New+Literacies+Institute+Team

** New Literacies Institute Team **
** [|Dr. John K. Lee] **, is an associate professor of social studies and middle grades education. He conducts research on digital history, and is specifically interested in the development of innovative ways for supporting teachers and students as they make use of online historical resources. He is author of the book Visualizing Elementary Social Studies Methods and co-author of the book Guiding Learning with Technology. He is also involved in efforts to theorize and develop tools and materials related to new literacies. For more see http://www4.ncsu.edu/~jklee and @http://dhpp.org/.

**Dr. Hiller Spires**, is a Professor of Literacy and Technology in the Department of Curriculum and Instruction; she received her Ph.D. in literacy education from the University of South Carolina. She served as the founding director of The William and Ida Friday Institute for Educational Innovation from 2002-2006 and currently serves as FI Senior Research Fellow. Her research focuses on the effects of digital literacies on learning, including emerging literacies associated with gaming environments. She is co-PI on the NSF-funded projects, Crystal Island and Narrative Theatre. She has published in Journal of Educational Psychology, Cognition & Instruction, Journal of Adolescent & Adult Literacy, Literacy Research & Instruction, Reading Psychology, among other journals. She coordinates the New Literacies & Global Learning graduate program and co-directs the Friday Institute’s [|New Literacies Collaborative]. Check out her [|website].

** [|Carl A. Young] **, a former middle grades and high school English teacher, is associate professor of English education in the Department of Curriculum and Instruction at North Carolina State University. He earned his Ph.D. from the University of Virginia. At NC State, he teaches courses in English methods, teaching composition, content area reading and writing, and new literacies and emerging technologies. He conducts research on new literacies, participatory media, eportfolios, and other technology applications in English education. In addition, Dr. Young serves as chair of the CEE Commission on Technology and Teacher Education and as co-editor for the English language arts section of //Contemporary Issues in Technology and Teacher Education// //(// [|//http://www.citejournal.org//] //).// He is a member of the New Literacies Collaborative ( [|http://www.newlit.org] ) and co-facilitator for the annual New Literacies Teacher Leader Institute ( [] ), a summer professional development initiative. Selected publications have appeared in //English Education, English Journal, Journal of Literacy Research,// and //Learning & Leading with Technology//. He is currently co-editing a book highlighting research in technology and English education.

** [|Dr. Donald J. Leu] ** will provide a keynote talk on Tuesday morning. Don is the John and Maria Neag Endowed Chair in Literacy and Technology and holds a joint appointment in Curriculum and Instruction and Educational Psychology at the University of Connecticut. He directs the New Literacies Research Lab at the University of Connecticut is a member of the Board of Directors of the International Reading Association and the Reading Hall of Fame. He is a past President of the National Reading Conference. A graduate of Michigan State, Harvard, and Berkeley, Don’s work focuses on the new skills and strategies required to read, write, and learn with Internet technologies and the best instructional practices that prepare students for these new literacies. He has more than 100 research publications and seventeen books on topics that range from phonics and phonemic awareness to teacher education and the new literacies of online reading comprehension.

**[|Dr. Julie Coiro]** will be a facilitator for the //Online Reading Comprehension// area of the Digging Deeper Breakouts. She began her teaching career as a special education teacher after graduating from the University of Connecticut. She received her Master’s in Curriculum and Instruction with a focus in Reading from the University of New Orleans. Upon returning to Connecticut, Julie worked as a technology specialist at LEARN, a regional educational agency, before pursuing her doctorate in Educational Psychology at the University of Connecticut. Currently, Julie is an Assistant Professor in the School of Education at the University of Rhode Island. Among her research interests are strategic reading comprehension instruction, new literacies of the Internet, online reading comprehension, and effective practices for technology integration, assessment, and professional development. Selected publications have appeared in Reading Research Quarterly, The Reading Teacher, and Educational Leadership. Julie is also co-editor of The Handbook of Research on New Literacies (Erlbaum, 2008).

**[|Dr. Jill Castek]** will be a facilitator for the //Online Reading Comprehension// area of the Digging Deeper Breakouts. Jill is a trained reading specialist and curriculum leader with a decade of experience working with students in grades K-12. Her work examines the challenges and opportunities for reading, writing, and learning on the Internet. She is particularly interested in inquiry approaches across the curriculum and the instructional contexts that facilitate acquisition of the new literacies of online reading comprehension. Her classroom-based research integrates a wide-variety of strategies to support students in developing the skills and strategies needed to read, write, and collaborate on the Internet. Jill earned her Ph.D in 2008 at the University of Connecticut in the area of Cognition and Instruction. She currently holds a post-doc position with the Seeds of Science/Roots of Reading project at the Lawrence Hall of Science, University of California, Berkeley.

**Ian O'Byrne** is a Neag Fellow, doctoral student, and researcher with the New Literacies Research Lab at the University of Connecticut. He received his Masters of Education from the University of Massachusetts. He has been involved in initiatives in his school districts ranging from online coursework, integrating technology in the classroom, school to career, and acting as department leadership. His research interests examine the reading and content creation practices employed by adolescents in online spaces.


