Master of Arts (M.A.) in

Literacy

Strengthen learning outcomes with evidence-based, inclusive reading and writing strategies!

Online Designed for Working Educators * Two Years

Reduced Tuition

^$264_/mo

*if using financial aid

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Why Choose the M.A. in Literacy at USJ?

Study from anywhere while staying connected to a supportive peer group.

Just one evening per week—built for working educators.

Focused, fast-paced, and designed for immediate classroom application.

Learn how to use emerging technologies to help support students in the classroom.

Deepen impact with inclusive, research-informed strategies.

Finish in 2 years—without stepping away from your classroom.

Transformative Learning for Today’s Classrooms

The Master of Arts in Literacy at the University of Saint Joseph is designed for K–12 educators who want to strengthen their expertise in assessing and teaching reading and writing across content areas across grade levels. The live, fully online synchronous program format includes convenient asynchronous activities to promote reading, reflection, design and classroom tryouts of research-based strategies for strengthening literacy skills. The cohort model offers educators opportunities to work collaboratively to analyze current research, integrate emerging technologies, and to create instructional applications that engage diverse learners, support struggling readers, and promote equity through culturally responsive literacy practices.

The program emphasizes diagnostic assessment, technology-infused, differentiated instruction, and the strategic use of reading and writing to support learning in all subject areas. Educators also develop as teacher-researchers—designing and implementing literacy intervention plans grounded in student data and current theory.

Topics include critical literacy, writing instruction, multilingual learners, and the integration of multicultural literature and digital tools into daily practice. Educators emerge with the skills and confidence to support every student in becoming a capable, motivated reader and writer.

Program Design

Built for working educators, this fully online program combines the flexibility of asynchronous learning with the richness of live, weekly online sessions that promote collaboration and real-time engagement.

Follows a cohort model for peer support and community
Courses are offered in eight-week blocks, one at a time
Live class sessions meet one evening per week from 4:45 PM – 8:45 PM
Program can be completed in approximately two years

Prerequisites

To apply, students must:

Hold a bachelor’s degree from a regionally accredited institution (minimum GPA of 2.5)
Have access to a classroom and students throughout the program to support field study and application of course content.

What You’ll Learn

Apply diagnostic tools to assess reading and writing development
Design and implement interventions for struggling readers and writers
Use multicultural and multilingual texts to support inclusive instruction
Integrate technology tools and resources to engage and support learners
Develop student-centered literacy practices grounded in research
Conduct classroom-based action research to improve student outcomes

Degree Requirements and Career Outcomes

To earn the Master of Arts in Literacy, students must successfully complete all required courses and a course-embedded capstone project.

This is a non-certification, non-licensure, and non-endorsement program.

Plan of Study

Course	Title		Hours
EDUC 518	The Writing Process Students evaluate, collaborate and redevelop a writing process curriculum to meet the needs of current and future learners and new curricular requirements. Project-based fieldwork is required where the writing standards of the Common Core and the International Reading Association/ National Council of Teachers of English are being used.		3
EDUC 573	Content Area Literacy in Elementary Schools An in-depth study of the language, cognitive and social processes of reading and writing in the context of the subjects commonly taught in elementary schools.		3
EDUC 584	Integrating Technology and Literacy Provides teachers with a variety of ways that technology can promote the development of critical reading, effective writing, media literacy, conventions of Standard English, and literacy assessment.		3
EDUC 582	Multicultural Literature for Children and Adolescents This course combines a critical analysis of multicultural literary and informational texts with the art of involving readers in literacy practices that promote gender, racial and ethnic social justice. Students evaluate and redevelop multicultural literature in the curriculum as they collaborate to meet the diverse needs of current and future learners.		3
EDUC 535	Multilingualism and Multilingual Learners This course focuses on developing academic, subject rich literacy in K-12 students who are not native speakers of English.		3
EDUC 526	Diagnosis and Remediation in Language Arts Reading and language arts evaluations for students needing to be diagnosed with reading or language arts problems. A total literacy assessment perspective identifies the strengths and weaknesses of students, guides students in the improvement of their learning and supports teachers in the improvement of instruction.		3
EDUC 511	Educational Issues: Contemporary and Historical Perspectives Examines the philosophical, historical and social foundations of education in contemporary society. Explores a wide range of curriculum and policy issues influencing the major debates in the profession.		3
EDUC 538	Critical Literacy This course analyzes language patterns that promote particular ideologies about power and oppression based on race, class, gender, diverse cultures, and socioeconomic factors. The course empowers candidates to focus on becoming agents of change as they create instructional and assessment strategies to use within their professional settings.		3
EDUC 515	Action Research in Literacy Using a teacher- researcher model, students examine literacy in their community/school/classroom to conceive, design, field test, analyze, write up and implement an original research project to make a difference.		3
EDUC 537	Reflective Practitioner (Capstone)* A systematic and critical self-evaluation of the elements of teaching: instructional goals and Objectives, unit and lesson planning, teaching strategies and models, adaptations for special needs learn classroom management and student assessment.		3
Total Credit Hours:		30

Please Note:
*Master’s Capstone Project Included
The courses for this program may be offered in a different order. This list should not be considered the finalized course sequence.

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What Teachers Are Saying

"Obtaining my master’s degree in curriculum and instruction has led me to use a different lens when planning lessons, as well as dissecting the purpose of assessment. I’ve become more critical of how I assess students, as well as how I use that data in my classroom. I feel my opportunities are much more diverse now that I have this degree and experience from University of Saint Joseph."

"From my experience with the University of Saint Joseph, I found the professors were able to give assignments that built upon the work we would already need to do. Many times, professors were able to adjust their plans to fit the needs of the cohort."

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M.A. in Literacy