Search results for author:"W. Ian O'Byrne"
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Journal of Adolescent & Adult Literacy Vol. 58, No. 2 (October 2014) pp. 102–104
The Internet is the dominant text of this generation, and through intentional use it may provide opportunities for the critical literacy infused pedagogy. As we consider the online and offline literacy practices that our students will need as future ...
Multicultural Education and Multiliteracies: Exploration and Exposure of Literacy Practices with Preservice Teachers
Reading and Writing Quarterly: Overcoming Learning Difficulties Vol. 31, No. 2 (2015) pp. 168–184
This quasi-experimental, mixed model study explored the use of an instructional approach that provided direct instruction and experiences in multicultural education while empowering preservice teachers to examine their perspectives using a hybrid...
Literacy Research: Theory, Method, and Practice Vol. 64, No. 1 (2015) pp. 398–414
The #WalkMyWorld project was an open, social media experiment developed to provide preservice and in-service teachers and K-12 students with an opportunity to focus on developing media literacies and civic engagement in online spaces. The study...
Journal of Adolescent & Adult Literacy Vol. 59, No. 4 (2016) pp. 371–375
Understanding the computational concepts on which countless digital applications run offers learners the opportunity to no longer simply read such media but also become more discerning end users and potentially innovative "writers" of new...
Using Peer Collaboration to Support Online Reading, Writing, and Communication: An Empowerment Model for Struggling Readers
Reading and Writing Quarterly: Overcoming Learning Difficulties Vol. 28, No. 3 (2012) pp. 279–306
This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered...
Journal of Adolescent & Adult Literacy Vol. 58, No. 4 (2015) pp. 277–280
Open learning is becoming a critical focus for K-12 technology-supported programs as the importance of digital literacy and digital freedoms for all learners grows. This article describes current open learning policy, open educational resources and...
Journal of Adolescent & Adult Literacy Vol. 58, No. 6 (March 2015) pp. 451–454
Digital badges are web-enabled tokens of accomplishment that contain specific claims and evidence about learning and achievement along with detailed evidence supporting those claims. Badges traditionally consist of an image and relevant metadata (e...
Educational Researcher Vol. 38, No. 4 (May 2009) pp. 264–269
Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that ...
Designing Spaces for Creativity and Divergent Thinking: Pre-Service Teachers Creating Stop Motion Animation on Tablets
International Journal of Education in Mathematics, Science and Technology Vol. 6, No. 2 (2018) pp. 182–199
In recent years, tablets have been shown to serve as incredible teaching tools in classrooms around the world. In mathematics education, divergent thinking, creativity, and play may play a key role in formation of adaptive thinking and math...
Donald J. Leu; J Gregory McVerry; W Ian O'Byrne; Carita Kiili; Lisa Zawilinski; Heidi Everett-Cacopardo; Clint Kennedy; Elena Forzani
Journal of Adolescent & Adult Literacy Vol. 55, No. 1 (September 2011) pp. 5–14
This commentary explores a central issue for our times, online reading comprehension. It first defines three issues that have largely gone unnoticed as the Internet enters our classrooms: (1) literacy has become deictic; (2) effective online...