Authors

Donna Alvermann is the University of Georgia Appointed Distinguished Research Professor of Language and Literacy Education. Formerly a classroom teacher in Texas and New York, her research focuses on young people’s digital literacies and use of popular media. Author of numerous articles, she has several books to her credit: Adolescents and Literacies in a Digital World; Reconceptualizing the Literacies in Adolescents’ Lives (3rd ed.); Adolescents’ Online Literacies: Connecting Classrooms, Digital Media, & Popular Culture; and Bring It to Class: Unpacking Pop Culture in Literacy Learning.



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Mark Bauerlein is Professor of English at Emory University and Senior Editor at First Things Magazine. His books include Literary Criticism: An Autopsy (1997), The Pragmatic Mind: Explorations in the Psychology of Belief (1997), and The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (2008). His essays have appeared in PMLA, Partisan Review, Wilson Quarterly, Yale Review, Commentary, and New Criterion, and his commentaries and reviews in the New York Times, Wall Street Journal, Washington Post, Boston Globe, Weekly Standard, The Guardian, and Chronicle of Higher Education.
Contribution: Mark Bauerlein, The Resistance to 21st-Century Reading



Jennifer L. Bogdanich is a Ph.D. candidate in the Department of Language and Literacy Education at the University of Georgia. Formerly a high school English teacher in Georgia and Colorado, her research interests focus on the teaching and learning of Shakespeare through performance, poststructural qualitative research methods, and collaborative writing as a method of inquiry and pedagogy in the area of teacher education.



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Julie Coiro is an Associate Professor in the School of Education at the University of Rhode Island. She conducts research on the new literacies of the Internet, online reading comprehension strategy instruction, and effective practices for technology integration and professional development. Julie’s work appears in journals such as Reading Research Quarterly, The Reading Teacher, Educational Leadership, and The Journal of Education. She also co-edited the Handbook of Research on New Literacies (2008) and co-authored Teaching with the Internet K-12: New Literacies for New Times (2004).



Allan Collins is a Professor Emeritus of Education and Social Policy at Northwestern University. He has studied teaching and learning for over 30 years, and written extensively on related topics. He is best known in psychology for his work on semantic memory and plausible reasoning, in artificial intelligence for his work on reasoning and intelligent tutoring systems, and in education for his work on situated learning, inquiry teaching, epistemic forms and games, design research, and cognitive apprenticeship.
Contribution: Allan Collins and Richard Halverson, The Functionality of Literacy in a Digital World



Jamie Colwell is an Assistant Professor of Literacy in the Darden College of Education, Old Dominion University. Her research focuses on adolescent and disciplinary literacy, integrating disciplinary literacy into teacher education, bridging the gap between adolescents’ in-and out-of-school literacies using digital and Internet technology, the use of online discussion platforms to promote adolescents’ critical thinking, and qualitative and design-based research.



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Nell K. Duke, Ed.D., is a professor of literacy, language, and culture and a faculty affiliate in the combined program in education and psychology at the University of Michigan and a member of the International Reading Association Literacy Research Panel. Duke’s work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education.
Contribution: Nell K. Duke, Shenglan Zhang, and Paul M. Morsink, Neglected Areas of Instruction: Bad for Print, Worse for the Internet



Scott Filkins has worked as an educator in the Champaign, Illinois, schools in a variety of roles, including English teacher, reading teacher, instructional coach, and curriculum coordinator for secondary English Language Arts. For his book Beyond Standardized Truth: Improving Teaching and Learning through Inquiry Based Reading Assessment (NCTE, 2012), Scott was a 2013 co-recipient of the James N. Britton Award. Scott co-directs the University of Illinois Writing Project and is a doctoral student at Illinois in curriculum and instruction, focusing on language, literacy, and writing studies.



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James Paul Gee is a member of the National Academy of Education. His book Sociolinguistics and Literacies (1990, Third Edition 2007) was one of the founding documents in the formation of the “New Literacy Studies”, an interdisciplinary field devoted to studying language, learning, and literacy in an integrated way in the full range of their cognitive, social, and cultural contexts. Professor Gee’s most recent books deal with video games, language, and learning. Gee has published widely in journals in linguistics, psychology, the social sciences, and education.



