About Victoria Ridgeway Gillis / Director, CEALL

Victoria Ridgeway Gillis is currently a Professor in Clemson University's College of Health, Education and Human Development and focuses her research on computer mediated communication for teacher education, adolescent literacy, popular culture and adolescent literacy and learning and reading comprehension, particularly of scientific text. She is a Faculty Fellow for the Consortium for Advancing Interdisciplinary Research on Human Opportunity. She is also the Director of the South Carolina Center of Excellence for Adolescent Literacy and Learning (CEALL).

Office: 409C Tillman Hall
Clemson University
Clemson, SC 29634-0708
Phone: 864-656-5128
Website: http://www.clemson.edu/~rvictor
E-mail: rvictor@clemson.edu

View Victoria's current Curriculum Vita. (Word format)

About Kathy Headley / Research Director, CEALL

Kathy Headley is Associate Dean for Research and Graduate Programs in the College of Health, Education and Human Development at Clemson University. Prior to coming to Clemson University, she completed her doctorate in reading at Auburn University where she taught undergraduate courses in reading instruction and learning strategies and supported the reading clinic.

Dr. Headley began her career as an elementary classroom teacher and reading specialist in two Georgia locations: Bowdon and Loganville. She has published articles on children's and adolescents' literature in journals such as The Reading Teacher and The ALAN Review.

She served as the South Carolina State Council of the International Reading Association's 1993-94 President and as IRA State Coordinator, 1997-2006. Currently, Dr. Headley is co-editor of Reading Recovery’s Literacy Teaching and Learning and serves as a review board member for IRA's journal, The Reading Teacher. Having chaired several committees for the International Reading Association, she is currently a member of IRA's Adolescent Literacy Committee.

Dr. Headley’s research interests are literature and writing as related to reader response and strategies for content area literacy. Technology and distance education are additional areas of interest as a means for teaching and learning in literacy education.