Libbi Miller

Department co-Chair & Associate Professor

Libbi Miller earned her Ed.D. in Curriculum and Instruction at Northern Arizona University in 2013. She earned her MA from the University of Colorado and her BA from Fort Lewis College in Durango, Colorado. Her research interests include classroom dialogue, democratic education, culturally sustaining pedagogies, educational technology and literacy instruction. Libbi has edited two books: Collective Unravelings of Hegemonic Web and Technology for Transformation: Perspectives of Hope in a Digital Age. She has also written two booked for classroom educators: 50 Things To Do with Google Classroom and 50 Things to Go Further with Google Classroom: A Student Centered Approach. Her classroom books have been translated into Spanish and Arabic. She is currently working on an edited collection with Dr. Lisa Tremain exploring radical writing frameworks. Before entering higher education, Dr. Miller taught middle school and high school English/Language Arts and reading intervention. Dr. Miller is a proud member of the Mvskoke nation.

Specialty Area

Teacher education, literacy, digital literacy, educational techology, radical pedagogies.


BA English Communitcation, Fort Lewis College
MA Curriculum and Instruction, University of Colorado
EdD Curriculum and Instruction, Northern Arizona University


Selected Publications:

New publication: Wahleithner, J. M., & Miller, L. R. (2022). Rethinking the Resources of Culturally and Linguistically Diverse Elementary Students in a Preservice Teacher Education Program. Educatio Siglo XXI, 40(3), 227-250.

Miller, L, R., Nelson, F. P., & Phillips, E. L. (2021). Exploring critical reflection in a virtual learning community in teacher education. Reflective Practice, 1-19. doi: 10.1080/14623943.2021.1893165

Tremain, L., Citti, J., Giannini, N., Miller, L. R., Perez, N., & Wells, C. (2020). Creando Raíces: Theorizing Multilingual Students’ Writing Development at the HSI.Composition Forum Special Issue: Promoting Social Justice for Multilingual Writers on College Campuses, 44(Summer 2020).

Miller, L. R., Nelson, F. P., Yun, C., Bennett, L., Lopez Phillips, E. (2019). “Am I doing what I think I’m doing?”: The importance of a theoretical frame when integrating tablets in teacher education. Educational Renaissance Journal, 8, 23-32.

Miller, L. R. (2017). Investigating Freirian dialogue in computer-based classroom in alternative education. The SoJo Journal: Educational Foundations and Social Justice Education, 3(1), 41-50.

D’addato, T. & Miller, L. R. (2016). An Inquiry into Flipped Learning in Fourth Grade Math Instruction. Canadian Journal of Action Research, 17(2), 33-55.

Nelson, F., Miller, L. R. & Yun, C. (2016). “It’s OK to feel totally confused”: Reflection Without Practice by Preservice Teachers in an Introductory Education Course. Reflective Practice, 17(2), 648-661. doi:10.1080/14623943.2016.1197113

Becker, K. & Miller, L. R. (2015). Family literacy initiatives: Relocating power. The SoJo Journal: Educational Foundations and Social Justice Education, 1(1), 113-124.