Hiller Spires

Lee, S., Mott, B., Vandenberg, J., Spires, H. A., & Lester, J. (2024). Exploring Gameplay and Learning in a Narrative-Centered Digital Game for Elementary Science Education. IEEE Transactions on Games. https://doi.org/10.1109/TG.2024.3424689

Spires, H. A., Gambino, A., Himes, M., & Wang, L. (2023). Project-Based Inquiry (PBI) Global Border-Crossing Discourse Within a Collaboration of Students from China and the United States. CRITICAL PERSPECTIVES ON GLOBAL LITERACIES, pp. 262–279. https://doi.org/10.4324/9781003320142-20

Himes, M. P., Spires, H. A., Krupa, E. E., Borden, M. L., & Eagle, J. L. (2023). Project-Based Inquiry (PBI) Global during a Pandemic: A New Learning Ecology Perspective. EDUCATION SCIENCES, 13(11). https://doi.org/10.3390/educsci13111099

Bausell, S. B., Himes, M., & Spires, H. A. (2023, July 9). Teaching K-8 English Learners Literacy and Academic Content: Educator Beliefs and Discursive Engagement in an Online Teacher Professional Development Course. AMERICAN JOURNAL OF DISTANCE EDUCATION, Vol. 7. https://doi.org/10.1080/08923647.2023.2227033

Kerkhoff, S. N., & Spires, H. A. (2023). Towards an Overarching Definition of Global Literacies Introduction. CRITICAL PERSPECTIVES ON GLOBAL LITERACIES, pp. 1–8. https://doi.org/10.4324/9781003320142-1

Spires, H. A., Himes, M. P., & Krupa, E. (2022). Supporting Students' Science Content Knowledge and Motivation through Project-Based Inquiry (PBI) Global in a Cross-School Collaboration. EDUCATION SCIENCES, 12(6). https://doi.org/10.3390/educsci12060412

Spires, H., Himes, M., Lee, C. C., & Gambino, A. (2021). "We Are the Future": Critical Inquiry and Social Action in the Classroom. JOURNAL OF LITERACY RESEARCH, 53(2), 219–241. https://doi.org/10.1177/1086296X211009283

Kerkhoff, S. N., Spires, H., & Wright, S. J. (2020). A world of difference: Teaching global citizenship through inquiry in a rural junior high school. In A. Cordova & W. Reynolds (Eds.), Educating for Social Justice: Field Notes from Rural Communities (pp. 298–328). https://doi.org/10.1163/9789004432864_018

Spires, H., Kerkhoff, S., & Paul, M. (2020). Read, Write, Inquire: Disciplinary Literacy in Grades 6-12. New York: Teachers College Press.

Kerkhoff, S. N., Spires, H. A., & Wanyonyi, P. (2020). Teaching New Literacies and Inquiry: A Grassroots Effort to Bring About Educational Change in Kenya. JOURNAL OF ADOLESCENT & ADULT LITERACY, 64(2), 145–156. https://doi.org/10.1002/jaal.1067

Spires, H. A. (2019). Critical Perspectives on Digital Literacies: Creating a Path Forward. Media and Communication, 7(2), 1. https://doi.org/10.17645/mac.v7i2.2209

Spires, H., Nesbitt, K., Paul, C., & Lester, J. (2019). Game-based literacies and learning: Towards a transactional theoretical perspective. Journal of Literacy and Technology, 20(4), 81–134.

Spires, H. A., Himes, M. P., Paul, C. M., & Kerkhoff, S. N. (2019). Going Global With Project-Based Inquiry: Cosmopolitan Literacies in Practice. JOURNAL OF ADOLESCENT & ADULT LITERACY, 63(1), 51–64. https://doi.org/10.1002/jaal.947

Johnson, L., McHugh, S., Eagle, J. L., & Spires, H. A. (2019). Project-Based Inquiry (PBI) Global in Kindergarten Classroom: Inquiring About the World. EARLY CHILDHOOD EDUCATION JOURNAL, 47(5), 607–613. https://doi.org/10.1007/s10643-019-00946-4

Spires, H., Kerkhoff, S., & Zheng, M. (2018). Community of Inquiry as Teacher Professional Development in China: New Literacies, New Complexities. In H. Spires (Ed.), Digital transformation and innovation in Chinese education (pp. 100–118). https://doi.org/10.4018/978-1-5225-2924-8.ch006

