Online education has become a prevalent means of program and course delivery, especially within teacher education programs. However, the lack of preparation in online design is concerning, especially in the field of teacher education where the focus is preparing preservice and practicing teachers to implement effective, evidence-based instructional strategies. Effective Practices in Online Teacher Preparation for Literacy Educators is an essential scholarly resource that shares innovative ideas for translating face-to-face reading/literacy specialist preparation into effective online instruction for courses in literacy education. Highlighting various topics such as instructional design, teacher education, and literacy assessment, this book is ideal for instructors, curriculum developers, instructional designers, IT specialists, education professionals, instructors, administrators, academicians, and researchers.

Online education has become a prevalent means of program and course delivery, especially within teacher education programs. However, the lack of preparation in online design is concerning, especially in the field of teacher education where the focus is preparing preservice and practicing teachers to implement effective, evidence-based instructional strategies. Effective Practices in Online Teacher Preparation for Literacy Educators is an essential scholarly resource that shares innovative ideas for translating face-to-face reading/literacy specialist preparation into effective online instruction for courses in literacy education. Highlighting various topics such as instructional design, teacher education, and literacy assessment, this book is ideal for instructors, curriculum developers, instructional designers, IT specialists, education professionals, instructors, administrators, academicians, and researchers.

As digital technologies continue to develop and evolve, an understanding of what it means to be technologically literate must also be redefined. Students regularly make use of digital technologies to construct written text both in and out of the classroom, and for modern writing instruction to be successful, educators must adapt to meet this new dichotomy. Exploring Technology for Writing and Writing Instruction examines the use of writing technologies in early childhood, elementary, secondary, and post-secondary classrooms, as well as in professional development contexts. This book provides researchers, scholars, students, educators, and professionals around the world with access to the latest knowledge on writing technology and methods for its use in the classroom.

While traditional writing is typically understood as a language based on the combination of words, phrases, and sentences to communicate meaning, modern technologies have led educators to reevaluate the notion that writing is restricted to this definition. Exploring Multimodal Composition and Digital Writing investigates the use of digital technologies to create multi-media documents that utilise video, audio, and web-based elements to further written communication beyond what can be accomplished by words alone. Educators, scholars, researchers, and professionals will use this critical resource to explore theoretical and empirical developments in the creation of digital and multimodal documents throughout the education system.

Technology is changing not only how people write, but also how they learn to write. These profound changes require teachers to reconsider their pedagogical practices in the teaching of writing. This books shares instructional approaches from experienced teacher educators in the areas of writing, teacher education, and technology. Chapters explore teachers personal experiences with writing and writing instruction, effective pedagogical practices in methods writing courses, and professional development opportunities that effectively integrate technology into the writing classroom and contribute to students' growth as writers and users of technology. This collected volume provides as up-to-date understanding of how teachers are prepared to teach writing using technology.

The book is a critical examination of the complex role of writing in court-involved young adults' lives. The purpose of this book is to provide an in-depth look at how writing might possibly be the best opportunity to give students multiple tools to deal with their circumstances in life: to give them a voice to express themselves; an opportunity to recognize their strengths; a way to document their aspirations; and chance to give them hope. Furthermore, this book will advocate for literacy instruction that is grounded in research, and will advocate for youth to be creative meaning-makers, and finally this book will underscore the power of writing as a way to amplify beliefs and life experiences. This book includes current research that supports a framework for teaching writing, particularly for those youth who are marginalized and disenfranchised, while considering the meaning of equity in education.

The book is a critical examination of the complex role of writing in court-involved young adults' lives. The purpose of this book is to provide an in-depth look at how writing might possibly be the best opportunity to give students multiple tools to deal with their circumstances in life: to give them a voice to express themselves; an opportunity to recognize their strengths; a way to document their aspirations; and chance to give them hope. Furthermore, this book will advocate for literacy instruction that is grounded in research, and will advocate for youth to be creative meaning-makers, and finally this book will underscore the power of writing as a way to amplify beliefs and life experiences. This book includes current research that supports a framework for teaching writing, particularly for those youth who are marginalized and disenfranchised, while considering the meaning of equity in education.