Click here for project info Click here for contact info Click here for the research team Click here for research documents Click here for the research process: data and notes The IES Research Project

 

Clemson University

 

 

 

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Amy Carter ~ arcarte@Clemson.edu

Amy Carter is currently a student at Clemson University pursuing her Ph.D. in Curriculum and Instruction with a focus on reading. She is a former third grade teacher and remains certified to teach in grades 1-5. Her current research interest focuses on teachers’ use of technology for literacy instruction in the classroom. She also has a special interest in the use of online surveys for literacy research.

Amy has an undergraduate degree from Clemson University and a Masters degree from Columbia College in Divergent Learning.

 

 

 

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Jackie Malloy ~ jmalloy@Clemson.edu

Jacquelynn A. Malloy is a doctoral candidate at Clemson University and is currently completing her dissertation titled The Effects of Instructional and Traditional Models of Sustained Silent Reading on the Reading Achievement and Reading Motivation of Third and Fourth Grade Students. She is a co-editor of Reading Matters, a journal of the South Carolina Conference of the International Reading Association and was an editorial assistant for Reading Research Quarterly under the editorship of David Reinking and Donna Alvermann. Jackie has written several invited book chapters with Linda B. Gambrell on literacy motivation and classroom reading instruction, has been published in The Reading Teacher, and co-authored a continuing column reporting on international research in Reading Research Quarterly from 2003 – 2007. She has presented at NRC, AERA and IRA regularly since 2004 and will be a featured speaker at the 2007 IRA conference in Atlanta. Jackie’s research interests include literacy motivation and the cognitive and social aspects of online and offline reading comprehension.

 

David Reinking

 

 

 

 

 

 

 

 

 

 

jk

 

David Reinking ~ reinkin@Clemson.edu ~ Clemson Page

David Reinking is the Eugene T. Moore Professor of Teacher Education in the College of Health, Education, and Human Development at Clemson University. Previously, he was a professor in the College of Education at the University of Georgia for 18 years. For the latter 10 of those years, he was Head of the Department of Reading Education, which is recognized as a major center for literacy research and scholarship in the U.S.

Professor Reinking currently serves as Co-Editor of Reading Research Quarterly, one of the most widely circulated (13,000 world wide) and influential research journals in education. From 1994 to 2000 he was Editor of the Journal of Literacy Research, another highly regarded research journal. He also served as lead editor for the Handbook of Literacy and Technology, published by Lawrence Erlbaum in 1998 and awarded special recognition by the National Reading Conference and the American Library Association.

From 1992-1997 he was a principal investigator at the National Reading Research Center funded by the U.S. Office of Education. Recently, he was elected to the Board of Directors of National Reading Conference, a professional organization comprised of leading literacy researchers. Prior to receiving his doctorate from the University of Minnesota in 1983, Professor Reinking was an elementary school teacher for 7 years.

 

 Katherine Robbins ~ krobbin@clemson.edu

Katherine Robbins is in her third year as a doctoral student at Clemson University in the Department of Curriculum and Instruction: Special Education. Prior to attending Clemson, she taught eighth and ninth grade special education for seven years; first at Wesley Highland School, an approved private school for students with severe emotional and behavioral disorders, and then at Shaler Area Intermediate School, a suburban, public school just north of Pittsburgh, PA. Katherine’s research interests include academic interventions for students with high-incidence disabilities, instructional technology to enhance learning, and dropout prevention. In addition to working as a research assistant, she also serves as a mentor for three student-athletes at Clemson University, and her hobbies include waterskiing, racquetball, mountain biking, and the Pittsburgh Steelers.

 

angie

 

Angela Rogers ~ angelar@Clemson.edu ~ Clemson Page

Angie Rogers is a doctoral candidate at Clemson University. She is currently completing a mixed methods dissertation on the coping strategies of teen mothers who go on to two and four year colleges. Her other research interests include distance education, blogging in the classroom, teaching in Second Life, and electronic portfolio based teaching strategies. She has presented regularly at AERA and NRC since 2004. In addition to working on her Ph.D. in Curriculum and Instruction for Secondary English, Angie is a full time lecturer in the English Department and is one of Clemson University's Service Learning Fellows for the 2007-2008 academic year. She will become the director of the English Department's LitOnline program in July 2008. She got her Master's of Professional Communication degree from Clemson University in 2002 and is a former French teacher. Before accepting her instructorship from the English department at Clemson, Angie worked as the media consultant and webmaster for the College of Health, Education, and Human Development at Clemson.

 

 

University of Connecticut

 

Jill Castek  

Jill Castek ~ Jill.Castek@Uconn.edu

Jill Castek is graduate researcher and third-year Ph.D. student in Cognition and Instruction. She has a Masters degree in Reading and Literacy from California State University East Bay. After spending ten years as an elementary classroom teacher and reading specialist in Northern California, Jill joined the New Literacies Research Team. Her work examines classroom applications of Internet communication to support reading, writing and new literacies. She has been researching Internet Reciprocal Teaching and analyzing how the implementation of this approach contributes to content area learning. Jill has published work in The Reading Teacher, Journal of Adolescent and Adult Literacy, and Knowledge Quest.

