Crossroads Integrated Reading and Writing 2nd Edition Online

Donna Alvermann is the University of Georgia Appointed Distinguished Research Professor of Language and Literacy Education. Formerly a classroom teacher in Texas and New York, her research focuses on young people's digital literacies and use of pop media. Author of numerous manufactures, she has several books to her credit: Adolescents and Literacies in a Digital Earth; Reconceptualizing the Literacies in Adolescents' Lives (3rd ed.); Adolescents' Online Literacies: Connecting Classrooms, Digital Media, & Popular Civilisation; and Bring It to Course: Unpacking Pop Civilisation in Literacy Learning.

Mark Bauerlein is Professor of English language at Emory University and Senior Editor at First Things Magazine. His books include Literary Criticism: An Autopsy (1997), The Pragmatic Heed: Explorations in the Psychology of Belief (1997), and The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (2008). His essays have appeared in PMLA, Partisan Review, Wilson Quarterly, Yale Review, Commentary, and New Benchmark, and his commentaries and reviews in the New York Times, Wall Street Periodical, Washington Postal service, Boston Globe, Weekly Standard, The Guardian, and Chronicle of Higher Education.

Jennifer 50. Bogdanich is a Ph.D. candidate in the Section of Language and Literacy Instruction at the Academy of Georgia. Formerly a high school English teacher in Georgia and Colorado, her research interests focus on the teaching and learning of Shakespeare through performance, poststructural qualitative inquiry methods, and collaborative writing as a method of inquiry and pedagogy in the area of teacher education.

Julie Coiro is an Associate Professor in the Schoolhouse of Education at the Academy of Rhode Island. She conducts inquiry on the new literacies of the Internet, online reading comprehension strategy didactics, and effective practices for applied science integration and professional development. Julie's work appears in journals such as Reading Research Quarterly, The Reading Teacher, Educational Leadership, and The Journal of Education. She also co-edited the Handbook of Research on New Literacies (2008) and co-authored Teaching with the Net K-12: New Literacies for New Times (2004).

Allan Collins is a Professor Emeritus of Teaching and Social Policy at Northwestern University. He has studied teaching and learning for over 30 years, and written extensively on related topics. He is best known in psychology for his work on semantic memory and plausible reasoning, in artificial intelligence for his work on reasoning and intelligent tutoring systems, and in didactics for his work on situated learning, enquiry teaching, epistemic forms and games, design research, and cognitive apprenticeship.

Jamie Colwell is an Assistant Professor of Literacy in the Darden College of Education, Old Dominion Academy. Her research focuses on adolescent and disciplinary literacy, integrating disciplinary literacy into teacher education, bridging the gap between adolescents' in-and out-of-school literacies using digital and Internet technology, the use of online discussion platforms to promote adolescents' disquisitional thinking, and qualitative and design-based research.

Nell K. Duke, Ed.D., is a professor of literacy, language, and culture and a faculty chapter in the combined program in education and psychology at the Academy of Michigan and a member of the International Reading Clan Literacy Research Panel. Duke's work focuses on early on literacy evolution, particularly amid children living in poverty. Her specific areas of expertise include evolution of informational reading and writing in young children, comprehension development and didactics in early schooling, and issues of equity in literacy education.

Scott Filkins has worked as an educator in the Champaign, Illinois, schools in a variety of roles, including English teacher, reading teacher, instructional coach, and curriculum coordinator for secondary English Linguistic communication Arts. For his book Beyond Standardized Truth: Improving Education and Learning through Inquiry Based Reading Cess (NCTE, 2012), Scott was a 2013 co-recipient of the James Northward. Britton Award. Scott co-directs the University of Illinois Writing Project and is a doctoral student at Illinois in curriculum and instruction, focusing on language, literacy, and writing studies.

James Paul Gee is a member of the National Academy of Education. His volume Sociolinguistics and Literacies (1990, Tertiary Edition 2007) was one of the founding documents in the formation of the "New Literacy Studies", an interdisciplinary field devoted to studying linguistic communication, learning, and literacy in an integrated way in the total range of their cognitive, social, and cultural contexts. Professor Gee'south well-nigh recent books bargain with video games, language, and learning. Gee has published widely in journals in linguistics, psychology, the social sciences, and education.