Susan Goldman is a distinguished professor of psychology and education in UIC’s College of Liberal Arts and Sciences. She conducts research on subject matter learning, instruction, assessment, and on roles for technology, especially in literacy and mathematics. She has been elected to the National Academy of Education, named a Fellow of the American Educational Research Association and of the Society for Text and Discourse, and selected as the Inaugural Outstanding Alumnus of the Learning Research and Development Center. Goldman serves the field through a number of editorial appointments, including executive editor for Cognition & Instruction and associate editor for Journal of Educational Psychology. She sits on the editorial board of Reading Research Quarterly, Journal of the Learning Sciences and Educational Psychologist.



Richard Halverson is a Professor in Educational Leadership and Policy Analysis at University of Wisconsin-Madison. Dr. Halverson’s research aims to bring the research methods and practices of the Learning Sciences to the world of educational leadership. His research explores the use of data driven instructional systems in schools, and the development of game and simulation based tools for professional learning. Dr. Halverson led teams to develop and research projects on teacher evaluation video analysis tools, handheld tools for teachers, data visualization tools, and video games for learning. He also writes on the future of schooling and technology.
Contribution: Allan Collins and Richard Halverson, The Functionality of Literacy in a Digital World



Colin Harrison is Emeritus Professor of Literacy Studies in Education at the School of Education, University of Nottingham. After teaching English at the secondary level he worked on the Schools Council project The Effective Use of Reading, during which time he chaired the Schools Council’s Evaluator’s Group. His books include Readability in the Classroom, Interactive Learning and New Technologies, Understanding Reading Development and Using Technology to Improve Reading and Learning. He was a founding editor of the Journal of Research in Reading, and is past president of the United Kingdom Reading Association. He has directed over forty funded research projects, including fifteen in the field of new technology.



Douglas K. Hartman is a professor of Technology, Literacy & Learning in the College of Education at Michigan State University. He was Co-Senior Editor of the Journal of Literacy Research and is currently a Research Fellow with the Center for Health Intervention & Prevention. He has authored over 50 journal articles, book chapters, technical reports, and book reviews. He received the prestigious Albert J. Kingston Award for distinguished scholarly service to the field of literacy. Hartman’s expertise is in the areas of technology & literacy, new literacies, and the history of literacy.



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Gail E. Hawisher is University Distinguished Teacher/Scholar and Professor Emeritus of English and Writing Studies at the University of Illinois, Urbana-Champaign. Her work probes connections between literate activity and digital media as reflected in Passions, Pedagogies and 21st Century Technologies, Global Literacies and the World Wide Web, and the coauthored Literate Lives in the Information Age, among them. Most recently, her Transnational Literate Lives in Digital Times became her and her coauthors’ first multimodal, born-digital study of literacy practices and digital media across the world. She and Cynthia L. Selfe were deeply honored to receive the 2014 Conference on College Composition and Communication’s Exemplar Award for scholarship, teaching, and contributions to the profession.



Angela Johnson is a K-12 school media specialist, 8th grade Language Arts teacher, and PhD candidate in the Educational Psychology and Educational Technology program at Michigan State University. Angela K. Johnson’s research focuses on middle and high school students’ information seeking behaviors and meaning construction processes using digital resources for academic learning. Her work also explores how sociocultural contexts, intertextuality, and instructional delivery interacts with and mediates these processes and behaviors.



Michael Kamil is Emeritus Professor of Stanford University School of Education. Dr. Kamil’s work is concerned with the effects of technology on literacy and its acquisition. His research determines the types of materials that are best suited for use in beginning reading instruction and the appropriate balance between applications of technology and the demands of literacy.



Panayiota Kendeou is associate professor of Educational Psychology at University of Minnesota. Her research in the area of reading comprehension involves cross-sectional and longitudinal investigations to understand the development of various language and cognitive skills in K-12, and experimental investigations to understand the complex reader by text by task interactions during reading, and how those interactions impact the acquisition and application of new knowledge. Dr. Kendeou is Associate Editor of the Journal of Educational Psychology and she serves on the editorial boards of Scientific Studies of Reading, Contemporary Educational Psychology, Learning and Instruction, Discourse Processes, and Reading Psychology.



Hannah Klautke is a PhD candidate in Communication and Educational Psychology at Michigan State University. Her research interests center on factors affecting student motivation in cooperative online learning tasks and on fostering knowledge integration within and across different learning contexts.



Paul Morsink is a doctoral candidate in the Educational Psychology and Educational Technology program at Michigan State University. His research interests include online reading comprehension, the role of learners’ epistemic stance in shaping online learning trajectories, and teachers’ development of expertise for teaching with technology. Before starting the doctoral program, Paul taught middle school, high school, and college English for fourteen years.