 * __[[image:Hiedi_2011.gif width="174" height="157" align="left"]]Heidi Everett-Cacopardo__** is a graduate researcher with the New Literacies Research Lab at the University of Connecticut and a former secondary science teacher. She is a master’s student in Cognition and Instruction at the University of Connecticut. She taught secondary science for 3 years in New Haven, Connecticut. She is studying how struggling adolescent readers become more engaged in learning through international, Internet-based projects between classrooms.


 * __[[image:MA2011.PNG width="175" height="189" align="left"]]Greg McVerry__** is a Neag Fellow, researcher, and doctoral student with the New Literacies Research Lab at the University of Connecticut. Greg, a former math and language arts middle school teacher, received a Masters of Education from the University of Hartford. His research interests include: online reading comprehension, investigating how student flexibly apply learning strategies in digital environments, and the use of multimodal texts to support digital composition. His work has been published in Reading Teacher, Educational Researcher, and Educational Leadership.


 * [[image:Erin_2011.PNG width="168" height="194" align="left"]]__Erin Lyjak__** is a research associate at the Friday Institute for Educational Innovation, working on the New Literacies Collaborative project. She received her Master's degree in Experimental Psychology from Radford University. Erin has been in the field of educational research for over 10 years. Prior to joining The New Literacies team, she worked on a wide range of educational studies, including school violence prevention, standardized testing, PISA, and chancellor reviews.

= =

=**Project Based Inquiry (PBI) Facilitators**=

__**Dr. Lisa Hervey**__ is a research associate at the Friday Institute for Educational Innovation. Her research centers on developing in-service teachers\' Technological Pedagogical Content Knowledge (TPACK) and practice in 1:1 educational settings. She earned her B.S. in K-12 Special Education and K-6 Elementary Education from Central Michigan University in 1998. She acquired a M.Ed. in K-12 Reading in 2007 and a Ph. D. in Curriculum and Instruction in 2011, both at NC State University. She achieved her National Board for Professional Teaching Standards certification while teaching middle grades language arts for ten years at a public separate school in Raleigh, NC. She co-leads work on a project funded by the U.S. Department of Education, conducted in partnership with Consortium for School Networking (CoSN) and State Education Technology Directors Association (SETDA).


 * __Meixun Zheng (Sinky)__** is a doctoral student in Department of Curriculum & Instruction at NC State University. Her research has focused on literacy and technology. Specially, she is interested in how emerging technology tools can be applied in classroom instruction across content areas to facilitate student learning and engagement. She is a graduate research assistant at the William & Ida Friday Institute for Educational Innovation, working on the NSF-funded Crystal Island-5 project, which aims to enhance K-5 students' science learning, problem-solving, and critical thinking in a game-based learning environment.

Attached is my resume, which provides additional information about my experience, education and accomplishments. I look forward to meeting with you to discuss my qualifications at your earliest convenience. Thank you for your time and consideration. Please feel free to contact me anytime.



to develop a web-based writing tool for middle school students. Manning recently earned her master's degree in Education from North Carolina State University. Prior to obtaining her degree, Manning worked as a literacy coach, an elementary teacher in South Africa, and a literacy outreach coordinator for an educational non-profit organization.
 * __L. Manning Pruden__**, is a graduate research assistant at the Friday Institute for Educational Innovation, working on a NSF grant


 * __Jonathan List__**, is a Graduate Research Assistant who works on enhancing the utility of the New Literacies Collaborative Ning Page. He is currently engaged in research with Dr. Lee, investigating how students interact in Historical Thinking in an Online Setting. Jonathan is also working on developing a meaningful definition for the New Literacies / new literacies framework. His research interests are focused in the area of interaction between New Literacies and Social Studies.

__**Charley Norkus**__ is a history teacher at Athens Drive High School working with at-risk students in a virtual learning environment. He completed his M.Ed. in New Literacies and Global Learning this past spring at State and is currently a teacher assistant for Dr. Lee's ECI 524 class - Theory and Research in Global Learning. As a teacher leader at Athens, Charley shares new technologies with coworkers and offers them assistance in globally collaborating with foreign classes. For more on what Charley does at Athens, see [|http://vlathens.weebly.com], and for NLGL, see [|http://nlglcharleynorkus.weebly.com].


 * __[[image:Meg.jpg width="166" height="199" align="left"]]Meg Dulaney__**, a former high school English teacher, is a doctoral student in the Department of Curriculum and Instruction in the School of Education at North Carolina State University. Throughout her eight years teaching in rural North Carolina, she taught English I, II, III, and IV, AP Language and Literature and numerous elective courses. Additionally, she served as English Department Chairperson for three years. Her research interests include teaching English in rural schools, teaching writing, mentoring novice teachers, incorporating graphic novels into the ELA classroom, meeting the needs of diverse learners, and utilizing innovative tools to recast the idea of //traditional// rigor.

**__Mary Ashley Burch__** is currently a Special Education teacher at Carpenter Year-Round Elementary School serving students in grades K-2. In the past she has worked with grades 3-5 and has taught in the self-contained setting. She earned her M.Ed in Reading Instruction in 2010 from N.C. State University. Mary Ashley attended The New Literacies Teacher Leader Institute in 2009. To see her completed project you can visit her wiki at http://maburch.wikispaces.com/. She enjoys integrating new forms of technology throughout the standard course of study and is always looking for new web 2.0 tools to use in the classroom with her students.