In more or less alphabetical order, we present brief introductions to people (and their projects) who have made or are making significant contributions toward moving the concept of psychological literacy forward.
Alan Boneau completed his PhD at Duke University in 1958. He was a member of Division 1 of the APA, and created the C. Alan Boneau Award for Distinguished Service to the Division. With Gregory A. Kimble, he edited three editions of Portraits of Pioneers in Psychology. Alan Boneau first coined the term “psychological literacy”.
Boneau, C.A. (1990). Psychological literacy: A first approximation. American Psychologist, 45, 891-900.
Eric and his colleagues at Weber State University have undertaken research on the measurement of psychological literacy: see Literature.
Andrea Chester (RMIT University), Lorelle Burton (University of Southern Queensland), Sophia Xenos (RMIT), and Karen Elgar (RMIT) received Office for Learning and Teaching funding for their “TiTo” (Transition In, Transition Out) program whereby final-year students acquire pre-professional skills by being trained to deliver peer-mentoring for first-year students.
Andrea Chester Email
Lorelle Burton Email
Sophia Xenos Email
Jacky is a Carrick/ALTC/OLT/UNSW Teaching Fellow, and an Associate Professor of Psychology at the University of New South Wales (UNSW Australia). Dr Sue Morris, Dr Loryane Botwood, Dr Annette Olschewski, Dr Peter Baldwin and Leigh Mellish, sessional lecturers at UNSW, are Jacky’s primary collaborators in theory construction and translation to the classroom. Their work, in collaboration with many other wonderful colleagues, includes: (a) delineation of graduate attributes for the Australian undergraduate psychology program, (b) theory and practice regarding psychological literacy and global literacy, and (c) scholarship of learning and teaching regarding the test effect, and integration of psychological literacy development strategies into the classroom. See Literature section for more detail.
Sue Morris Email
Lorayne Botwood Email
Annette Olschewski Email
Peter Baldwin Email
Leigh Mellish Email
DANA S. DUNN
Dana earned his B.A. in psychology from Carnegie Mellon University and received his Ph.D. in social psychology from the University of Virginia. Former chair of the Psychology and Philosophy Departments at Moravian College, he is currently Assistant Dean for Special Projects and Professor of Psychology there. The author or editor of 17 books and over 120 journal articles, chapters, and book reviews, his scholarship examines teaching, learning, and liberal education, as well as the social psychology of disability. A fellow of the American Psychological Association (APA) and the Association for Psychological Science (APS), Dunn served as president of the Society for the Teaching of Psychology (APA Division 2) in 2010. He is currently editor-in-chief of the Oxford Bibliographies: Psychology and editor of the forthcoming Oxford Handbook of Undergraduate Psychology Education.
With Jacky Cranney, Dana co-edited The Psychologically Literate Citizen: Foundations and Global Perspectives (2011, Oxford University Press). Dana has spoken on psychological literacy at several conferences, including APA, APS, and AERA. He is particularly interested in how psychological literacy can inform curriculum development as well as program evaluation.
Cranney, J., & Dunn, D. S. (Eds.). (2011). The Psychologically Literate Citizen: Foundations and Global perspectives. New York: Oxford University Press.
Dunn, D. S., Brewer, C. L., Cautin, R. L., Gurung, R. A., Keith, K. D., McGregor, L. N., Nida, S. A., Puccio, P., & Voight, M. J. (2010). The undergraduate psychology curriculum: Call for a core. In D. F. Halpern (Ed.). Undergraduate Education in Psychology: A Blueprint for the Future of the Discipline (pp. 47-61). Washington, DC: American Psychological Association.
Dunn, D. S., Cautin, R. L., & Gurung, R. A. R. (2011). Curriculum matters: Structure, content, and psychological literacy. In J. Cranney & D. S. Dunn (Eds.), The psychologically literate citizen: Foundations and global perspectives (pp. 15-26). New York: Oxford University Press.
Halonen, J. S., Dunn, D. S., Baker, S. C., & McCarthy, M. A. (2011). Departmental program approaches for educating psychologically literate citizens. In J. Cranney & D. S. Dunn (Eds.), The psychologically literate citizen: Foundations and global perspectives (pp. 131-145). New York: Oxford University Press.
