Research interests: how teachers develop as literacy practitioners. Through her work, she explores questions about critical literacy in K-12 classrooms, classroom discourse, and how identity shapes literacy practice. More recently, she has extended this line of inquiry to generative AI, where she studies how preservice and early-career teachers take up AI tools for planning and instruction, with particular attention to multilingual learners and the critical judgment teachers need to use these tools well.

Shannon M. Kane, Ed.D., is an Assistant Clinical Professor of Literacy in the Department of Teaching, Learning, Policy, and Leadership at the University of Maryland. Her research examines how teachers develop as literacy practitioners. Through her work, she explores questions about critical literacy in K-12 classrooms, classroom discourse, and how identity shapes literacy practice. More recently, she has extended this line of inquiry to generative AI, where she studies how preservice and early-career teachers take up AI tools for planning and instruction, with particular attention to multilingual learners and the critical judgment teachers need to use these tools well. She designed Education in Beta, a new general education course at Maryland on technology, AI, and the future of education. Dr. Kane came to teacher education through international development and the inaugural DC Teaching Fellows cohort, and has worked as a classroom teacher, instructional coach, curriculum developer, and school leader. She holds a doctorate in Reading, Writing, and Literacy from the University of Pennsylvania.

Clinical Practice Fellow, Association of Teacher Educators. Fellowship: Research/Scholarship. (2024-2026)

  • Emerging Scholar Award, Thirty-Third International Conference on Learning, University of Hong Kong (Summer 2026)

  • Excellence in Teaching, College of Education, University of Maryland (AY25-26)

  • Clinical Practice Fellow, Association of Teacher Educators (2024-2026)      

  • Ralph C. Preston Award for Scholarship & Teaching Contributing to Social Justice and Education Equity, Graduate School of Education, University of Pennsylvania (2013)

 

  • de Oliveira, L. C., Jones, L., & Kane, S. M. (Eds.). (forthcoming, 2027). Generative AI in K-12 language and literacy education. Routledge.
  • Jones, L., Kane, S., Morris, S., Peterson, M. (2024). What do we know: Assessment of teaching and learning. In T. Gibbins, E. Beck, and K. VanSlyke-Briggs (Eds.), ReStorying education: Critical perspectives in public education (pp. 84-102). State University of New York Press.
  • Kane, S., & Hiltabidel, J. (2023). Shifting Practices to Empower Teachers and Students: Putting the “Critical” in Language Awareness. In S.L. Finley, P. Correll, C. Pearman & S. Huffman (Eds.), Cultivating Critical Discourse in the Classroom (pp. 20-40). IGI.

Funded Grants & Awards

  • Jones, L, & Kane, S.  2025-2026 $15K Faculty-Student Research Award (FSRA). The Graduate School, University of Maryland. (July 1, 2025- June 30, 2026)

  • Kane, S., "MILEstone Reading Clinic for Hollywood & Kingsford Elementary Schools" Sponsored by Board of Education, Prince George’s County, $253,310.00 (August 1, 2025 – June 30, 2026).

  • Kane, S., "MILEstone Reading Clinic for Hollywood & Kingsford Elementary Schools" Sponsored by Board of Education, Prince George’s County, $248,585.00. (August 1, 2024 – June 30, 2025).

  • Kane, S., "MILEstone Reading Clinic for Hollywood & Kingsford Elementary Schools" Sponsored by Board of Education, Prince George’s County, $247,504.36. (August 1, 2023 – June 30, 2024).

  • University of Maryland, College Park: Teaching and Learning Grant, Bridging Theory & Practice: Leveraging Technology to Create Immersive and Engaging Learning Opportunities for Preservice Elementary Teachers, $42,000, 2023-2024, Co-PIs: Shannon Kane, Loren Jones, Margaret Peterson (University of Maryland)

Submissions

  • Kane, S. (PI), Jones, L. (Co-PI), & Fagan, D. (Co-PI). National Professional Development Program (84.365Z), U.S. Department of Education. "UMD BRIDGE: Building Refined Instruction to Drive Growth for English Learners." $3,889,883.70. (October 2026 – September 2031).

Unfunded Submissions

  • University of Maryland, College Park: Teaching Innovation Grant, CITE: Creative Initiatives in Teacher Education, $6,500, 2026-2027, Co-PIs: Shannon Kane, Margaret Peterson (University of Maryland)

  • Jones, L. (PI), Kane, S. (Co-PI). Spencer Foundation, Large Education Grant. "From Misconception to Critical Integration: Preparing Educators for Generative AI in K–12 Classrooms." Requested: $306,896.55. [Pre-proposal]. (January 2027–December 2029).

  • University of Maryland, College Park: Artificial Intelligence Interdisciplinary Institute at Maryland (AIM) Course Development Grant (Track 2), TLPL 267:  Education in Beta: Navigating an AI & Tech-Powered Future, $10,000, 2026-2027, PI: Shannon Kane, Co-PI: Loren Jones (University of Maryland)

  • University of Maryland, College Park: Do Good Campus Signature Initiative, EdTerps Community Learning Days, $50,000, 2026-2027, PI: Shannon Kane, Co-PI: Loren Jones (University of Maryland)

  • Jones, L. (PI), Kane, S. (Co-PI).   Fund for the Improvement of Postsecondary Education- Special Projects, U.S. Department of Education. “From Concept to Classroom: Bridging Theory and Practice in Ethical AI Integration for Educators”. Requested: $1,262,859.64. [Not advanced for institutional submission due to limited submission restrictions.]  (November 2025).

  • Peterson, M., Jones, L., Kane, S., “The EmpowerED Stories, Teaching Humanities Through Writing Institute,” Sponsored by the National Endowment for the Humanities. $220,000  (February 2025).

  • Peterson, M., Kane, S., Jones, L., “Developing the 21st Century Classroom Residency: A Tiered Coaching Practicum Supported by Science of Reading to Support Multilingual Learners” Sponsored by MSDE. $1,507,292.86  (April 2023).

TLPL 267: Education in Beta-Navigating an AI & Tech-Powered Future

TLPL 340: Introduction to Children's Literature & Critical Literacy 

TLPL 341: Assessing Language and Literacy Development in Diverse Elementary Classrooms

TLPL 342: Promoting Skilled and Motivated Readers in Diverse Elementary Classrooms (Part 1)

TLPL 343: Promoting Skilled and Motivated Readers in Diverse Elementary Classrooms (Part 2)

TLPL 344: Culturally Responsive Language & Literacy Instruction in Diverse Elementary Classrooms

TLPL 457: Literature for Adolescents

TLPL 460: IH60: Promoting Skilled and Motivated Readers in Diverse Elementary Classrooms (Part 1)

TLPL 461  IH60: Promoting Skilled and Motivated Readers in Diverse Elementary Classrooms (Part 2)

TLPL 641: Reading, Cognition & Instruction: Reading in the Content Areas

TLPL 647: Diagnostic Reading/Literacy Assessment & Instruction in Elementary Classrooms

TLPL 660: Foundations of Literacy & Biliteracy Development