Literacy Matters - Vol 21 - Winter 2021

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Dr. Britnie Delinger Kane began her career as a high school English teacher in Charleston, South Carolina. She is now an assistant professor of literacy at The Zucker Family School of Education at The Citadel. Her research focuses on how teachers learn to teach in ways that are equitable and encourage inquiry and problem solving, and she has presented and published widely about teachers’ opportunities for professional learning about both writing and mathematics in the context of collaborative workgroups, such as Professional Learning Communities, and instructional coaching relationships. Dr. Kane’s research can be found in the American Educational Research Journal, the Journal of Teacher Education, the Journal of the Learning Sciences, Teachers College Record, as well as a recent book on supporting teachers’ professional learning at the school and district levels, Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office. Dr. Kane may be contacted at britnie.kane@citadel.edu . Jennifer D. Morrison is currently an instructor at the University of South Carolina. She has been a middle and high school English teacher and instructional coach who has earned National Board Certification three times. Dr. Morrison has been published in multiple journals including: English Journal, Talking Points, Journal of Adolescent and Adult Literacy, and Educational Leadership. Her current research is focused on adolescent, multimodal, and disciplinary literacies as well as teacher induction experiences, with particular focus on social justice and critical pedagogy perspectives. Jennifer may be contacted at morrije1@mailbox.sc.edu . Charlene Aldrich began her teaching career as a part-time reading teacher for second graders in Winston-Salem, North Carolina. As an early childhood major, this first experience resulted in a passion for literacy and led to teaching opportunities across the academic realm from primary to community college. In her semi-retirement, she remains dedicated to promoting literacy proficiency in every content area, to teachers and students, as an adjunct instructor and member of Literacy in the Disciplines, 6-12. (LiD 6-12) Her mantra is that independent reading and writing in every class, every day, increases long-term retention of the content, overall literacy proficiency, and the ability to apply the content in future learning experiences. Research opportunities through LiD 6-12 provide evidence of the need for this instructional paradigm shift that can result in a literacy model of instruction in middle and secondary grades. Charlene may be contacted at ckaldric@cofc.edu .

Dr. Rachelle S. Savitz is an assistant professor of adolescent literacy at Clemson University having been a K-12 literacy coach/interventionist and high school reading teacher. She is the recipient of Association of Literacy Educators and Researcher’s Jerry Johns Promising Researcher Award, American Reading Forum’s Gary Moorman Early Career Literacy Scholar Award, finalist for International Literacy Association’s Timothy and Cynthia Shanahan Outstanding Dissertation award, as well as Secondary Reading Council of Florida’s Reading Teacher of the Year award. She has published articles on inquiry-based learning, analysis and use of young adult literature, and response to intervention. She also has a newly co-authored book with Drs. Douglas Fisher and Nancy Frey entitled Teaching Hope and Resilience for Students Experiencing Trauma: Creating Safe and Nurturing Classrooms for Learning. Dr. Savitz may be contacted at rsavitz@clemson.edu . Dr. Kavin Ming is a Professor at Winthrop University in Rock Hill, SC. She is currently serving as the Department Chair in the Department of Curriculum and Pedagogy. She teaches undergraduate literacy methods and foundations courses and graduate content area literacy and practicum courses. Dr. Ming’s research interests include at- risk student populations, culturally responsive pedagogy, content area literacy instruction, and multisensory teaching of literacy skills. Dr. Ming may be contacted at mingk@winthrop.edu . Dr. W. Ian O’Byrne (@wiobyrne) is an assistant professor of literacy education at the College of Charleston in South Carolina. His research focuses on the dispositions and literacy practices of individuals as they read, write, and communicate in online and/ or hybrid spaces. Ian is the author of many journal articles and book chapters focusing on initiatives ranging from online and hybrid coursework, integrating technology in the classroom, computational thinking, and supporting marginalized students in literacy practices. His work can be found on his website (https:// wiobyrne.com/) or in his weekly newsletter (https://digitallyliterate. net/). Dr. O'Byrne may be contacted at obyrnei@cofc.edu . Todd Lilly has more than 30 years of experience serving as a high school English and theater teacher and holds teaching certifications in New York and Wisconsin. Lilly’s areas of interest include a diversity of in-school and out-of-school literacy practices; personalized learning; increasing student engagement. Intertwined are issues of identity that both empower and marginalize students and teachers. Lilly is a life-long member of the American Federation of Teachers. Todd may be contacted at lillyT98@mailbox.sc.edu .

Reading Matters Displinary Literacy Matters

| 84 | Literacy Matters | Volume 21 • Winter 2021

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