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David R. Olson is University Professor Emeritus at the Ontario Institute for Studies in Education at the University of Toronto. His research interests involve the development of language, literacy, and cognition. He also studies children’s understanding of language and mind, and the psychology of teaching.
Contribution: David R.Olson, Literacy and the Technologies of Knowing



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David Reinking is the Eugene T. Moore Professor of Teacher Education at Clemson University. His scholarship focuses on understanding the relation between digital technologies and literacy and how that understanding can inform instruction. In classrooms, he employs formative experiments to study the integration of digital technologies into instruction, and he has promoted that approach to research as an alternative to conventional quantitative and qualitative methodologies.



Rand J. Spiro is Professor of Educational Psychology at Michigan State University. Much of his research is concerned with the question, “How should learning proceed so that tendencies toward conceptual oversimplification are counteracted and a wide range of future applications of knowledge are supported?” A central part of his research program involves the development and testing of theory-based hypermedia learning environments designed to promote cognitive flexibility. He is the senior editor of this volume.



Paul van den Broek is professor in Educational Science at Leiden University and professor in Cognitive sciences at the University of Minnesota. His expertise is on cognitive processes in reading comprehension, on the development of these processes, and on the application to reading comprehension interventions. His research focuses on inference generation and its role in the construction of a meaningful representation by the reader. Multiple texts and different media pose unique challenges and opportunities for inference generation, comprehension, and learning.



Mark Warschauer is a Professor of Education and Informatics at the University of California. He works on a range of research projects related to digital media in education. In K-12 education, his team is developing and studying cloud-based writing, examining new forms of automated writing assessment, exploring digital scaffolding for reading, investigating one-to-one programs with Chromebooks, and analyzing use of interactive mobile robots for virtual inclusion. In higher education, his team is looking at instructional practices in STEM lecture courses, the impact of virtual learning on student achievement, the learning processes and outcomes in Massively Open Online Courses (MOOCs), and the impact on students of multi-tasking with digital media.



Shenglan Zhang is Adjunct Assistant Professor in the Department of World Languages and Cultures and Lecturer in the School of Education at Iowa State University. Zhang’s research interests fall within three different but related areas: integrating technology in teaching Chinese, blended and online learning, and reading on the Internet. Currently she is working on two projects, one exploring Chinese learners’ use of Chinese with native speakers within a computer-mediated format, and the other examining cultural learning with authentic multimedia materials and ethnographic interviews in a blended learning environment.
Contribution: Nell K. Duke, Shenglan Zhang, and Paul M. Morsink, Neglected Areas of Instruction: Bad for Print, Worse for the Internet

 

Editors
Rand Spiro is Professor of Educational Psychology at Michigan State University. Much of his research is concerned with the question, “How should learning proceed so that tendencies toward conceptual oversimplification are counteracted and a wide range of future applications of knowledge are supported?” A central part of his research program involves the development and testing of theory-based hypermedia learning environments designed to promote cognitive flexibility. He is the senior editor of this volume.
Mike DeSchryver is Assistant Professor of Educational Technology at Central Michigan University. He is a graduate of the MSU Educational Psychology and Educational Technology doctoral program. His research involves Web-mediated knowledge synthesis and creative thinking. Prior to his university work, Mike taught, coached, and administered technology programs in K-12 schools for over ten years.
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Michelle Schira Hagerman directs the Graduate Certificate Programs in Educational Technology and Online Teaching and Learning at Michigan State University. She is a graduate of MSU’s doctoral program in Educational Psychology and Educational Technology. Her research examines instructional methods that support online reading and synthesis, especially for adolescents as they engage in inquiry projects on school-related topics. Before MSU, she taught French as a Second Language for nine years in Canada.
Paul Morsink is a doctoral candidate in the Educational Psychology and Educational Technology program at Michigan State University. His research interests include online reading comprehension, the role of learners’ epistemic stance in shaping online learning trajectories, and teachers’ development of expertise for teaching with technology. Before starting the doctoral program, Paul taught middle school, high school, and college English for fourteen years.
Penny Thompson is Assistant Professor of Educational Technology at Oklahoma State University and is a graduate of the MSU Educational Psychology and Educational Technology doctoral program. Her research interests revolve around how immersion in digital technology might influence students’ study strategies and attitudes toward learning. She is also interested in how learners interact with each other in online environments.