From Pencils to Podcasts: Digital Tools for Transforming K–6 Literacy Practices, Aug/2016

This practical resource provides K–6 teachers with suggestions for incorporating technology into literacy practices and illustrates ways technology can deepen students literacy development.

Fully embedding technology into the curriculum is key to preparing students to meet the demands of the 21st century. The authors provide K–6 teachers with practical suggestions for incorporating technology into familiar literacy practices and illustrate ways technology can deepen students literacy development. Each chapter includes information about easy-to-use technology tools, examples from real classrooms, and step-by-step instructions to get started.

1. Appraise how 21st century notions of literacy differ from traditional notions of literacy.
2. Consider research that states why it is crucial to include digital tools in todays classrooms.
3. Learn how to enable students to create, communicate, collaborate, share, reflect, and assess through digital means.
4. Gain step-by-step instructions for incorporating easily implemented digital tools into classroom practices, and see these tools and practices in action through vignettes.
5. Receive tips for adapting the suggested digital tools and instructional strategies to meet the needs of different content areas.

About The Authors:

Katie Stover Kelly, PhD, is an assistant professor of education at Furman University in Greenville, South Carolina, where she teaches literacy methods for elementary learners, literacy assessment and instruction, and practicum with an emphasis on being a literacy interventionist and literacy coach. A former elementary teacher and literacy coach, her research interests include teacher preparation and development in the areas of literacy instruction and assessment. Additionally, Katie is interested in exploring how technology mediates literacy practices within and beyond the classroom setting. She continues to examine ways to engage diverse learners through culturally relevant practices that value all individuals, while fostering compassionate global citizens who advocate for social justice and equality.

Dr. Kelly’s publications include numerous book chapters and articles published in peer-reviewed journals including The Reading Teacher, Literacy Research and Instruction, Journal of Digital Learning in Teacher Education, and Journal of Language and Literacy Education.

Katie presents at national, state, and regional conferences on topics ranging from reading and writing workshops to digital literacies and the use of diverse literature. She has consulted with large school districts and individual schools to tailor professional development to meet the needs of staff and students in the area of literacy.

Dr. Kelly received a bachelor’s degree in elementary education from the State University of New York at Cortland. She earned a master’s degree in reading education and a doctorate in curriculum and instruction in urban literacy from the University of North Carolina Charlotte.

Lindsay Yearta, PhD, is an assistant professor of education at Winthrop University in Rock Hill, South Carolina, where she teaches courses in literacy and learning technologies. Lindsay has taught graduate and undergraduate courses and also supervised student interns in classroom settings. She is a former elementary school teacher and continues to enjoy working closely with prekindergarten through grade 12 teachers. Lindsay’s research interests include digital literacies, critical literacy, and the use of digital tools to meet the needs of students.

Dr. Yearta is a member the International Literacy Association and the Technology in Literacy Education-Special Interest Group. She has received Teacher of the Year awards at both the preK–12 and higher-education levels. Lindsay has presented at various conferences on topics that include using digital tools to increase student collaboration and communication, cultivating authentic learning experiences for all students, and creating a more inclusive classroom. Lindsay’s publications include book chapters as well as articles published in peer-reviewed journals such as The Reading Teacher, Journal of Digital Learning in Teacher Education, Reading Horizons, and Journal of Language and Literacy Education.

Lindsay earned her bachelor’s degree in elementary education and her master’s degree in reading education from Winthrop University. She earned her doctorate in curriculum and instruction in urban literacy from the University of North Carolina at Charlotte.