W Ian O’Byrne
Biographic Data
| ID | 6341092 |
|---|---|
| NAME | W Ian O’Byrne |
| GIVEN NAMES | W Ian |
| FAMILY NAME | O’Byrne |
| SIGNATURE | O’BYRNE W I |
| AFFILIATIONS | College of Charleston |
| ORCID | 0000-0003-0307-9538 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Annual Annotated Bibliography of Research in the Teaching of English
Annotated Bibliography of Research in the Teaching of English
Annotated Bibliography of Research in the Teaching of English
Preview this article: Annotated Bibliography of Research in the Teaching of English, Page 1 of 1 /docserver/preview/fulltext/rte/58/3/researchintheteachingofenglish583AB1-1.gif
Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations
School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researcher‐created …
Annotated Bibliography of Research in the Teaching of English
This bibliography includes abstracts of selected empirical research studies as well as titles of other related studies and books published between June 2013 and May 2014. Abstracts are only written for research studies that employed systematic analysis of phenomena using experimental, qualitative, ethnographic, discourse analysis, literary critical, content analysis, or linguistic analysis methods. Priority is given to research most directly rela…
Co‐constructing meaning
This article documents a collaborative inquiry between four parent–child dyads. Adopting an approach of duoethnography, the collaborative explored the question, “What happens when parents and children co‐construct meaning regarding the challenges and opportunities in using digital technologies?” By positioning youth as co‐researchers, the teams disrupted traditional hierarchical power structures in their homes. The inquiry uncovered a process of …
Building a Virtual Community of Practice
New Literacies of Online Research and Comprehension
This entry explores the question of how to conceptualize literacy as a deictic concept, one that continually changes as new technologies for literacy and learning emerge. It suggests a dual‐level conceptualization of theory: a New Literacies theory as an overarching theory that encompasses perspectives and findings from the many studies of literacy, which are referred to as new literacies theories, using lower case. It then focuses special attent…
Instructional Technology in Context
Pre-Service Educators Developing a Digital Identity
Becoming Literate Digitally in a Digitally Literate Environment of Their Own
This commentary begins with a summary of the current landscape of literacy, technology, and education. The authors then examine A Domain of One's Own as an important new initiative and explore how teachers and schools can implement this initiative. The authors contend that the building and developing of A Domain of One's Own is a good example of how schools can engage students in complex and meaningful literacy practices. In addition, the authors…
A New Hope
Transmedia storytelling occurs when integral elements of a particular narrative are dispersed across multiple delivery channels using multiple media for the purpose of creating an integrated and coordinated storytelling experience. Educators have the opportunity to reconceptualize what literacy and learning could and should look like in and out of school. It provides opportunities for students to create their own stories that expand the lore and …
Computational Participation
Understanding the computational concepts on which countless digital applications run offers learners the opportunity to no longer simply read such media but also become more discerning end users and potentially innovative “writers” of new media themselves. To think computationally—to solve problems, to design systems, and to process and organize information drawing on concepts fundamental to computer science—is seen as a crucial problem‐solving s…
Guiding Students as They Explore, Build, and Connect Online
Digital BadgesRecognizing, Assessing, and Motivating Learners In and Out of School Contexts
Digital badges are web‐enabled tokens of accomplishment that contain specific claims and evidence about learning and achievement along with detailed evidence supporting those claims. Badges traditionally consist of an image and relevant metadata (e.g., badge name, description, criteria, issuer, evidence, date issued, standards, and tags). This column features findings from recent research examining the design principles for open digital badges th…
Hybrid and Blended Learning
Hybrid or blended learning is defined as a pedagogical approach that includes a combination of face‐to‐face instruction with computer‐mediated instruction. The terms blended learning , hybrid learning , and mixed‐mode learning are used interchangeably in current research; however, in the United States, hybrid learning is used most often. Although hybrid learning can be diverse in how it is implemented, educators agree that this approach has the o…
Teaching, Learning, and Sharing Openly Online
Open learning is becoming a critical focus for K‐12 technology‐supported programs as the importance of digital literacy and digital freedoms for all learners grows. This article describes current open learning policy, open educational resources and potential implications for open practice and ends with suggestions for future research in open learning. The column situates this examination in the context of current opportunities and challenges that…
Empowering Learners in the Reader/Writer Nature of the Digital Informational Space
The Internet is the dominant text of this generation, and through intentional use it may provide opportunities for the critical literacy infused pedagogy. As we consider the online and offline literacy practices that our students will need as future events warrant, the one constant is change. This requires a continual re-defining, and re-examination of our notions of the knowledge, skills, and dispositions utilized as we read and write online. To…
New Literacies of Online Reading Comprehension
Literacy has become deictic (Leu, 2000); the meaning of literacy is rapidly changing as new technologies for literacy continually appear and new social practices of literacy quickly emerge.
