Contact Information
Email: holloway@uwindsor.ca
Phone: (519) 253-3000 ext 3818
Office: Room 3328, Leonard & Dorothy Neal Education Building
Profile
Associate Professor, Ph.D. University of Manitoba
Recent Awards
- University of Windsor Alumni Award for Distinguished Contributions to University Teaching, 2018
- Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA) David Jones Prize for Research Paper (first author, Dr. Patricia Gouthro), 2016
- University of Windsor Education Society Teacher of the Year Award (I/S division), 2016
Principal Research Grants:
Holloway, S. M. (Principal Investigator) & Gouthro, P. A. (Co-Investigator). (2018-2024). “Multiliteracies for adolescents and adults: Teaching and learning literacy in the 21st century.” Social Science and Humanities Insight Research Grant. ($93,379.00)
Holloway, S. M. (Principal Investigator). (2017-2018). “Mapping multiliteracies in Canadian adult education.” University of Windsor Tri-Success Grant Program. ($5,000.00).
Gouthro, P. A. (Principal Investigator) & Holloway, S.M. (Co-Investigator). (2014-2017). “Stories of Learning”: Creative literacies and lifelong learning: Exploring learning sites and creative educational opportunities around reading and writing fiction Social Science and Humanities Insight Research Grant. ($148,338.00)
Gouthro, P. A. (Principal Investigator) & Holloway, S.M. (Collaborator). (2009-2014). Creating a Canadian "Voice": Lifelong Learning, the Craft of Fiction Writing, and Citizenship. Social Science and Humanities Standard Research Grant. ($138,454.00)
Holloway, S. M. (Principal Investigator). (2015-2017). Tools for Thought: Situating Language within a Multiliteracies Theoretical Framework. University of Windsor Women’s Grant. ($5,000.00) (Related web platform found at www.multiliteraciesproject.com ).
Gouthro, P. A. (Principal Investigator) & Holloway, S. M. (Co-Investigator). (2013-14). Lifelong Learning and Conferences: An Initial Exploration of Learning Opportunities and Conferences. Mount Saint Vincent University Internal Research Grant. ($6,999.80)
Holloway, S. M. (Principal Investigator). (2011-12). Preparing Teachers to Become Lifelong Learners: Exploring Effective Educational Strategies of Critical Teacher Educators. University of Windsor Tri-Success Grant Program. ($5,000.00)
Holloway, S. M. (Principal Investigator) & Greig, C. J. (Co-investigator). ( (2009-2010). A Preliminary Critical Investigation into the Intermediate and Secondary English Classroom: Exploring Teachers Self-Regulatory Practices of Censorship. University of Windsor Humanities and Social Science Research Grant. ($5,000.00)
Research Interests
- Multiliteracies
- Adult education
- critical literacy
- multimodal literacies
- content area literacy
- critical theory
- feminist theory
- socio-cultural approaches to second language acquisition theory
- Canadian literature
Courses Taught
Pre-Service Courses
- EDUC5356 English Methodology (I/S) (Year 1 & Year 2)
- EDUC5437 Windsor Underground Railroad Initiative (WURI) (P/J and I/S)
- EDUC5334 Language Across the Curriculum (I/S)
- EDUC5209 Critical Analysis of Social, Global & Cultural Issues (J/I and I/S)
- EDUC5324 Language Arts (J/I)
Graduate Courses
- EDUC8910 Introduction to Adult Education
- EDUC5565 Sociological Aspects of Education
- EDUC5540 Language, Culture, and Society
- EDUC5556 Approaches to Literacy Development
- EDUC5539 Second Language Teaching
- EDUC5557 English Language Arts for Secondary Teacher
Publications
PUBLICATIONS (Refereed Journal Articles)
* = Graduate Student
R = Refereed
R Gouthro, P. A. & Holloway, S. M. (2023). Critical social theory, inclusion, and a pedagogy of hope: Considering the future of adult education and lifelong learning. European Journal for Research on the Education and Learning of Adults (RELA), 14(3), 325-341. https://doi.org/10.3384/rela.2000-7426.4662
R Holloway, S. M. (2021). The multiliteracies project: Preservice and graduate students learning through design in diverse content areas. Pedagogies: An International Journal, 16(3), 307-325. https://doi.org/10.1080/1554480X.2020.1787172
R Holloway, S. M., & Gouthro, P. A. (2020). Using a multiliteracies approach to foster critical and creative pedagogies for adult learners. Journal of Adult and Continuing Education, 26(2), 203-220. https://doi.org/10.1177/1477971420913912
