Dr. Danielle Lillge
Associate Professor
English
Office
STV Stevenson Hall 340
Office Hours
Spring 2025 | ENG 194: Wed., 8:00-9:30 AM; or by appointment
| ENG 436: Mon., 8-8:30 PM (Zoom); Tues., 8:30-9 PM (Zoom); or by appointment
| ENG 436: Mon., 8-8:30 PM (Zoom); Tues., 8:30-9 PM (Zoom); or by appointment
Office Phone
Email
- About
- Education
- Awards & Honors
- Research
Current Courses
409.091The Writing Project
499.009Independent Research For The Master's Thesis
400.004Independent Study
194.001Introduction to English Education
194.003Introduction to English Education
295.001Teaching Literature & Writing In The Middle School
436.001Theories of Socially Just ELA Instruction
436.091Theories of Socially Just ELA Instruction
Teaching Interests & Areas
pedagogy, methods, teacher research
Research Interests & Areas
professional development, secondary English teacher education, literacy, facilitation, interactional ethnography, qualitative methods
PhD English and Education
University of Michigan
Ann Arbor
MA English Education
University of Michigan
Ann Arbor
BA English
St. Norbert College
DePere, WI
Outstanding College Service Award in the Humanities Division
College of Arts & Sciences, Illinois State University
2023
Exceptional Teacher of the Year Award - Assistant Professor
Department of English, Illinois State University
2020
Outstanding New Faculty Academic Advising Award
National Academic Advising Association
2018
Book, Authored
Lillge, D. (2022). Pursuing social justice in ELA: A framework for negotiating the challenges of teaching. Routledge.
Wessling, S. B., Lillge, D., & VanKooten, C. (2011). Supporting students in a time of Core Standards: English language arts, grades 9-12. National Council of Teachers of English.
Journal Article
Lillge, D. (2021). Facilitation literacy: Circulating power in professional learning conversations with teacher colleagues. Journal of Adolescent & Adult Literacy, 64(4), 399-407. https://doi.org/10.1002/jaal.1106
Lillge, D., & Knowles, A. (2020). Sticking points: Sites for developing capacity to enact socially just instruction. Teaching and Teacher Education, 94, Article 103098. https://doi.org/10.1016/j.tate.2020.103098
Lillge, D. (2019). Improving professional development relationships that support teacher learning. English Teaching: Practice & Critique, 18(3), 365-381. https://doi.org/10.1108/ETPC-12-2018-0121
Lillge, D. (2019). Uncovering conflict: Why teachers struggle to apply professional development learning about the teaching of writing. Research in the Teaching of English, 53(4), 340-362.
Lillge, D., & Crane, A. U. (2019). Embracing uncertainty: When inquiry drives the reading conference. Voices from the Middle, 26(3), 31-34.
Presentations
Lillge, D. (accepted for 2025, April). Overcoming the Negative Effects of Evaluation in Teaching: Teacher-Researchers’ Learning to Assess as Inquiry [Paper session]. American Educational Research Association, Denver, CO, United States.
Lillge, D., Adkins, K. (2024, November). Locally Developed and Responsive Asset-Based Assessment: Tools for Strategically Working Within and Against the Status Quo [Conference session]. National Council of Teachers of English, Boston, MA, United States.
Lillge, D., Armas, R., Adkins, K., Magee, J., Dziedzic, M., Orum, B., & Atwood, R. (2024, November). Coming Together in Solidarity During Contentious Times: Teacher Action Research, a Pathway for Sustainable Change in Teaching for Justice [Conference panel]. National Council of Teachers of English, Boston, MA, United States.
Lillge, D., Maney-Magnuson, S., & Vogel, B. (2024, November). Nurturing Field-Based, Community Partnerships: Exploring Equitable, Generative Dissonance as Sites of Learning for All [Conference panel]. National Council of Teachers of English, Boston, MA, United States.