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Lane Clarke

Lane Whitney Clarke, Ed.D.

Associate Professor Literacy

Location

Decary Hall 149
Biddeford Campus
On campus

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 TeacherJournal of Adolescent and Adult Literacy, Journal of Literacy ResearchEnglish Journal, and Language Arts among others. 

Credentials

Education

Ed.D.
University of Cincinnati
M.A.
Rowan University
B.A.
Dickinson College

Research

Selected publications

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

(1), 39-46.

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.

Research interests

Literacy

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