R Gouthro, P. A., & Holloway, S. M. (2018). Learning to be critically reflective: exploring fiction writing and adult learning. Studies in Continuing Education, 40(2), 133–148. https://doi.org/10.1080/0158037X.2017.1415875
R Greig, C. J., & Holloway, S. M. (2016). A Foucauldian analysis of literary text selection practices and educational policies in Ontario, Canada. Discourse (Abingdon, England), 37(3), 397–410. https://doi.org/10.1080/01596306.2015.1043239
R Holloway, S. M., & Gouthro, P. A. (2014). A Foucauldian analysis: Adult education and publishing Canadian fiction in a globalized context. RELA: The European Journal for Research on the Education of Learning of Adults, 5(1), 81-96. https://doi.org/10.3384/rela.2000-7426.201351
R Gouthro, P. A., & Holloway, S. M. (2013). Reclaiming the radical: Using fiction to explore adult learning connected to citizenship, Studies in the Education of Adults, 45(1): 41-56. https://doi.org/10.1080/02660830.2013.11661640
R Gouthro, P. A. & Holloway, S. M. (2013). Preparing teachers to become lifelong learners: Exploring the use of fiction to develop multiliteracies and critical thinking. Special Issue of Language and Literacy, 15(3): 50-68.
R Holloway, S. M. (2012). Visual literacies and multiliteracies: An ecology arts-based pedagogical model. Language and Literacy, 14(3), 150-168.
R Holloway, S. M. (2011). Literature circles: Encouraging critical literacy, dual language reading, and multi-modal approaches. English Quarterly, 42(3-4), 21-35.
R Holloway, S. M. & Greig, C. J. (2011). Literary text selections in secondary school classrooms: Exploring the Practices of English Teachers as Agents of Change. Brock Education: A Journal of Educational Research and Practice, 20(2), 25-42. https://doi.org/10.26522/brocked.v20i2.168
R Holloway, S. M., & Gouthro, P. A. (2011). Teaching resistant novice educators to be critically reflective. Discourse: Studies in the Cultural Politics of Education, 32(1), 29-41. 29-41. https://doi.org/10.1080/01596306.2011.537069
R Holloway, S. M., & Salinitri, G. (2010). Investigating teacher candidates’ mentoring of students at risk of academic failure: A Canadian experiential field model. Mentoring & Tutoring: Partnership in Learning, 18(4), 383-403. https://doi.org/10.1080/13611267.2010.511847
R Holloway, S. M. (2009). Using literature in adult learning contexts to address contentious issues of race, culture, power, and privilege. Transformative Dialogues: Teaching and Learning Journal, 2(3),1-24.
PUBLICATIONS (Refereed Book Chapters)
PUBLICATIONS (Refereed Conference Proceedings)
R Holloway, S. M. & Gouthro, P. A. (2023). Creative curriculum for adult learning community through multiliteracies. CASAE: Canadian Association for the Study of Adult Education Conference. Ontario Institute for Studies in (OISE), University of Toronto, Toronto, Ontario. pp. 131-136.
R Holloway, S. M., & Gouthro, P.A. (2022). Using a multiliteracies framework to explore adult literacy practices through arts-based learning organizations. ESREA: European Society for Research on the Education of Adults Tri-Annual Conference, University of Milano Bicocca, Milan, Italy. Ledizioni Press. p.p. 213-218.
R Gouthro, P. A, & Holloway, S. M. (2022). Critical social theory and the ontology of hope: Implications for the future of adult education. ESREA: European Society for Research on the Education of Adults Tri-Annual Conference, University of Milano Bicocca, Italy. Ledizioni Press. p.p. 207-212.
PUBLICATIONS (Refereed Book Chapters)
R Holloway, S. M., & Williams, J. (2017). Introducing literary theory to students using a multiliteracies theoretical framework: An example of theory to practice. In K. Magro & J. Jones (Eds.), New Voice and Vision in Literacy Learning: Encouraging Transformative Learning. Descartes University, Paris and The University of Ulm, Germany: International Centre for Innovation in Education.
R Gouthro, P. A., & Holloway, S. M. (2015). Feminism and femininities: Learning gender through fiction. Clover, D.E., Butterwick, S. Chovanec, D. & Collins, L. Women, adult education and leadership in Canada. (p.p. 245- 255). Canadian Women’s Scholars Press.
