Literacy Matters - Vol 21 - Winter 2021

References Bell, K. (2017, November 7). Interactive learning menus (Choice Boards) with G Suite . Shake up Learning. https://shakeuplearning.com/blog/interactive-learning- menus-choice-boards-using-google-docs/

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Bookshare. (2020, July 1.) How to read a book. https://www.bookshare.org/cms/ get-started/how-read-books

Miller, D. (2014). Reading into the Wild. San Francisco, CA: Jossey-Bass.

Nelson, L.L. (2014). Design and deliver: Planning and teaching using Universal Design for Learning. Baltimore, MD: Paul H. Brookes Publishing Company.

Bray, B., & McClaskey, K. (2015). Make learning personal. The what, who, wow, where, and why. Thousand Oaks, CA: Corwin.

Reading Matters Technology Matters

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Brooks, M.D. (2019). Authentic choice: A plan for independent reading in a restrictive instructional setting. Journal of Adolescent & Adult Literacy, 62 (5), 574-577. Brown, A.H., & Green, T.T. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). New York, NY: Routledge.

Rosenblatt, L.M. (1978). The reader, the text, the poem: The transactional theory of the literary work . Carbondale, IL: Southern Illinois University Press.

Stover, K. & Yearta, L. (2017). From pencils to podcasts: Digital tools for transforming K-6 literacy practices. Bloomington, IN: Solution Tree Press.

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Stover, K., Yearta, L., & Harris, C. (2016). Formative assessment in the digital age: Blogging with third graders. The Reading Teacher, 69 (4), 377-381

Cloonan, A., Paatsch, L., & Hutchison, K. (2019). Renewing literature circles: Pedagogies for curated multimodal responses. The Reading Teacher, 73 (5), 647- 656.

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Daniels, H. (1994). Literature circles: Voice and choice in the student-centered classroom. York, ME: Stenhouse.

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Dougherty Stahl, K.A. (2012). Complex text or frustration-level text: Using shared reading to bridge the difference. The Reading Teacher, 66 (1), 47-51.

Tompkins, G.E. (2010). Literacy for the 21st century: A balanced approach (5th Ed.). Boston, MA: Allyn & Bacon.

Guthrie, J.T., &Wigfield, A. (2000). Engagement and motivation in reading. In M.L. Kamil & P.B. Mosenthal (Eds.), Handbook of Reading Research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.

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Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

Yearta, L., Stover, K., & Sease, R. (2015). Fifth graders blog with preservice teachers to discuss literature. Reading Horizons , 54(1), 26-47.

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Magana, S., & Marzano, R. J. (2014). Enhancing the art and science of teaching with technology. Bloomington, IN: Marzano Research Laboratory.

Yearta, L. &Wash, P.D. (2015). Digital vocabulary: Greek and Latin root study in the 21st century. Georgia Journal of Reading, 38 (2), 24-28.

Lindsay Yearta, an associate professor at Winthrop University, works with P20 students and teachers to leverage technology within the UDL framework to support student choice, voice, and equitable, authentic learning opportunities within and beyond the literacy classroom. Her publications include the book, From Pencils to Podcasts: Digital Tools for Transforming K-6 Literacy Practices and peer-reviewed articles such as “Integrating Social Studies and English Language Arts: Digital Stories and the Revolutionary War” and “Infoadvocacy: Writers Engage in Social Justice through Infographics.” Lindsay may be contacted at yeartaL@winthrop.edu .

Lisa Harris is an associate professor in the Education Core Department at Winthrop University and is the program coordinator for the Master of Arts in Teaching degree. She teaches courses in educational technology, social science research, and assessment. She also works closely with South Pointe High School, a Professional Dev elopement School in the Winthrop University-School Partnership Network. Her research interests include teacher data literacy, Universal Design for Learning, and school/ university partnerships. Lisa may be contacted at harrisL@winthrop.edu .

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