Office Phone: (575) 646-1758
Fax: (575) 646-5436
P.O. Box 30001
Las Cruces, NM 88003-8001
O’Donnell Hall Room 200C
Rick Marlatt is Assistant Professor of Curriculum and Instruction in Secondary English Language Arts Education at New Mexico State University. He received graduate degrees from the University of California, Riverside and the University of Nebraska-Lincoln and is an interdisciplinary scholar studying the intersectionality of literacy, language, and culture. His work bridges the fields of English education, creative writing, literacy, technology, literature, and cultural studies. His recent interests include the promotion of critical digital pedagogy for English teachers, incorporation of poetry writing into secondary teacher education courses, and the implementation of video games to enhance literature study for high school students. His most recent work appears in Anthropology & Education Quarterly, Journal of Adolescent & Adult Literacy, and the International Journal of Teaching and Learning in Higher Education. In addition to sharing his research in publications and at conferences, he is 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. He regularly publishes works of literary criticism and has also earned film credits for screenwriting and art direction. He lives in Las Cruces, New Mexico.
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
Dr. Marlatt is an interdisciplinary scholar interested in the intersections of literacy, language, culture, education.
Areas of Scholarly Interest
- English Education: secondary English/language arts and literacy education; English teacher preparation; equity-driven literacy settings; inclusive pedagogy.
- New Literacies: critical digital pedagogy; 21st Century literature study; innovative and constructive technology integration; digital literacy practices; sociocultural approaches.
- Interdisciplinary Writing: multi-genre pedagogy, theory, and practice; creative writing; using autobiographical writing in teacher education; curricular implementation of storytelling.
Marlatt, R. (accepted, 2018). This is what we do: Emphasizing discipline-specific literacy practices in teacher education. Journal of Language & Literacy Education.
Marlatt, R. (accepted, 2018). TodaysMeet and literary analysis: Navigating human connections in digital spaces. Journal of Literacy and Technology.
Marlatt, R. (accepted, 2018). Get in the game: Promoting justice through digitized literature study. Multicultural Perspectives.
Marlatt, R. (accepted, 2018). I didn’t say Macbeth; it was my Google doc: A secondary English case study of redefining learning in the 21st Century. E-learning and Digital Media.
Marlatt, R., & Cibils, L. (accepted, 2018). Poets with a purpose: Using autobiographical writing to engage pre-service teachers. International Journal of Teaching and Learning in Higher Education.
Marlatt, R. (2018). Literary analysis using Minecraft: An Asian American youth crafts her literacy identity. Journal of Adolescent & Adult Literacy. doi: 10.1002/jaal.747
Marlatt, R. (2017). Sunrise Observation. Anthropology & Education Quarterly 48(2), 194-195. doi: 10.1111/aeq.12193
Tompkins, D., Brundy, C., Marlatt, R., & Yu, F. (2013). Faculty perceptions of course redesign. The Nebraska Educator, 8(1).