Lane Whitney Clarke, Ed.D.
Location
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, technology, 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 inter-professional collaboration. She has published four books: Nurturing Primary Readers in Grades K-3: Reading instruction centered in students鈥 social emotional needs (Clarke & Gorrivan, 2023 Routledge Press), 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.
Credentials
Education
Research
Selected publications
Books
Clarke, L.W., & Gorrivan, K. (2023). Nurturing primary readers in grades K-3. Reading instruction centered in students鈥 social emotional needs. New York: Routledge Press.
Wager, A.C., Clarke, L. W. & Enriquez, G. (2019). The reading turn-around with emergent bilinguals: A five-part framework for powerful teaching and learning (Grades K鈥6). New York: Teachers College Press.
Clarke, L.W., & Watts-Taffe, S. (Fall, 2014). Educating literacy teachers online: Tools, techniques, and transformations. New York: Teachers College Press.
Book Chapters
Ebenfield, M., Clarke, L.W., Doshi, A., Gorrivan., La Bonte, G., Leclerc, C., Mandel, J. & Stevenson, G. (2022). 鈥淎pplication of trauma-informed teaching and learning principles in a blended learning environment.鈥 In Academic Voices: A conversation on new approaches to teaching and learning in the post-COVID World. Elsevier Ltd.
Published Journal Articles
Amato, C., Konrad-Cohen, S., Clarke, L.W., Husman, C., Bartholomew, A, & Beals, C. (2020). Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work Education. Advances in Social Work. 20 (2). 473-496.
Clarke, L. W. (2020). 鈥淲alk a Day in My Shoes鈥. Cultivating Cross-Cultural Understanding through Digital Literacy. The Reading Teacher, 73(5),662-665.
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.
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鈥檚 participation in asynchronous discussion. Online Learning, 18 (3).
Book Reviews (invited)
Clarke, L.W. (June 14, 2014). Book Review: The Complete Guide to Tutoring Struggling Readers-Mapping Interventions to Purpose and CCSS. Teachers College Record, Date Published: June 14, 2014.
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.
Clarke, L.W. (2014). 鈥淩eader Response 2.0: Thoughtfully using technology to support
literacy growth.鈥 New England Reading Association Journal, 50(1), 44-49.
Clarke, L.W. & Bartholomew, A. (2014). Digging beneath the surface: Analyzing the
complexity of instructor鈥檚 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