The New Literacies of Online Reading Comprehension
This commentary explores a central issue for our times, online reading comprehension. It first defines three issues that have largely gone unnoticed as the Internet enters our classrooms: 1) literacy has become deictic; 2) effective online information use requires additional online reading comprehension practices, skills, and dispositions; and 3) misalignments in public policy, assessment, and instruction impede our ability to prepare students fo…
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The New Literacies of Online Reading Comprehension
This commentary explores a central issue for our times, online reading comprehension. It first defines three issues that have largely gone unnoticed as the Internet enters our classrooms: 1) literacy has become deictic; 2) effective online information use requires additional online reading comprehension practices, skills, and dispositions; and 3) misalignments in public policy, assessment, and instruction impede our ability to prepare students fo…
New Literacies of Online Reading Comprehension
Literacy has become deictic (Leu, 2000); the meaning of literacy is rapidly changing as new technologies for literacy continually appear and new social practices of literacy quickly emerge.
Teaching, Learning, and Sharing Openly Online
Open learning is becoming a critical focus for K‐12 technology‐supported programs as the importance of digital literacy and digital freedoms for all learners grows. This article describes current open learning policy, open educational resources and potential implications for open practice and ends with suggestions for future research in open learning. The column situates this examination in the context of current opportunities and challenges that…
Empowering Learners in the Reader/Writer Nature of the Digital Informational Space
The Internet is the dominant text of this generation, and through intentional use it may provide opportunities for the critical literacy infused pedagogy. As we consider the online and offline literacy practices that our students will need as future events warrant, the one constant is change. This requires a continual re-defining, and re-examination of our notions of the knowledge, skills, and dispositions utilized as we read and write online. To…
Guiding Students as They Explore, Build, and Connect Online
Digital BadgesRecognizing, Assessing, and Motivating Learners In and Out of School Contexts
Digital badges are web‐enabled tokens of accomplishment that contain specific claims and evidence about learning and achievement along with detailed evidence supporting those claims. Badges traditionally consist of an image and relevant metadata (e.g., badge name, description, criteria, issuer, evidence, date issued, standards, and tags). This column features findings from recent research examining the design principles for open digital badges th…
Hybrid and Blended Learning
Hybrid or blended learning is defined as a pedagogical approach that includes a combination of face‐to‐face instruction with computer‐mediated instruction. The terms blended learning , hybrid learning , and mixed‐mode learning are used interchangeably in current research; however, in the United States, hybrid learning is used most often. Although hybrid learning can be diverse in how it is implemented, educators agree that this approach has the o…
A New Hope
Transmedia storytelling occurs when integral elements of a particular narrative are dispersed across multiple delivery channels using multiple media for the purpose of creating an integrated and coordinated storytelling experience. Educators have the opportunity to reconceptualize what literacy and learning could and should look like in and out of school. It provides opportunities for students to create their own stories that expand the lore and …
Computational Participation
Understanding the computational concepts on which countless digital applications run offers learners the opportunity to no longer simply read such media but also become more discerning end users and potentially innovative “writers” of new media themselves. To think computationally—to solve problems, to design systems, and to process and organize information drawing on concepts fundamental to computer science—is seen as a crucial problem‐solving s…
Becoming Literate Digitally in a Digitally Literate Environment of Their Own
This commentary begins with a summary of the current landscape of literacy, technology, and education. The authors then examine A Domain of One's Own as an important new initiative and explore how teachers and schools can implement this initiative. The authors contend that the building and developing of A Domain of One's Own is a good example of how schools can engage students in complex and meaningful literacy practices. In addition, the authors…
New Literacies of Online Research and Comprehension
This entry explores the question of how to conceptualize literacy as a deictic concept, one that continually changes as new technologies for literacy and learning emerge. It suggests a dual‐level conceptualization of theory: a New Literacies theory as an overarching theory that encompasses perspectives and findings from the many studies of literacy, which are referred to as new literacies theories, using lower case. It then focuses special attent…
Instructional Technology in Context
Pre-Service Educators Developing a Digital Identity
Co‐constructing meaning
This article documents a collaborative inquiry between four parent–child dyads. Adopting an approach of duoethnography, the collaborative explored the question, “What happens when parents and children co‐construct meaning regarding the challenges and opportunities in using digital technologies?” By positioning youth as co‐researchers, the teams disrupted traditional hierarchical power structures in their homes. The inquiry uncovered a process of …
Building a Virtual Community of Practice
Annotated Bibliography of Research in the Teaching of English
This bibliography includes abstracts of selected empirical research studies as well as titles of other related studies and books published between June 2013 and May 2014. Abstracts are only written for research studies that employed systematic analysis of phenomena using experimental, qualitative, ethnographic, discourse analysis, literary critical, content analysis, or linguistic analysis methods. Priority is given to research most directly rela…
Annotated Bibliography of Research in the Teaching of English
Preview this article: Annotated Bibliography of Research in the Teaching of English, Page 1 of 1 /docserver/preview/fulltext/rte/58/3/researchintheteachingofenglish583AB1-1.gif
Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations
School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researcher‐created …
Annotated Bibliography of Research in the Teaching of English
Annual Annotated Bibliography of Research in the Teaching of English
Psychology (18 works) · Computer Science (17 works) · Pedagogy (17 works) · Mathematics education (16 works) · Sociology (13 works) · Literacy (11 works) · Literacy, Media, and Education (10 works) · World Wide Web (7 works) · Digital Literacy (5 works) · Educational technology (5 works)