William G. Brozo

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William G. Brozo

William G. Brozo’s scholarship and published works on literacy development for boys and male youth has established him as an expert in this area. Working from a Jungian model of archetypes, beginning with a 1997 article published in the Journal of Adolescent & Adult Literacy and further refined in To be a Boy, To be a Reader (1^st & 2^nd editions) , he created a classification system for children’s and informational books, as well as young adult and graphic novels in order to promote reading engagement for struggling and disinterested boys with texts about characters and individuals who embody positive masculine identities.  These positive male archetypes include: pilgrim, patriarch, king, warrior, magician, wildman, healer, prophet, trickster, and lover.  His work with archetypes inspired other scholars to apply the classification scheme to very young and beginning male readers (Zambo, 2007) .  His advocacy for improving the literate lives of male youth has evolved to focus on those exhibiting the greatest literacy needs, immigrant boys and boys in poverty (link).

Education

William Brozo earned a bachelor’s of arts degree from the University of North Carolina. He went on to take a masters and doctoral degree from the University of South Carolina.

Teaching Philosophy

Throughout his career as a university educator and scholar Brozo has sought to enable his students to situate and evaluate educational research and to engage in the study of literacy from multiple and nuanced perspectives.

Career

William G. Brozo is a professor at George Mason University. in Fairfax, Virginia. His field is the study of literacy with scholarship focused on adolescent literacy, content and disciplinary literacy, struggling learners, secondary literacy reforms, and closing the literacy achievement gap for boys. Additionally, Dr. Brozo has been an expert evaluator of the European Literacy Policy Network and has worked extensively as chair of a committee that analyzed the policy and practiced implications of the international assessments PISA and PIRLS. In the area of content and disciplinary literacy Brozo pushes the boundaries and definitions of literacy teaching to assert that content area teachers should teach specific literacy strategies for their fields of study.

International Work

Brozo has done extensive work internationally related to boys literacy, content area literacy, and education policy.  He was an External Evaluator of the European Literacy Policy Network (ELINET), comprised of 122 members, 80 organizations, from 28 countries; responsible for monitoring and evaluating the activity of network partners (2014-2016). He is currently a member of the executive board of the ELINET Association.  Additionally, Brozo was a member of the Standards, Measures, and Methods Working Groups of the Learning Metrics Task Force (LMTF), UNESCO/Brookings Center for Universal Education, responsible for establishing global learning goals and targets to inform the post-2015 development policy discourse (2012-2013). He served as the U.S. Consultant/Participant in European Union funded grant Basic Curriculum for Teachers’ In-Service Training in Content Area Literacy in Secondary Schools. In this capacity Brozo co-wrote professional development training modules, supervised module trainers in several European countries, assisted in monitoring quality of training, and conducted research and wrote final reports (2010–2013). At the invitation of Princess Laurentien of the Netherlands (2011), Dr. Brozo had the honor of participating as a Respondent to the European Union High Level Expert Group on Literacy Discussion Report focused on improving the literacy performance of young people and adults and helping Member States meet literacy achievement benchmarks; his contribution to the Report led to an invitation to speak at the release of the Report at the Literacy for All conference in Cyprus (2012). He served as Chair of the PISA/PIRLS Task Force of the International Reading Association that analyzed, wrote reports and articles, and made conference presentations based on policy and practice implications of these cross-national literacy studies (2002-2013).

Selected Books

• Disciplinary and Content Literacy for Today's Adolescent;'s: Honoring Diversity and Building Competence (2017)
• RTI and the Adolescent Reader (2015)
• Wham! Teaching with Graphic Novels (2014)
• 50 Instructional Routines to Develop Content Literacy (2014)
• Adolescent Literacy Inventory: Grades 6-12 (2010)
• Supporting Content Area Literacy with Technology (2009)
• Principled Practices for Adolescent Literacy: A Framework for Instruction and Policy (2006)
• Readers Teachers Learners: Expanding Literacy Across the Content Areas (1995)
• To Be a Boy to Be a Reader: Engaging Teen and Preteen Boys in Active Literacy (2010)
• Bright Beginnings' for Boys: Engaging Young Boys in Active Literacy (2008)

 

Selected Articles

• Brozo, W. G., & Crain, S. (2015). Schooling in United States: What we know from international assessments of reading and math literacy (pp. 37-60). In H. Morgan and C.T. Barry (Eds.). The world leaders in education: Lessons from the successes and drawbacks of their methods. New York: Peter Lang.
• Brozo, W. G. (2014). Investing in youth by investing in teachers: Transforming adolescent literacy through responsive professional development (pp. 265–283). In D. Quatroche, L. Martin, & K. Bauserman (Eds.), The handbook of professional development, PK–12: Successful models and practices. New York: Guilford.
• Brozo, W. G. (2013). Outside interest and literate practices as contexts for increasing engagement and critical reading for adolescent boys (pp. 3–12). In B. Guzzetti & T. Bean (Eds.), Adolescent literacies and the gendered self: (Re) constructing gender through global literacy practices and policies. New York: Routledge.
• Brozo, W. G., Sulkunen, S., Shiel, G., Garbe, C., Pandian, A., & Valtin, R. (2014). Reading, gender, and engagement: Lessons from five PISA countries. Journal of Adolescent & Adult Literacy, 57(7), 584–593.
• Brozo, W. G., Meyer, C., Moorman, G., & Stewart, T. (2013). Content area reading and disciplinary literacy: A case for the radical center. Journal of Adolescent & Adult Literacy, 56(5), 253–257.
• Brozo, W. G. (2010, October). The role of content literacy in an effective RTI program. The Reading Teacher, 64(2), 147–150.
• Flynt, S., & Brozo, W. G. (2008). Developing academic language: Got words? The Reading Teacher, 61, 500–502.
• Brozo, W. G., & Hargis, C. (2003). Taking seriously the idea of reform: One high school’s efforts to make reading more responsive to all students. Journal of Adolescent & Adult Literacy, 47(1), 14–23.
• Peyton-Young, J., & Brozo, W. G. (2001). Boys will be boys, or will they? Reading Research Quarterly, 36, 316–325.
• Brozo, W. G., King, J. R., & Stahl, N. A. (1996). Tracking thinking while reading: A strategy for improving metacomprehension. Research and Teaching in Developmental Education, 13, 19–31.
• Brozo, W. G., & Brozo, C. L. (1994). Literacy assessment in standardized and zero-failure contexts. Reading and Writing Quarterly, 10, 189–200.
• Brozo, W. G., & Curtis, C. L. (1987). Coping strategies of four successful learning disabled college students: A case study approach. In J. Readence and RS. Baldwin (Eds.), Thirty-sixth yearbook of the National Reading Conference.
• Brozo, W. G., Stahl, N. A., Gordon, B. (1985). Training effects of summarizing, item writing and knowledge of information sources on reading test performance. In J. Niles and R. Lalik (Eds.), Thirty-fourth yearbook of the National Reading Conference.

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