Student learning to read


The Literacy program is for teachers who wish to instill in their students a deep affinity towards literature and reading. The Master of Arts in Education with a concentration in Literacy is designed to teach current theory and trends in literacy research, as well as best instructional practices. Reading, writing, and media communications are of particular focus with two required practica during the 36 credits of study.

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Course Requirements (36 credits)


To complete this program, students must show evidence of a passing score on the appropriate Praxis II exam. A passing score on the appropriate Praxis II exam is also required to gain additional licensure as “literacy teacher” or “literacy coach.”

Currently enrolled Furman undergraduates pursuing teaching certification, who have satisfactorily completed all senior block courses including the practicum experience, eligible to enroll in EDEP-670 Teaching Internship, may gain provisional graduate admission for study in summer session prior to the completion of the teaching internship and initial licensure attainment.  Successful completion of all senior block courses is required before students will be allowed to enroll in graduate level courses.

Capstone Experience (3 credits)

*Must be the final course completed in the degree program.

Undergraduate Fifth Year Program

Teacher-To-Teacher Courses (9 credits)

The add-on certification master’s with this concentration is limited to the students completing the bachelor’s degree at Furman enrolled in the five-year extended program.

Literacy Coordinator

Teacher reads with young student at the library

Meet Katie Kelly

Dr. Katie Kelly is a published author whose experience as an elementary classroom teacher and a literacy coach in North Carolina and her home state of New York inspired her to pursue a career in higher education where she could influence preservice and inservice teachers.

Dr. Kelly’s research interests include teacher preparation and development in the area of literacy instruction and assessment. ​Additionally, Dr. Kelly is interested in exploring how technology mediates literacy practices within and beyond the classroom setting. She continues to examine ways to engage diverse learners through culturally relevant practices that value all individuals while fostering compassionate global citizens who advocate for social justice and equality.

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