Dr. Danielle Lillge
Associate Professor
Office
STV Stevenson Hall 340
Office Hours
Spring 2026 | Wed., 2:00-3:30; Tues., 5:15-6:15 (Zoom for ENG 438); or by appointment
Office Phone
Email
- About
- Education
- Awards & Honors
- Selected Research
Current Courses
ENG 409.001 The Writing Project
ENG 438.001 Assessing and Analyzing Diverse Student Literacy Data
ENG 435.001 Critical Conversations in the Teaching of English
ENG 435.004 Critical Conversations in the Teaching of English
ENG 499.009 Independent Research For The Master's Thesis
ENG 287.001 Independent Study
ENG 194.001 Introduction to English Education
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
Pursuing social justice in ELA: A framework for negotiating the challenges of teaching
Danielle Lillge.
(2022), Routledge
Supporting students in a time of Core Standards: English language arts, grades 9-12
Lillge Lillge.
(2011)
Journal Article
Facilitation literacy: Circulating power in professional learning conversations with teacher colleagues.
Lillge Lillge.
Journal of Adolescent & Adult Literacy, 64 (4), 399-407, (2021), https://doi.org/10.1002/jaal.1106
Sticking points: Sites for developing capacity to enact socially just instruction
Danielle Lillge, Amy Knowles.
Teaching and Teacher Education, 94 (103098), (2020), 10.1016/j.tate.2020.103098
Embracing uncertainty: When inquiry drives the reading conference
Lillge Lillge, Alison Utley Crane.
Voices from the Middle, 26 (3), 31-34, (2019)
Improving professional development relationships that support teacher learning
Lillge Lillge.
English Teaching: Practice & Critique, 18 (3), 365-381, (2019), https://doi.org/10.1108/ETPC-12-2018-0121
Uncovering conflict: Why teachers struggle to apply professional development learning about the teaching of writing
Danielle Lillge.
Research in the Teaching of English, 53 (4), 340-362, (2019), 10.58680/rte201930142
Launching lessons: Framing our approach to multicultural, multivoiced YA literature
Lillge Lillge, Diana Dominguez.
English Journal, 107 (1), 33-40, (2017)
Contemplating trust in times of uncertainty: Uniting practice and interactional awareness to address ethical dilemmas in English teacher education
Lillge Lillge.
English Education, 47 (1), 80-102, (2014)
Illuminating possibilities: Secondary writing across the curriculum as a resource for navigating Common Core State Standards
Lillge Lillge.
Across the Disciplines, 9 (3), (2012)
Presentations
Overcoming the negative effects of evaluation in teaching: Teacher-researchers’ learning to assess as inquiry
Danielle Lillge.
American Educational Research Association, Denver, CO, April, 2025
Coming Together in Solidarity During Contentious Times: Teacher Action Research, a Pathway for Sustainable Change in Teaching for Justice
Danielle Lillge, Raquel Armas, Kelly Adkins, Jenny Magee, Mark Dziedzic, Bryn Orum, Robin Atwood.
National Council of Teachers of English, Boston, MA, November, 2024
Locally Developed and Responsive Asset-Based Assessment: Tools for Strategically Working Within and Against the Status Quo
Danielle Lillge, Kelly Adkins.
National Council of Teachers of English, Boston, MA, November, 2024
Nurturing Field-Based, Community Partnerships: Exploring Equitable, Generative Dissonance as Sites of Learning for All
Danielle Lillge, Shannon Maney-Magnuson, Brooklyn Vogel.
National Council of Teachers of English, Boston, MA, November, 2024