 

Julie Coiro

 

 

 

 

 

Julie Coiro ~ JCoiro@Snet.net ~ Homepage

Julie Coiro is a professor at the University of Rhode Islaand and earned a doctorate in Educational Psychology at the University of Connecticut.  She has taught in preschool, elementary, and middle school classrooms.  She also has a Masters Degree in Curriculum and Instruction and twelve years experience as a staff developer.  Julie's research focuses on strategic reading comprehension, new literacies of the Internet, and effective practices for technology integration and professional development.  She co-authored the book Teaching with the Internet K-12: New Literacies for New Times with Don and Debbie Leu and has published in other venues such as The Reading Teacher, Educational Leadership, Journal of Adolescent & Adult Literacy, and the 2nd Edition of the Handbook of Literacy and Technology.

Kent Golden

 

 

 

 

 

 

Kent Golden ~ Kent.Golden@Uconn.edu

Kent Golden is an alum of the Educational Technology Master's program. Kent served as the Webmaster and Multimedia Designer for the IES Project and the New Literacies website. His background includes tech support and systems administration, as well as custom Audio/Video design and programming.

Some of Kent's interactive multimedia work can be seen at the Yale Peabody Museum of Natural History, and other web design projects can be viewed at www.GoldenMultimedia.com. He has a B.A. in Psychology from Quinnipiac College, and technology certifications from Microsoft and Crestron.

Laurie Henry

 

 

 

 

 

Laurie Henry ~ Laurie.Henry@Uconn.edu ~ Homepage

Laurie A. Henry is a professor at the University of Kentucky and a former doctoral student in Educational Psychology and research assistant for the New Literacies Research Team.  She is a certified middle school teacher in Connecticut with a Masters Degree in Curriculum and Instruction.  Laurie provides professional development for educators in the area of technology integration and the new literacies of the Internet.  She was recently appointed to the Advisory Panel for ReadWriteThink  by the International Reading Association.  Laurie is the 2005 recipient of the Nila Banton Smith Research Dissemination Support Grant.  Her current research interest focuses on the reading strategies that are used when searching for information on the Internet.

Don Leu

 

 

Don Leu ~  Donald.Leu@Uconn.edu  ~ Neag Homepage

Donald J. Leu is the John and Maria Neag Endowed Chair in Literacy and Technology and holds a joint appointment in Curriculum and Instruction and Educational Psychology at the University of Connecticut. He directs the New Literacies Research Lab at the University of Connecticut and is President of the National Reading Conference. A graduate of Michigan State, Harvard, and Berkeley, Don’s work focuses on the new skills and strategies required to read, write, and learn with Internet technologies and the best instructional practices that prepare students for these new literacies.

He has more than 100 research publications and sixteen books and he has given keynote addresses in Europe, Australia, Asia, South America, and North America. He is currently a Principal Investigator on a number of federal research grants (CTELL, The New Literacies of Online Reading Comprehension, and NAEP Secondary Reanalysis) and is editing the Handbook of Research on New Literacies (Erlbaum) with Julie Coiro, Michele Knobel, and Colin Lankshear.

 

 

J. Gregory McVerry ~ jgregmcverry@gmail.com

Greg McVerry is a doctoral student at the University of Connecticut studying literacy and technology. He received a Masters of Education from the University of Hartford.Greg was awarded the Connecticut Educators Computer Association Technology Integration Award for 2006 for his "Iron Age to the Information Age: Teaching the New Literacies" unit. He has provided professional development to districts on topics ranging from integrating classroom websites, electronic whiteboards, to developing e-portfolios.His research interests include: strategy exchange and transfer during criticl evaluation and synthesis of websites and new literacies and poetry, effective professional development

 

 

Ian O'Byrne ~ ian.obyrne@uconn.edu

Ian O'Byrne is a doctoral student at the University of Connecticut studying literacy and technology. He received his Masters of Education from the University of Massachusetts in the 180 Days Program. Ian has taught English Language Arts in both the middle schools and high schools of Springfield and Chicopee Massachusetts. He currently teaches English 11 and Read 180 at Chicopee Comprehensive High School. He has served as Adjunct Professor at WNEC in the School of Education. Ian is a Master Teacher in the Intel Teach to the Future program, and has used that experience to create professional development for teachers in his districts. He has been involved in initiatives in his school districts ranging from online coursework, integrating technology in the classroom, school to career, and acting as department leadership.

   

 

Lisa Zawilinski ~ lisa.zailinski@uconn.edu

Lisa Zawilinski is a doctoral student in Curriculum and Instruction at the University of Connecticut. She is studying the ways in which Internet communication technologies enhance classroom instruction, support collaborative knowledge building, and prepare students for the 21st century literacy demands. Lisa received her Bachelors and Masters degrees at the University of Connecticut and has more than 13 years experience in the field of education working with students in grades K-6. As former co-director for the Connecticut Writing Project, Lisa has also provided workshops in technology and writing across the content areas. Recent in press articles/chapters include: "What is New About the New Literacies of Online Reading Comprehension" to appear in Spring 2007 (NCTE/NCREL publishers) and "Children's Books and Technology in the Classroom: A Dynamic Combo for Supporting the Writing Workshop" available in the April 2007 edition of the Reading Teacher.