Associate Professor Literacy
Lane W. Clarke is an Associate Professor of Education at the University of New England. .She teaches classes at the undergraduate level to pre-service teachers in literacy and global education. Her research interests include working with English Language Learners, digital literacy, technology, working with students who struggle in literacy, online teaching pedagogy, global education, and interprofessional collaboration. She has published three books: The Reading Turn-Around for Emergent Bilinguals (Wager, Clarke, & Enriquez, 2019), Educating Literacy Teachers Online: Tools, Techniques, and Transformations (Clarke & Watts-Taffe, 2013), The reading turn-around: A five part framework for differentiated instruction (Jones, Clarke & Enriquez, 2009) and High-tech teaching success: A step by step guide to using innovative technology in your classroom (Clarke & Besnoy, 2009). In addition she has articles published in journals such as The Reading Teacher, Journal of Adolescent and Adult Literacy, Journal of Literacy Research, English Journal, and Language Arts among others.
Clarke, L.W., & Watts-Taffe, S. (Fall, 2013). Educating Literacy Teachers Online: Tools, Techniques, and Transformations. New York: Teachers College Press.
Jones, S., Clarke, L. & Enriquez, G. (2009). The reading turn-around: A five part
framework for differentiated instruction. New York: Teachers College Press.
Other scholarly activity
Clarke, L. W. (2016). Let's share: How different online platforms support learning communities, collaborative
learning and discussion. International Journal of Instructional Technology and Distance Learning, 13 (1), 3-16. (link)
Clarke, L.W. (2014). “Reader Response 2.0: Thoughtfully using technology to support
literacy growth.” New England Reading Association Journal, 50(1), 44-49.
Clarke, L.W. & Bartholomew, A. (2014). Digging beneath the surface: Analyzing the
complexity of instructor’s participation in asynchronous discussion. Online
Learning, 18 (3).
Clarke, L. W. (2012). Putting asynchronous discussions under the lens: Improving
discussions through student examination. Distance Learning, 9(3), 43-50.
Clarke, L.W., & Kinne, L. (2012). More than words: Investigating the format of asynchronous discussions as threaded discussions or blogs. Journal of Digital Learning in Teacher Education. 29(1). 4-22.
Clarke, L.W. (2010). Engaging students with book trailers. Kentucky Reading Journal, 28
Clarke, L.W., & Besnoy, K. (2010). Connecting the Old to the New: What Technology-
Crazed Adolescents tell us about Teaching Content Area Literacy: Journal of Media Literacy.2(1).
Enriquez, G., Jones, S., & Clarke, L.W. Turning Around Our Perceptions and Practices,
Then Our Readers. (2010). Reading Teacher, 64 (1), p73-76.
Clarke, L.W. & Whitney, E. (2009). Walking in Their Shoes: Using Multiple
Perspectives Texts as a Bridge to Critical Literacy. The Reading Teacher, 62 (6). 530-534.