Grant, Lubbock Independent School District (LISD), Lubbock, TX (2016- 2017)

Literacy Champion, Balanced Literacy, East Lubbock Promise Neighborhood Grant, Lubbock Independent School District (LISD), Lubbock, TX (2015-2017)

Reading Clinic Coordinator, University of Illinois at Urbana-Champaign, Champaign, IL (2013-2015)


Publications

Special Issue

Smith, P. (Yearbook Editor) (Accepted, Forthcoming). Clarifying the role of race in the literacies of Black immigrant youth. Forthcoming Yearbook | Special Issue | Volume 122, Number 13. Teachers College Record.

Selected Journal Articles

Smith, P. (Accepted). “Mr. Wang doesn’t really care how we speak!”: Responsiveness in the practice of an exemplary Asian-American teacher. The Urban Review. 

Smith, P. (2019). “How does a Black person speak English?”: Beyond American language norms. American Educational Research Journal. 

Smith, P. (2019). (Re)Positioning in the Englishes and (English) literacies of a Black immigrant youth: Towards a ‘transraciolinguistic’ approach. Theory into Practice, 58(3), 292-203. DOI:10.1080/00405841.2019.1599227 [Invited]

Smith, P., Kumi-Yeboah, A., Chang, R., & Lee, J. (2019). Rethinking ‘(under)performance’ for Black English speakers: Beyond achievement to opportunity. Journal of Black Studies. 

Smith, P. (2018). Learning to know, be, do, and live together with, in the cross-cultural experiences of immigrant teacher educators. Teaching and Teacher Education, 69, 263-274.

Smith, P., Warrican, S. J., Kumi-Yeboah, A., & Richards, J. (2018). Understanding Afro-Caribbean educators’ experiences with Englishes across Caribbean and U.S. contexts and classrooms: Recursivity, (re)positionality, bidirectionality. Teaching and Teacher Education, 69, 210-222.

Smith, P., Cheema, J., Kumi-Yeboah, A., Warrican, S. J., & Alleyne, M. L. (2018). Language-based literacy differences in the literacy performance of bidialectal youth. Teachers College Record, 120(1), 1-36. [with Doctoral Student]

Smith, P., Lee, J., & Chang, R. (2018). Incongruence between native and test administration languages: Towards equal opportunity in international literacy assessment. International Journal of Testing, 1-21.

Louis, D., Thompson, K. V., Smith, P., Williams, H. M. A., & Watson, J. (2017). Afro-Caribbean immigrant faculty experiences in the American Academy: Voices of an invisible black population. The Urban Review, 49(4), 1-24.

Smith, P., & Richards, J., Gutierrez, S., Schaffer-Rose, J., & Kumi-Yeboah, A. (2017). Shifting from diversity in multicultural populations to teacher/student interactions within transcultural spaces in an online literacy teacher education course. Literacy Practice and Research, 42(3), 7-15. [Invited] [Outstanding Paper Award: International Literacy Association] [with Doctoral Students]

Smith, P. (2016). A distinctly American opportunity: Crossing linguistic boundaries by exploring non-standardized Englishes in policy and practice. Policy Insights from the Behavioral and Brain Sciences (Sage Publications Special Volume), 3(2), 194-202. [Invited] [Best New Journal in Social Sciences: 2019 PROSE Awards]

Selected Chapters in Books and Encyclopedias

Warrican, S.J., Kumi-Yeboah, A., Smith, P., & Alleyne, M.L. (In press). Fostering Senegalese immigrant students’ language and literacy learning: Experiences and academic achievement. In A. Cooper & A. Ibrahim (Eds.), Black voices matter: Black immigrants in the United States and the politics of race, language, and multiculturalism. New York, NY: Peter Lang Publishing.

Smith, P. (2017). Non-Standardized Englishes in mainstream literacy practice. In G. Noblit (Ed.), Oxford Research Encyclopedia of Education. New York, NY: Oxford University Press.

Smith, P., Warrican. S. J., & Williams, G. (2017). Towards transculturalism in tackling diversity for literacy teacher education. In J. Roswell & R. Zaidi (Eds.), Literacy Lives in Transcultural Times (pp. 191-214). New York: Routledge.

Newsletter Publications and Media Productions

Smith, P. (2019). Culture affects learning: Peer interaction in the classroom. The Daily Toreador.

Smith, P. (2018, January/February). Renewing hope with Englishes: Insights from middle schoolers. Literacy Today, 34-35. International Literacy Association (ILA).

Smith, P. (2017, March). Should non-standard English be taught in schools? Federation of Associations in Behavioral and Brain Sciences (FABBS).

Smith, P. (2016, February) The Q&A: Patriann Smith, The Texas Tribune.

Smith, P. & Balyasnikova, N. (2015-2017). International Communication Interest Section Newsletters, Teaching English to Speakers of other Languages (TESOL).

Anderson, A., Smith, P., Schneider, J. J., & Frier, A. D. (2015, March). Live! From Mount Olympus. Retrieved from YouTube.


Presentations

Selected Invited Presentations/Talks

Alvermann, D., Medina, C., Smith, P., Brooks, M., Nyachae, T., & Brownell, C. (2018, November). Re-envisioning literacy research. Re-envisioning LRA: An intergenerational panel. Literacy Research Association, Indian Wells, CA.

Willis, A., Wetzel, M., Garcia, G.E., & Smith, P. (2018, November). Culturally responsive literacy instruction study group. Literacy Research Association, Indian Wells, CA.

Smith, P. (2018, March). Language in the classroom: Addressing power and privilege. Presentation at the Institute for Inclusive Excellence, Teaching, Learning, and Professional Development Center, Texas Tech University, Lubbock, TX.

