Emerging technologies and its pervasiveness within our society has changed the definition of literacy in the classroom. It is therefore important for literacy and language art teachers, educators, and librarians to embrace these new technologies for curriculum implementation.

Technological Tools for the Literacy Classroom combines practical and effective classroom practices with the latest technological research findings utilized in literacy instruction. This reference source is aimed for professionals and researchers in the fields of literacy, language arts, and information and library science who are interested in improving their understanding of these new technologies.

Foreword by Barbara Stripling, President-Elect, American Library Association

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Hardware Applications
Literacy Classroom
Online Tools
Professional Development
Software Applications
Technology in Literacy
Web-Bases Tools for Learning

Reviews & Statements

US contributors in education, literacy, communication sciences, and special education synthesize current research and show how the use of technology in education can move classroom learning toward a culture of participation, collaboration, student engagement, and distributed knowledge. After a historical overview, material is organized in sections on web-based online tools for the literacy classroom, hardware and software applications, teacher training in technology, and a final chapter on the future use of technology in literacy. Some specific topics include technology-based literacy for ELLs and students with disabilities, digital ebook readers and adolescent reading practices, and use of apps for early literacy. The authors are affiliated with the University of Central Arkansas.

This book will help educators of all subjects to integrate both literacy and technology into the curriculum and classroom, at any level, particularly K-12, although higher education practitioners will also find chapters of benefit. Combining theoretical and practical chapters, this work will offer research-based evidence to support implementations of the practical ideas offered.

– Sara Marcus, American Reference Books Annual

Table of Contents

Search this Book:

Reset

Editor/Author Biographies

Jeff Whittingham, Ph.D is a graduate of Southern Illinois University Carbondale. He is currently an associate professor at the University of Central Arkansas in the Department of Teaching and Learning. Prior to working at the university level Dr. Whittingham taught middle school for thirteen years. Dr. Whittingham’s research interests include literacy, technology, and adolescent literature. He has published articles in Tech Trends, Educational Technology, Middle School Journal, School Library Research, Social Studies and the Young Learner, Journal of Adult Education, and Childhood Education.

Dr. Stephanie P. Huffman is a professor in the Department of Leadership Studies. This is currently her 18th year at the University of Central Arkansas. She has published over 30 peer reviewed articles, book chapters, and edited books in the field of library science and instructional technology. A few of her publications include edited books entitled Technology Tools for the Literacy Classroom and Cases for Building Quality Distance Delivery Programs and journal articles entitled The Use of Audiobooks in the School Library, The Lack of Citations and Copyright notices in Multimedia Presentations, Socratic Dialogue and Order in Online Chat Rooms, and Technology Planning: The SIMPLE Model. She has been honored by receiving several awards, in 2009 the Technology Leader of the Year award from the Arkansas Association of Instructional Media, in 2012 the Retta Patrick Leadership award from the Arkansas Library Association, and in 2012 Pat McDonald Outstanding Individual Achievement Award from the Arkansas Association of Instructional Media. Her research interests include distance education, technology planning and leadership, literacy, and teacher leadership.

Wendy Rickman is an Assistant Professor at the University of Central Arkansas. She teaches a variety of courses in both the Library Media and Information Technologies Graduate program and the Instructional Technology Graduate program. Rickman has a Master’s of Science in Library Media and Information Technologies from the University of Central Arkansas and earned her doctorate in Educational Leadership from Arkansas State University. With over 6 years of experience in K-12 education, Rickman has an incurable interest in technology, instructional integration, and censorship issues.

Dr. Cheryl Wiedmaier is an associate professor in the Department of Teaching & Learning at the University of Central Arkansas. Dr. Wiedmaier earned her doctorate degree from the University of Missouri-Columbia and has worked in the areas of educational technology and teacher education. Her research interests include improving instruction through the use of educational technology, preparing effective teacher candidates (including the development of professional attitudes and behaviors), and adult education.

Abstracting & Indexing

Archiving

All of IGI Global's content is archived via the CLOCKSS and LOCKSS initiative. Additionally, all IGI Global published content is available in IGI Global's InfoSci^® platform.