DIANE F. HALPERN
Diane is Dean Emerita of Social Sciences at Minerva Schools at Keck Graduate Institute and Professor of Psychology, Emerita at Claremont McKenna College. She is a past-president of the American Psychological Association and the Society for the Teaching of Psychology. Diane has published hundreds of articles and many books including, Thought and Knowledge: An Introduction to Critical Thinking (5th Ed); Sex Differences in Cognitive Abilities (4th ed.), and Women at the Top: Powerful Leaders Tell Us How to Combine Work and Family (co-authored with Fanny Cheung). Her other recent work includes Psychological Science (4th ed. with Michael Gazzaniga and Todd Heatherton) and the development of the Halpern Critical Thinking Assessment (Schuhfried Publishers) that uses multiple response formats, which allow test takers to demonstrate their ability to think about everyday topics using both constructed response and recognition formats.
Diane chaired the National Committee for Undergraduate Education in Psychology. She edited the book that was written by members of this committee, Undergraduate Education in Psychology: A Blueprint for the Future of the Discipline. Along with other members of the Steering Committee, Diane also wrote Principles for Quality Undergraduate Education in Psychology which was approved as official policy for the American Psychology Association in 2011.
Natalie and Lynne have undertaken research on the measurement of psychological literacy: see the Publication Section.
THOMAS V. McGOVERN
Beginning with the Association of American Colleges and the American Psychological Association (APA) sponsored project on liberal learning and the arts and sciences major, Tom McGovern’s scholarly work has been to examine the intersections of undergraduate psychology with student learning outcomes across the curriculum. He has integrated his published work on the history, curricular development, and program evaluation of the discipline with his faculty and administrative responsibilities of building undergraduate interdisciplinary programs at Arizona State University. He served as Steering Committee chair for the St. Mary’s Conference on Enhancing Undergraduate Education in Psychology in 1991, and chaired the study group at the University of Puget Sound Conference in 2008 that produced the concept of the “psychologically literate citizen”. His current interests focus on faculty development initiatives that synthesize this concept with Positive Psychology’s research agenda.
McGovern, T. V. (2012). Faculty virtues and character strengths: Reflective exercises for sustained renewal. Retrieved from the American Psychological Association / Society for the Teaching of Psychology Web site: http://teachpsych.org/ebooks/index.php [Notes: A special section on resources from the teaching of psychology argues for the integration of psychologically literate citizenship as a transdisciplinary outcome across the curriculum.]
McGovern, T. V., & Brewer, C. L. (2012). Undergraduate education in psychology. In D. K. Freedheim (Ed.), History of psychology. Volume 1. In I. B. Weiner (Editor-in-chief), Handbook of psychology (2nd ed., pp. 507–529). New York, NY: Wiley. [Notes: An historical review in which the authors, bothparticipants in the Puget Sound Conference, highlight psychological literacy and its citizenship applications as central to the future blueprint of the discipline.]
McGovern, T. V. (2011) Virtues and character strengths of psychologically literate faculty. In J. Cranney & D. Dunn (Eds,) The psychologically literate citizen: Foundations & global perspectives (pp. 296-305). Oxford, UK: Oxford University Press.
McGovern, T. V. et al. (2010). Psychologically literate citizens. In D. F. Halpern (Ed.). Undergraduate Education in Psychology: A Blueprint for the Future of the Discipline (pp. 9-27). Washington, DC: American Psychological Association.
McGovern, T. V., & Brewer, C.L. (2005). Paradigms, narratives and pluralism in undergraduate psychology. In R. Sternberg (Ed.). Unity in psychology. (pp. 125-143) Washington DC: American Psychological Association.
McGovern, T.V. (Editor) (1993). Handbook for enhancing undergraduate education in psychology. Washington, DC: American Psychological Association.
McGovern, T., Furumoto, L., Halpern, D., Kimble, G., & McKeachie, W. (1991). Liberal learning, study-in-depth, and the arts and sciences major: Psychology. American Psychologist, 46, 598-605.