Susan Goldman is a distinguished professor of psychology and education in UIC's College of Liberal Arts and Sciences. She conducts research on subject matter learning, education, cess, and on roles for technology, especially in literacy and mathematics. She has been elected to the National University of Education, named a Fellow of the American Educational Research Association and of the Society for Text and Discourse, and selected equally the Inaugural Outstanding Alumnus of the Learning Enquiry and Evolution Centre. Goldman serves the field through a number of editorial appointments, including executive editor for Knowledge & Instruction and associate editor for Journal of Educational Psychology. She sits on the editorial board of Reading Enquiry Quarterly, Journal of the Learning Sciences and Educational Psychologist.

Richard Halverson is a Professor in Educational Leadership and Policy Assay at University of Wisconsin-Madison. Dr. Halverson'due south inquiry aims to bring the research methods and practices of the Learning Sciences to the world of educational leadership. His enquiry explores the use of data driven instructional systems in schools, and the development of game and simulation based tools for professional learning. Dr. Halverson led teams to develop and research projects on teacher evaluation video analysis tools, handheld tools for teachers, data visualization tools, and video games for learning. He likewise writes on the future of schooling and applied science.

Colin Harrison is Emeritus Professor of Literacy Studies in Education at the School of Education, Academy of Nottingham. Afterward teaching English language at the secondary level he worked on the Schools Council project The Constructive Use of Reading, during which time he chaired the Schools Council'due south Evaluator'south Group. His books include Readability in the Classroom, Interactive Learning and New Technologies, Agreement Reading Development and Using Engineering to Improve Reading and Learning. He was a founding editor of the Journal of Research in Reading, and is by president of the United Kingdom Reading Association. He has directed over forty funded inquiry projects, including fifteen in the field of new technology.

Douglas Chiliad. Hartman is a professor of Technology, Literacy & Learning in the College of Education at Michigan Country Academy. He was Co-Senior Editor of the Journal of Literacy Research and is currently a Research Fellow with the Center for Health Intervention & Prevention. He has authored over 50 periodical articles, book chapters, technical reports, and book reviews. He received the prestigious Albert J. Kingston Award for distinguished scholarly service to the field of literacy. Hartman's expertise is in the areas of technology & literacy, new literacies, and the history of literacy.

Gail Due east. Hawisher is Academy Distinguished Instructor/Scholar and Professor Emeritus of English and Writing Studies at the University of Illinois, Urbana-Champaign. Her work probes connections between literate activity and digital media as reflected in Passions, Pedagogies and 21st Century Technologies, Global Literacies and the Www, and the coauthored Literate Lives in the Information Age, amidst them. About recently, her Transnational Literate Lives in Digital Times became her and her coauthors' offset multimodal, born-digital report of literacy practices and digital media beyond the world. She and Cynthia L. Selfe were securely honored to receive the 2014 Briefing on College Composition and Communication'due south Exemplar Award for scholarship, pedagogy, and contributions to the profession.

	Michael Kamil is Emeritus Professor of Stanford University School of Educational activity. Dr. Kamil'south work is concerned with the effects of technology on literacy and its acquisition. His enquiry determines the types of materials that are best suited for use in beginning reading instruction and the advisable residual between applications of applied science and the demands of literacy.

Panayiota Kendeou is associate professor of Educational Psychology at Academy of Minnesota. Her research in the area of reading comprehension involves cross-sectional and longitudinal investigations to sympathise the development of various language and cognitive skills in K-12, and experimental investigations to empathize the complex reader by text past task interactions during reading, and how those interactions affect the conquering and awarding of new knowledge. Dr. Kendeou is Associate Editor of the Journal of Educational Psychology and she serves on the editorial boards of Scientific Studies of Reading, Contemporary Educational Psychology, Learning and Education, Discourse Processes, and Reading Psychology.

