- Ph.D. University of Michigan (Educational Studies with an emphasis in Literacy)
- M.Ed. University of Utah (Teaching and Learning with an emphasis in Literacy)
- M.A. Portland State University (English Literature)
- B.A. Brigham Young University (Humanities)
Grounded in theories of literacy, discourse, and motivation, Dr. Rackley’s research examines how experts and novices engage the world through talk and texts. His religious literacies research focuses on the ways religious young people construct meaning of sacred texts, their motivations for reading sacred texts, and how they use language to engage in their religious communities. He also studies the meaning-making practices of religious educators. Dr. Rackley’s disciplinary literacies research looks closely at the specialized practices and approaches used to construct meaning in English related fields, such as English Language Arts. Together, Dr. Rackley’s religious and disciplinary literacies research helps identify the contours of the work we do to construct meaning for religious and academic purposes. Dr. Rackley publishes in the fields of education, literacy, and religious studies. Prior to his appointment at BYU-Hawaii, Dr. Rackley taught at the University of Michigan and consulted widely with schools and school districts to improve teachers’ and students’ literacy instruction and learning. Before entering academia, Dr. Rackley taught high school English in urban and suburban areas of Utah, California, and Michigan. He is married to Michelle (Jenkins). They have seven children (two girls and five boys). As a family, they enjoy snorkeling, surfing, and exploring the beaches of Hawaii.
- Education 212: Foundations of Education
- Education 312: Effective Pedagogy: Teaching in Practice
- Elementary Education 320: Literacy Instruction for the Emergent Reader
- Elementary Education 421: Methods of English Language Arts Instruction
- Secondary Education 350: General Methods for Secondary Teachers
- Secondary Education 401: Disciplinary Literacy
- Secondary Education 430: Classroom Management in Secondary Contexts
- Secondary Education 491: Observation and Practicum (Pre-Student Teaching)
- Secondary Education 492: Student Teaching
- Rackley, E. D. (2020). Reading sacred texts: A qualitative study of religious educators’ literacy processes. Journal of Research on Christian Education, 29(3), 236-258.
- Rackley, E. D. (2020). “Blessings and friends and knowledge”: Environmental motivations for religious literacy. Religious Education.
- Rackley, E. D. (2020). “It is for everything”: Religiosocial discourse experiences of Methodist youth. Journal of Research on Christian Education, 29(1), 1-17.
- Rackley, E. D. (2018). Religious literacies as social practice: A Latter-day Saint perspective. Religious Educator, 19(3), 57-73.
- Rackley, E. D., & Hilton, J. (2018). Principles and practices for motivating youth for scripture literacy. Religious Educator, 19(1), 119-137.
- Rackley, E. D. (2018). Reading for understanding: Methodist youths’ shared scripture reading practices. International Journal of Christianity & Education, 22(1), 39-54.
- Rackley, E. D. (2017). Scripture reading practices of Methodist youth. Religious Education, 112(2), 136-148.
- Rackley, E. D. (2016). Religious youths’ motivations for reading complex, religious texts. Teachers College Record, 118(11), 1-50.
- Rackley, E. D. (2016). Developing scripture literacy: What good scripture readers know and do. Religious Educator 17(3), 13-27.
- Rackley, E. D., & Kwok, M. (2016). “Long, boring, and tedious”: Youths’ experiences with complex, religious texts. Literacy 50(2), 55-61.
- Rackley, E. D. (2016). Latter-day Saint youths’ construction of sacred texts. Interpreter: A Journal of Mormon Scripture 19, 39-65.
- Rackley, E. D. (2015). How young Latter-day Saints read the scriptures: Five profiles. Religious Educator 16(2), 129-147.
- Rackley, E. D. (2014). Scripture-based discourses of Latter-day Saint and Methodist youths. Reading Research Quarterly, 49(4), 417-435.