Smith, P. (2016, March). Re (Positioning) non-standardized Englishes in literacy: Cross-cultural and cross-linguistic insights. Language and Social Processes Special Interest Group Newsletter. American Educational Research Association.

Smith, P. (2015, August). The central role of culture to advancing literacy and language across nations. Presentation at the high-level summit: A new era - embracing Sustainable Development Goals (SDGs): Culture as an Imperative for Transformative Post-2015 Development Agenda. The UNESCO Center for Global Education, New York, NY.

Selected Recent Conference Presentations

Smith, P. (Accepted). The case for translanguaging in Black immigrant literacies. Paper to be presented at the 2019 annual meeting of the Literacy Research Association (LRA) conference, Tampa, FL.

Smith, P., Lee, J., Chang, R., & Karkar, T. (Accepted). Language self-identification and reading literacy performance among ‘First World’ and ‘Third World’ youth. Paper to be presented at the 2019 annual meeting of the Literacy Research Association (LRA) conference, Tampa, FL. [with Doctoral Student]

Smith, P. (Accepted). Applying for higher education careers: Navigating the high-stakes job market. In A. Gunn (Chair), Alternative session to be presented at the 2019 annual meeting of the Literacy Research Association (LRA) conference, Tampa, FL.

Smith, P., Lee, J., Chang, R., & Thompson, T. (2019, April). Language self-identification in the international reading literacy of Black American and immigrant youth. Paper presented at the 2019 annual meeting of the American Educational Research Association (AERA) conference, Toronto, Canada. [with Doctoral Student]

Smith, P. (2019, April). (Re)Positioning the Englishes of a Black transnational youth. Paper presented at the 2019 annual meeting of the American Educational Research Association (AERA) conference, Toronto, Canada.

Rose, C, Karkar, T., & Smith, P. (2019, April). Englishes as a site of colonial conflict: (In)Congruence between former teachers’ ideologies and literacy practices. Paper presented at the 2019 annual meeting of the American Educational Research Association (AERA) conference, Toronto, Canada. [with Doctoral Students]

Smith, P., Naqvi, R., Lee, J., & Chang, R. (2018, April). Contextualized and comparative language differences in the literacy assessment of U.S. and Canadian youth. Paper presented at the 2018 annual meeting of the American Educational Research Association (AERA), New York, NY.

Varner, J., Nigam, A., Smith, P., Karkar, T., Rodriguez, N., Thompson, T., Gutierrez, S., & Kumi-Yeboah, A. (2018, April). Literacy teacher educators’ development of multilingual and multicultural awareness through a research-practice partnership. Paper presented at the 2018 annual meeting of the American Educational Research Association (AERA), New York, NY. [with Doctoral Students]

Kumi-Yeboah, A., Smith, P., & Acquah, A.O. (2018, April). Cross-cultural educational experiences and challenges: Voices of Black African-born adolescent immigrants in United States schools. Paper presented at the 2018 annual meeting of the American Educational Research Association (AERA), New York, NY.

Smith, P., Willis, A., Lee, J., & Chang, R. (2018, April). Language self-identification and difference in the reading literacy achievement of African-American and Afro-Immigrant students. Paper presented at the 2018 annual meeting of the American Educational Research Association (AERA), New York, NY.

Smith, P. (2018, November). Centralizing place as past(s), present(s), future(s): Towards a hybridity of literate identities and place in the life of a Black immigrant scholar. In M. Gort (Chair), "Place, space, race": Examining how STAR Fellows' home and community literacy and language traditions shape their scholarly and educator identities. Paper presented as part of the Scholars of color Transitioning into Academic Research institutions (STAR) Fellows Research Showcase at the 2018 annual meeting of the Literacy Research Association (LRA), Indian Wells, CA.

Gutierrez, S. & Smith, P. (2018, November). Prisms of promise: Mapping public school teachers’ cultural and linguistic pedagogically responsive practices using frequency analyses. Paper presented at the 2018 annual meeting of the Literacy Research Association (LRA), Indian Wells, CA. [with Doctoral Student]

Smith, P. (2018, December). STAR Program cross-cohort showcase and mentoring session. Paper presented as part of the Scholars of color Transitioning into Academic Research institutions (STAR) Cross-Cohort Showcase and Mentoring Session at the 2018 annual meeting of the Literacy Research Association (LRA), Indian Wells, CA.

Smith, P. (2018, November). “Some people just make everything about race!”: Culturally relevant literacy pedagogy and my Black daughter. In J. Schneider (Chair), Twelve angry women: Observing against ourselves as parents and literacy educators. Paper presented at the Literacy Research Association (LRA), Indian Wells, CA.

Smith, P., Lee, J., & Chang, R. (2018, November). Characterizing competing tensions in the literacies of Black immigrant youth. Paper presented at the 2018 annual meeting of the Literacy Research Association (LRA), Indian Wells, CA.

Watson, V., Bryan, K., Smith, P. [Symposium Organizer], Kiramba, L., Braden, E., & Naqvi, R. (2018, November). ‘Invisible no longer’: Centralizing race for conceptualizing the English literacies of Black immigrant bidialectal youth. In A. Razfar (Chair), Love through advocacy: Clarifying the invisible literacies of immigrant youth. Symposium presented at the 2018 annual meeting of the Literacy Research Association (LRA), Indian Wells, CA.

Kumi-Yeboah, A., & Smith, P. (2017, May). The multiple worlds of Ghanaian-born immigrant students and academic success. Paper presented at the 2017 annual meeting of the American Educational Research Association (AERA), San Antonio, TX.

Smith, P., (2017, December). Characterizing the English(es) of non-standardized English-speaking literacy teacher educators. Paper presented in the Scholars of color Transitioning into Academic Research institutions (STAR) Ethnicity, Race, and Minority session at the 2017 annual meeting of the Literacy Research Association (LRA), Tampa, FL.