Dr. Wanda M. Brooks coordinates all of the middle grades teacher certification programs in the College (including the Temple teacher residency). She teaches courses related to literacy theories, research and instruction as well as qualitative research methods. Her research interests fall into two complementary areas. First, to better understand how readers develop literary understandings, she examines the written and oral responses of African American young adolescents to diverse children’s and young adult books. Second, she carries out content analyses of African diaspora literature for youth to further situate and solidify these kinds of texts as representative of a developing literary tradition. She has published in journals such as Reading Research Quarterly, Research in the Teaching of English, Children’s Literature in Education, the Urban Review and The English Journal. Currently, Dr. Brooks serves as a co-editor for the Language Arts journal and was recently elected as a board member for the Literacy Research Association. Before taking a university level faculty position, she taught middle grades language arts in several east coast public schools.

Courses Taught




EDUC 5262

Introduction to Qualitative Research


EDUC 8278

Found Theor Res Reading


MGRE 5102

Reading and Writing in the Middle Grades


Selected Publications

  • Brooks, W.M., Browne, S., & Meirson, T. (2018). Reading, Sharing, and Experiencing Literary/Lived Narratives About Contemporary Racism. Urban Education. doi: 10.1177/0042085918789733

  • Brooks, W. & Cueto, D. (2018). Contemplating and extending the scholarship on children’s and young adult literature. Journal of Literacy Research, 50(1), pp. 9-30. doi: 10.1177/1086296X18754394

  • Brooks, W.M. (2016). "Having something of their own": Passing on a counter-story about family bonds, racism, and land ownership. In Critical Content Analysis of Children's and Young Adult Literature: Reframing Perspective (pp. 77-91). doi: 10.4324/9781315651927

  • Brooks, W.M. & McNair, J.C. (2015). “Combing” Through Representations of Black Girls’ Hair in African American Children’s Literature. Children's Literature in Education, 46(3), pp. 296-307. doi: 10.1007/s10583-014-9235-x

  • Brooks, W. & McNair, J. (2015). Expanding the Canon: Classic African American Young Adult Literature. The ALAN Review, 42(2), pp. 15-23. Virginia Tech Libraries. doi: 10.21061/alan.v42i2.a.2

  • Leonard, J., Moore, C.M., & Brooks, W. (2014). Multicultural children’s literature as a context for teaching mathematics for cultural relevance in urban schools. Urban Review, 46(3), pp. 325-348. doi: 10.1007/s11256-013-0264-3