Practitioner-grounded research on how teachers learn to teach literacy. Particular attention to generative AI in literacy teacher preparation: how preservice and early-career educators use, evaluate, and make professional judgments about AI tools, including those that support multilingual learners. Ongoing interest in how teachers’ and students’ identities and lived experiences shape literacy practices; classroom discourse as a driver of literacy development for all learners; and critical literacy and writing instruction in K-12 classrooms.

     Dr. Shannon Kane studies how teachers learn to teach literacy, grounding her research in years of classroom and school leadership experience. Before joining the faculty at the University of Maryland, she was a classroom teacher, instructional coach, curriculum writer, and school principal in Washington, DC. She holds a doctorate in Reading, Writing, and Literacy from the University of Pennsylvania.

     Much of her current research explores how technology can support the development of literacy pedagogy in preservice educators, with a growing focus on generative AI. She studies how teacher candidates and early-career educators use, evaluate, and make professional judgments about AI tools, including those used to support multilingual learners, and what it takes to prepare teachers who think critically about technology rather than simply adopt it.

     A humanizing lens runs through all of her research. Her work examines how teachers’ and students’ identities and lived experiences shape literacy practices, how classroom discourse builds literacy for every learner, and how critical literacy and writing instruction take hold in K-12 classrooms.

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)

 

Unfunded 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).

  • 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