Paul Morsink is a doctoral candidate in the Educational Psychology and Educational Engineering plan at Michigan State Academy. His research interests include online reading comprehension, the role of learners' epistemic stance in shaping online learning trajectories, and teachers' development of expertise for teaching with engineering. Before starting the doctoral program, Paul taught middle school, high school, and college English for fourteen years.

	David R. Olson is University Professor Emeritus at the Ontario Constitute for Studies in Education at the University of Toronto. His research interests involve the evolution of language, literacy, and cognition. He also studies children's agreement of language and listen, and the psychology of teaching.

David Reinking is the Eugene T. Moore Professor of Teacher Education at Clemson University. His scholarship focuses on understanding the relation between digital technologies and literacy and how that understanding can inform teaching. In classrooms, he employs formative experiments to study the integration of digital technologies into instruction, and he has promoted that approach to research equally an alternative to conventional quantitative and qualitative methodologies.

Paul van den Broek is professor in Educational Science at Leiden Academy and professor in Cerebral sciences at the University of Minnesota. His expertise is on cognitive processes in reading comprehension, on the evolution of these processes, and on the awarding to reading comprehension interventions. His research focuses on inference generation and its role in the construction of a meaningful representation by the reader. Multiple texts and unlike media pose unique challenges and opportunities for inference generation, comprehension, and learning.

Marking Warschauer is a Professor of Education and Informatics at the University of California. He works on a range of research projects related to digital media in education. In K-12 educational activity, his team is developing and studying cloud-based writing, examining new forms of automatic writing cess, exploring digital scaffolding for reading, investigating one-to-1 programs with Chromebooks, and analyzing utilize of interactive mobile robots for virtual inclusion. In higher education, his team is looking at instructional practices in Stalk lecture courses, the impact of virtual learning on educatee accomplishment, the learning processes and outcomes in Massively Open Online Courses (MOOCs), and the bear on on students of multi-tasking with digital media.

Shenglan Zhang is Adjunct Assistant Professor in the Section of World Languages and Cultures and Lecturer in the Schoolhouse of Instruction at Iowa State University. Zhang'south research interests fall within three different only related areas: integrating technology in teaching Chinese, blended and online learning, and reading on the Internet. Currently she is working on two projects, 1 exploring Chinese learners' use of Chinese with native speakers within a computer-mediated format, and the other examining cultural learning with authentic multimedia materials and ethnographic interviews in a blended learning environs.

Editors

	Rand Spiro is Professor of Educational Psychology at Michigan Land University. Much of his inquiry is concerned with the question, "How should learning continue so that tendencies toward conceptual oversimplification are counteracted and a wide range of future applications of cognition are supported?" A central part of his inquiry program involves the development and testing of theory-based hypermedia learning environments designed to promote cognitive flexibility. He is the senior editor of this volume.

	Mike DeSchryver is Assistant Professor of Educational Engineering at Central Michigan Academy. He is a graduate of the MSU Educational Psychology and Educational Technology doctoral programme. His research involves Spider web-mediated knowledge synthesis and creative thinking. Prior to his university work, Mike taught, coached, and administered technology programs in G-12 schools for over 10 years.

	Michelle Schira Hagerman directs the Graduate Certificate Programs in Educational Engineering and Online Teaching and Learning at Michigan State University. She is a graduate of MSU's doctoral program in Educational Psychology and Educational Technology. Her research examines instructional methods that support online reading and synthesis, peculiarly for adolescents as they engage in inquiry projects on school-related topics. Earlier MSU, she taught French equally a Second Language for nine years in Canada.

	Paul Morsink is a doctoral candidate in the Educational Psychology and Educational Applied science plan at Michigan Country University. His research interests include online reading comprehension, the role of learners' epistemic stance in shaping online learning trajectories, and teachers' evolution of expertise for education with technology. Before starting the doctoral program, Paul taught middle school, loftier school, and college English language for fourteen years.

	Penny Thompson is Assistant Professor of Educational Technology at Oklahoma State University and is a graduate of the MSU Educational Psychology and Educational Technology doctoral program. Her inquiry interests revolve around how immersion in digital technology might influence students' study strategies and attitudes toward learning. She is besides interested in how learners interact with each other in online environments.