Ph.D. (2014), Curriculum Studies with a focus on literacy. Western University. Faculty of Education
Dissertation: Multimodal literacy learning opportunities in one grade six classroom: Possibilities and constraints.
M.Ed. Hons. (1995), Curriculum and Instruction. Calvin College, Grand Rapids, MI
Thesis: Using mental imagery strategies to improve reading comprehension in elementary students.
B.Ed. (1992), (K-8) with a major in music, Calvin College, Grand Rapids, MI
- Multiliteracies in Education (PJI) (EDU-322)
- Teaching the Arts: Drama, Music, and Visual Art (PJ) (EDU-332)
- Teaching the Arts: Visual Art, Drama, and Music (JI) (EDU-333)
- Curriculum Foundations (EDU-414)
- Engaging Literacy in the Junior Grades (JI) (EDU-423)
- Engaging Literacy in the Intermediate Grades (JI) (EDU-424)
- Professional Teaching Seminar and Reflective Practice (EDU-488)
- Practicum II, Primary/Junior (EDU-490)
- Practicum II, Junior/Intermediate (EDU-491)
- Practicum III, Primary/Junior (EDU-492)
- Practicum III, Junior/Intermediate (EDU-493)
- Teaching Practice: Classroom Management (EDU-415)
- Practicum IV, Primary/Junior (EDU-494)
- Practicum IV, Junior/Intermediate (EDU-495)
In addition to my teaching responsibilities, I enjoy research topics that have to do with multiliteracies and curriculum. I have been doing research with visual journals in higher education, multiliteracies practices with education alumni, visual journals in content area literacy, and multiliteracies in Ontario Social Studies curriculum. In these areas I look at a more holistic approach to learning and the supporting pedagogical knowledge and content knowledge that reinforce effective teaching and learning across all disciplines. I believe these understandings not only support and embody a Christian worldview, they also honour those who are uniquely positioned to contribute to and interpret the world around them. When I am not working I enjoy reading, camping, travelling and seeing the beauty of creation, playing piano, and of course, spending time with my fabulous family!
- Multimodal Pedagogical Knowledge (MPK)
- Holistic approaches to literacy (and learning in general)
- Teaching and assessment of multimodal texts (including skills, ability, and creativity)
- Undergraduate teacher education programs and New Literacy Practices as seen through a Christian worldview
- Integration of Multimodal Literacy Learning across subject areas
- “Classroom Curriculum” – how it can be responsive to students
- Making meaning as a community of practice
Current research projects: investigating how pre-service teachers’ conceptions of literacy may be impacted by the affordances of multimodal literacy (print and non-print modes of communication) through the use of journaling; investigating how first-year teachers implement and assess a pedagogy of multiliteracies within their teaching and how a Christian worldview impacts these possibilities.
Loerts, T., & Belcher, C. (2019). Developing visual literacy competencies while learning course content through visual journaling: teacher candidate perspectives. Journal of Visual Literacy, 38(1-2), 46-65. DOI: 10.1080/1051144X2018.1564603. https://www.tandfonline.com/eprint/Qp4722ThSxqBriI5MrK9/full?target=10.1080/1051144X.2018.1564603
Loerts, T., & Heydon, R. (2016). Multimodal literacy learning opportunities within a grade six classroom literacy curriculum: Constraints and enablers. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 1-14. http://www.tandfonline.com/doi/abs/10.1080/03004279.2016.1139608
Loerts, T., & Belcher, C. (2015). Engaging multiliteracies learning.Literacy Information and Computer Education Journal (LICEJ), 6(4), 2094-2102. http://infonomics-society.org/wp-content/uploads/licej/published-papers/volume-6-2015/Engaging-Multiliteracies-Learning.pdf
Loerts, T., & Belcher, C. (2015, June). Pre-Service and In-Service Teacher’s Conceptions of Literacy: Continuing the Journey into Multiliteracies. In C. Shoniregun& G. Akmayeva (Eds.), CICE-2015. Published Conference Proceedings from the Canada International Conference on Education, University of Toronto: Mississauga, (pp. 351-354). Toronto, ON: Infonomics Society.
Papers Presented at Academic Conferences (Selected)
Loerts, T. (May, 2018). Multimodal assemblages: Diversity and disruptions for one teacher candidate’s literacy journey. Paper presented at the Pre-CSSE annual conference of the Language and Literacy Researchers of Canada. Annual Conference, University of Regina, Regina, SK
Loerts, T. (May, 2018). “Literacy can be lived!” Transformative, multimodal responses to learning in higher education. Paper presented at the Canadian Society for the Study of Education. Annual Conference, University of Regina, Regina, SK
Loerts, T. & Belcher, C. (May, 2017). Beyond what is known: Pushing the limits to engage in visual literacy learning in higher education. Paper presented at the Canadian Society for the Study of Education. Annual Conference, Ryerson University, Toronto, ON.
Loerts, T. & Belcher, C. (June, 2016). Learning about visual literacy through journaling: Undergraduate Teaching Perspectives. Paper presented at the Canadian Society for the Study of Education. Annual Conference, University of Calgary, Calgary, AB.
Loerts, T., & Belcher, C. (2015, June). Pre-service and in-service teacher’s conceptions of literacy: Continuing the journey into multiliteracies learning. Paper presented at the Canada International Conference on Education. University of Toronto, Toronto, ON
Loerts, T., & Belcher, C. (2015, May). Knowing, representing, and learning through visual journals: Communities of learners in undergraduate teacher-education. Paper presented at the Pre-CSSE annual conference of the Language and Literacy Researchers of Canada, Ottawa, ON.
Loerts, T. (2014, June). Classroom curriculum: Constraints on multimodal literacy learning opportunities within the context of high-stakes testing in Ontario. Paper presented at the Canadian Society for the Study of Education. Brock University, St. Catharines, ON.
Loerts, T. (2014, May). “Does it have to be real?” Negotiating boundaries for what counts as teaching and learning. Paper presented at the Pre-CSSE conference of the Language and Literacy Researchers of Canada. Brock University, St. Catharines, ON.
Canadian Society for Studies in Education
Language and Literacy Researchers of Canada
Royal Conservatory of Music
International Literacy Association