David Bloome (Inducted 2008)

EHE Distinguished Professor of Teaching and Learning, Associate Dean for Faculty Affairs, Department of Teaching and Learning, College of Education and Human Ecology
The Ohio State University


bloome.1 [at] osu.edu

Mailing Address: 

College of Education and Human Ecology, The Ohio State University, 225 Ramseyer Hall, Columbus, Ohio 43210

Curriculum Vitae: 

Biographical Statement

David Bloome is EHE Distinguished Professor of Teaching and Learning in the Department of Teaching and Learning of The Ohio State University College of Education and Human Ecology.  He also holds the position of Associate Dean for Faculty Affairs in the College of Education and Human Ecology.  Bloome’s research focuses on how people use spoken and written language for learning in classroom and non-classroom settings, and how people use language to create and maintain social relationships, to construct knowledge, and to create communities, social institutions, and shared histories and futures.  Building on sociolinguistic, anthropological, and cognitive perspectives of language and literacy learning, Bloome’s research focuses on children in preschool, early elementary, middle childhood, and early adolescence.  He is a former president of the National Council of Teachers of English and of the National Conference on Research in Language and Literacy.   He is a former middle school and high school teacher.   He is the director of the Center for Video Ethnography and Discourse Analysis, director of the Columbus Area Writing Project, former co-editor of Reading Research Quarterly, and founding editor of Linguistics and Education: An International Research Journal.  In 2008, Bloome was inducted into the Reading Hall of Fame.  He has co-authored and co-edited numerous books on language and literacy in education, and has authored or co-authored numerous journal articles and book chapters.  Bloome’s current scholarship focuses on five areas related to writing and reading education: (1) the social construction of intertextuality as part of the reading, writing, and learning processes, (2) discourse analysis as a means for understanding reading, writing, and literacy events in and outside of classrooms, (3) narrative development among young children as a foundation for learning and literacy development in schools, (4) students as researchers and ethnographers of their own communities, and (5) the teaching and learning of argumentative writing.