Shirley and Kyra have undertaken research into psychological literacy with Griffith University undergraduate psychology students, and they also run a capstone internship for their third year students.
The Higher Education Academy Psychology Network was a force for change in UK psychology education for many years. This publication refers to psychological literacy as a key concept with respect to the future of undergraduate psychology in the UK. Annie is former director of the Psychology Network, UK HEA. Annie Trapp also wrote a chapter for Cranney & Dunn (2011) [see Literature].
Annie Trapp (York University).
Peter Banister (Manchester Metropolitan University) Email
Dominic Upton (University of Worcester) Email
Trapp, A., Banister, P., Ellis, J., Latto, R., Miell, D., & Upton, D.(2011). The future of undergraduate psychology in the United Kingdom. York, UK: UK Higher Education Academy Psychology Network. Retrieved here.
This report is based on a two-day retreat which took place at the end of November 2010, where invited participants met at Chicheley Hall, the Kavli Royal Society International Centre, to consider what changes may be needed to ensure UK undergraduate psychology education is seen as 'fit for purpose' in five years time. Data from over 450 responses to an online national consultation on the future of psychology education informed the intensive group work and discussions, which is also highlighted in this report.
Carolyn is a Chartered Psychologist and Chartered Scientist. With research interests in the application of theories from cognitive psychology to increase knowledge, improve performance and enhance well-being, she has published more than 40 refereed papers. Carolyn is Reader in Psychology at the London College of Fashion, University of the Arts London where she has developed the MSc Applied Psychology in Fashion and MA Psychology for Fashion Professionals. Carolyn has a PhD in Cognitive Neuroscience for her investigations into spatio-temporal aspects of visual short-term memory, MSc in Research Methods for investigations into psychosocial aspects of facial disfigurement, and BSc in Applied Psychology and Computing in which she investigated the semiotics of corporate logos. Carolyn is a reviewer for the ESRC, HEA, and several scholarly journals.
Julie was a former Psychology Discipline Leader for the UK Higher Education Academy, and is now at the Keele University.
Jacqui is an Associate Professor in Psychology Education at Bournemouth University. A Chartered Psychologist, she is also the Honorary Editor of the BPS publication Psychology Teaching Review. Jacqui is a social psychologist with a particular interest in the ways in which the psychological literacy can be developed through Social Psychology and Research-based units.
This UK group has built on the work of Trapp et al. in developing the following resources:
Mair, C., Taylor, J., & Hulme, J. (2013). An introductory guide to psychological literacy and psychologically literate citizenship. Retrieved here.
This HEA guide outlines the theoretical context for psychological literacy and its rationale, and offers some ideas about aspects of the curriculum that lend themselves to developing psychological literacy in your students. It also signposts a comprehensive list of resources and references to facilitate further study on the topic.
Taylor, J., & Hulme, J.A. (Eds.) (2015). Psychological Literacy: A Compendium of Practice. Retrieved here.
The Psychological Literacy Compendium presents a wide range of contributions all focused on highlighting how psychological literacy is developed across individual activities, individual units or across whole cohorts or degrees. The case studies highlight both the staff perspective (e.g. what worked well and where things could be improved upon), as well as evaluations of student experience and in some cases evaluations of coursework grades and employability prospects. This resource offers practical advice on introducing psychological literacy at all levels of the undergraduate degree, although many examples are naturally linked to occupational psychology and placements or work experiences. In identifying examples of good practice and increased understanding, the compendium offers colleagues evidence that will enable change to take place within staff development and at a curricula level.
Carolyn Mair Email
Jacqui Taylor Email
Julie Hulme Email
Roger has developed the following resource for teaching about psychological literacy:
Watt, R. (2013). Developing the psychologically literate citizen at the University of Stirling. Retrieved from https://www.heacademy.ac.uk/resource/developing-psychologically-literate-citizen-university-stirling
This HEA guide offers insight into how the psychology undergraduate curriculum at the University of Stirling has been developed with psychological literacy at its heart. It provides a reflective account of one academic's experiences of embedding and integrating psychological literacy into his own teaching, which is intended to stimulate creative thinking to help other academics to do the same.