Dr. Rick Marlatt, Professor of curriculum and instruction in language, literacy, and culture, currently serves as Director of the School of Teacher Preparation, Administration, and Leadership within the College of Health, Education, and Social Transformation at New Mexico State University. He received Digital Learning's Leading the Way Award in 2020, was nominated for the Patricia Christmore Teaching Award in 2019, and received the College of Education’s Emerging Scholar Award in 2018. Marlatt received his MFA from the University of California, Riverside and his Ph.D. from the University of Nebraska-Lincoln. His work bridges the fields of English education, creative writing, digital literacies, literature study, and sociocultural theory. His recent interests include the cultivation of critical digital pedagogy in secondary English, incorporation of poetry writing into preservice teacher education, and the implementation of video games and virtual reality technology to enhance adolescent literature study and literacy identities. His most recent work appears in English Education, Research in the Teaching of English, English Journal, Journal of Education, Journal of Adolescent & Adult Literacy, and Action in Teacher Education. He is also the author of three poetry collections: November Father, from Finishing Line Press; Desired Altitude. He is also the author of three poetry collections: November Father, from Finishing Line Press; Desired Altitude, winner of the Standing Rock Cultural Arts Poetry Award, and How We Fall Apart, winner of the Seven Circle Press Poetry Award. His latest co-edited book, Teaching for Equity, Justice, and Antiracism with Digital Literacy Practices, is forthcoming from Taylor & Francis in 2023. He has been a faculty member at NMSU since 2017.
Education
Ph.D. University of Nebraska-Lincoln
M.F.A. University of California, Riverside
M.A. University of Nebraska at Kearney
B.A. University of Nebraska at Kearney
Scholarly Areas of Interest
As a literacy researcher and educator, I pursue an interdisciplinary program of research through critical, sociocultural perspectives of the intersections of education, literacy, and culture, organized within the following five strands of scholarship: 1) Enhancing and diversifying New Mexico's teacher education pipeline through inclusivity and access; 1) Positioning digital literacies to promote justice-driven opportunities inclusive of sociocultural contexts in preservice and secondary English language arts education; 3) Investigating the implementation of multicultural, multi-genre literature study to develop critical literacies and cultural competency among secondary learners; 4) Reimagining K-20 educative spaces through humanities-based approaches that account for participants’ individualities and personalized experiences; and 5) Integrating creative writing practices into teacher education settings to empower preservice teachers toward identity exploration and the cultivation of critical pedagogy.
