Educating Literacy Teachers Online

Tools, Techniques, and Transformations

Nonfiction, Reference & Language, Language Arts, Literacy, Education & Teaching
Cover of the book Educating Literacy Teachers Online by Lane W. Clarke, Susan Watts-Taffe, Teachers College Press
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Author: Lane W. Clarke, Susan Watts-Taffe ISBN: 9780807772492
Publisher: Teachers College Press Publication: December 15, 2009
Imprint: Language: English
Author: Lane W. Clarke, Susan Watts-Taffe
ISBN: 9780807772492
Publisher: Teachers College Press
Publication: December 15, 2009
Imprint:
Language: English

This book is a comprehensive guide for literacy teacher educators and professional development trainers who teach and work in online settings. The authors provide tools, techniques, and resources for developing courses, workshops, and other online learning experiences, including blended/hybrid delivery formats that combine face-to-face meetings with online practices. Moving away from traditional discussions in which technology and delivery systems dominate the conversation, this book focuses on the literacy instructor with techniques for building effective learning communities. The authors outline the unique pedagogical challenges posed by online courses and offer guidance for making decisions about what tools to use for specific instructional purposes. More than simply a “how-to” book, this resource will encourage novice and experienced instructors to extend their thinking and enable online literacy teacher education to grow in productive ways.

Book Features:

  • Support for those teaching in many different roles, including program coordinators, professors, and adjuncts.
  • A focus on pedagogical innovation as the key to success, with concrete examples of instructional and assessment practices.
  • Connections to the IRA Standards for Reading Professionals and other national standards for teacher education.
  • A companion website where online literacy teacher educators can communicate and share resources.

“Be prepared to experience a compelling journey. . . . This might very well be the book that inspires you, like me, to find a trusted colleague, take a few risks, and begin your own journey toward moving a literacy course or whole program online.”
—From the Foreword by Julie Coiro, University of Rhode Island


Lane W. Clarke is assistant professor and literacy concentration leader in the Education Department of the University of New England. Susan Watts-Taffe is associate professor and coordinator of the Reading Endorsement program at the University of Cincinnati.

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This book is a comprehensive guide for literacy teacher educators and professional development trainers who teach and work in online settings. The authors provide tools, techniques, and resources for developing courses, workshops, and other online learning experiences, including blended/hybrid delivery formats that combine face-to-face meetings with online practices. Moving away from traditional discussions in which technology and delivery systems dominate the conversation, this book focuses on the literacy instructor with techniques for building effective learning communities. The authors outline the unique pedagogical challenges posed by online courses and offer guidance for making decisions about what tools to use for specific instructional purposes. More than simply a “how-to” book, this resource will encourage novice and experienced instructors to extend their thinking and enable online literacy teacher education to grow in productive ways.

Book Features:

“Be prepared to experience a compelling journey. . . . This might very well be the book that inspires you, like me, to find a trusted colleague, take a few risks, and begin your own journey toward moving a literacy course or whole program online.”
—From the Foreword by Julie Coiro, University of Rhode Island


Lane W. Clarke is assistant professor and literacy concentration leader in the Education Department of the University of New England. Susan Watts-Taffe is associate professor and coordinator of the Reading Endorsement program at the University of Cincinnati.

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