R Greig, C. J., & Holloway, S. M. (2012). Canadian manhood in ‘crisis’?: Gender, justice and the politics of masculinities. In C. Greig & W. Martino (Eds.), Canadian men and masculinities: Historical and contemporary perspectives. (p.p.119-138). Canadian Scholar Press.
PUBLICATIONS (Book Reviews)
Holloway, S.M. (2015,). Book Review: Feminist History in Canada [Review of the book Feminist History in Canada: New Essays on Women, Gender, Work, and Nation, edited by Carstairs, C. & Janovicek, N.]. The Canadian Journal for the Study of Adult Education, 27(2), 123-125.
PUBLICATIONS (Professional Journals)
Holloway, S. M. (Invited. 2023, March 17). Canadian educators using multiliteracies pedagogies to teach L2 adult learner immigrants. International Associate of Teachers as a Foreign Language (IATEFL) English to Speakers of Other Languages (ESOL) ESOL Matters Newsletter. p.p. 4-8.
Holloway, S. M., & Stagg Peterson, S. (2022, May 31). Why Ontario’s ‘Right to Read Inquiry’ needs to broaden its inquiry. The Conversation. https://theconversation.com/why-ontarios-right-to-read-inquiry-needs-to-broaden-its-recommendations-182378
Holloway, S. M., & Gouthro, P. A. (Invited, 2022). https://unbound.upcea.edu/current-issue
Holloway, S. M., & Pizzuto, G. (2021). Multiliteracies in a biology classroom. Canadian Teacher Magazine, 10-11 https://canadianteachermagazine.com/tag/2021-winter-issue/
Holloway, S. M., & Qaisi, R.*(2021). Inclusive education supported through multiliteracies pedagogy. Promising Practices, Research, Teaching: Education Canada magazine. EdCan Network. https://www.edcan.ca/articles/inclusive-education-supported-through-multiliteracies-pedagogy/
Holloway, S. M. (2014, editorial invited publication; revised version of earlier peer reviewed publication). Visual literacies and multiliteracies: An ecology arts-based pedagogical model. Fine Print, 37(2),13-16.
Holloway, S. M. (2014). Kudos to Congress for childcare. [Letter to the editor]. Federation for the Humanities and Social Sciences Congress website. Editorial invitation to republish this letter in the Canadian Association of University Teachers Bulletin, 61(7).
Education
PhD., University of Manitoba
B.Ed., University of Toronto
M.A., University of Manitoba
B.A., Trent University
Current PhD Supervision
Rasha Qaisi (Comprehensive Portfolio in progress.)
Graduated M.Ed. Thesis Supervision (Supervisor)
Chen, Siyu. (2023.). Music as a bridge to literacy and multiliteracies development for Second Language Learners. Faculty of Education. University of Windsor. Windsor, Ontario, Canada.
Mohiti Asli, Yalda. (2018). Developing a multiliteracies pedagogy in mature female English language learners in Iran. Faculty of Education. University of Windsor. Windsor, Ontario, Canada.
Qaisi, Rasha. (2021). Linguistic and cultural diversity: Examining support for English Language Learners in Canada through multiliteracies and sociocultural theories for teaching and learning. Faculty of Education. University of Windsor. Windsor, Ontario, Canada.
Bruyere, Justine. (2010). (Co-Supervisor with Dr. Kara Smith.) Contributing a verse: Drama as a pathway towards curricular engagement for elementary teachers and students. Faculty of Education, University of Windsor, Windsor, Ontario.
Graduated M.Ed. Major Paper Students
Laboni, Nurun Nahar. (2021). Multiliteracies Pedagogy in Second Language Learning: Examining How Canadian Elementary ESL Classrooms Can Empower Diverse English Language Learners. Faculty of Education, University of Windsor, Windsor, Ontario.
Ma, Simin. (2018). Teaching English as a Foreign Language (EFL) Learners in China through a Multiliteracies Theoretical Framework using Picture Books. Faculty of Education, University of Windsor, Windsor, Ontario.
Bajic, Beka. (2017). Inclusion in French immersion programs: Allophone student attrition from French immersion programs in southwestern Ontario. Faculty of Education, University of Windsor, Windsor, Ontario.
Wang, Yiding. (2017). Addressing interlanguage fossilization in China’s English as an Additional Language Learners. Faculty of Education, University of Windsor, Windsor, Ontario.