Scott Storm

Scott Storm is an education scholar who investigates the social and cultural construction of literacies and adolescence. In particular, Professor Storm traces how reading and writing practices intersect with race, class, gender, sexuality, and language varieties in ways that reinforce or contest inequalities. As an education scholar, he draws on his transdisciplinary training in linguistic anthropology, sociology, statistics and machine learning, literary studies, and queer studies to critically investigate how people use language and discourse in social life.

Professor Storm has fifteen years’ experience as a high school English teacher, including in co-founding, designing, and sustaining urban public high schools. Informed by these experiences, his research is motivated by an urgency to create social justice-driven learning ecologies for all students. As such, Professor Storm’s research agenda coalesces around two major lines of inquiry: 1) studies of the asset-based ways people interpret and compose texts in systems of unequal power and 2) employing findings from this first area of research to reimagine and transform educational spaces toward social justice through design-based research projects.

Professor Storm uses diverse research methodologies across qualitative, quantitative, interpretive, design-based, and participatory traditions. His work has appeared in publications such as Journal of Literacy Research; Equity & Excellence in Education; English Teaching Practice & Critique; Literacy Research & Instruction; Journal of Adolescent & Adult Literacy; Journal of Language and Literacy Education; English Leadership Quarterly; English Journal; Language Arts; Theory, Research, and Action in Urban Education; and Schools: Studies in Education among others. Additionally, Professor Storm and a colleague have a forthcoming book focused on social justice approaches to transforming literacy learning from Myers Education Press.