Spires, H. A., Paul, C. M., Himes, M., & Yuan, C. (2018). Cross-Cultural Collaborative Inquiry: A Collective Case Study with Students from China and the US. INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, 91, 28–40. https://doi.org/10.1016/j.ijer.2018.07.002

Spires, H. A., Paul, C. M., Kerkhoff, S. N., & KhosrowPour, M. (2018). Digital Literacy for the 21st Century. ENCYCLOPEDIA OF INFORMATION SCIENCE AND TECHNOLOGY, 4TH EDITION, pp. 2235–2242. https://doi.org/10.4018/978-1-5225-2255-3.ch194

Spires, H. A. (Ed.). (2018). Digital Transformation and Innovation in Chinese Education. https://doi.org/10.4018/978-1-5225-2924-8

Spires, H. A., Kerkhoff, S. N., & Fortune, N. (2018). Educational cosmopolitanism and collaborative inquiry with Chinese and US teachers. Teaching Education, 30(4), 437–454. https://doi.org/10.1080/10476210.2018.1506431

Spires, H. A., Kerkhoff, S. N., Graham, A. C. K., Thompson, I., & Lee, J. K. (2018). Operationalizing and validating disciplinary literacy in secondary education. READING AND WRITING, 31(6), 1401–1434. https://doi.org/10.1007/s11145-018-9839-4

Spires, H., Paul, C., & Yuan, C. (2018). Project-Based Inquiry: Professional Development With Chinese EFL Elementary Teachers. In P. Roberson & T. Huber (Eds.), Inquiries Into Literacy Learning and Cultural Competencies in a World of Borders (pp. 183–198). Charlotte, NC: Information Age Publishing.

Spires, H. A., Green, K. E., & Liang, P. (2017). Chinese Parents' Perspectives on International Higher Education and Innovation. In Digital Transformation and Innovation in Chinese Education (pp. 272–287). https://doi.org/10.4018/978-1-5225-2924-8.ch015

Spires, H. A., Nimes, M., & Wang, L. (2017). Cross-cultural inquiry in science. Educational Leadership, 74(4), 72-.

Spires, H. A., Himes, M., & Wang, L. (2017). Designing a State-of-the-Art High School in Suzhou, China. In Digital Transformation and Innovation in Chinese Education (pp. 191–210). https://doi.org/10.4018/978-1-5225-2924-8.ch011

Pruden, M., Kerkhoff, S. N., Spires, H. A., & Lester, J. (2017). Enhancing Writing Achievement Through a Digital Learning Environment: Case Studies of Three Struggling Adolescent Male Writers. READING & WRITING QUARTERLY, 33(1), 1–19. https://doi.org/10.1080/10573569.2015.1059780

Spires, H., Himes, M., & Lyjak, E. (2016). Connecting classrooms to the future: Developing cross-cultural understandings through project-based inquiry. Literacy Today, 34(1), 26–27.

Spires, H. A., Himes, M., & Wang, L. (2016). Cross-cultural inquiry in science. Educational Leadership, 74(4). Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85017507175&partnerID=MN8TOARS

Spires, H. A., Kerkhoff, S. N., & Graham, A. C. K. (2016). Disciplinary Literacy and Inquiry: Teaching for Deeper Content Learning. JOURNAL OF ADOLESCENT & ADULT LITERACY, 60(2), 151–161. https://doi.org/10.1002/jaal.577

Graham, A., Kerkhoff, S., & Spires, H. (2016). Disciplinary literacy in the middle school: Exploring pedagogical tensions. Middle Grades Research Journal, 11(1), 63–83.

Spires, H. A., & Lester, J. C. (2016). Game-based learning: creating a multidisciplinary community of inquiry. ON THE HORIZON, 24(1), 88–93. https://doi.org/10.1108/oth-08-2015-0052

Spires, H., & Kerkhoff, S. (2016). New literacies. In S. B. Mertens, M. M. Caskey, & N. Flowers (Eds.), The encyclopedia of middle grades education (2nd ed., pp. 282–286). Charlotte, NC: Information Age Publishing.

Spires, H. A., Zheng, M. X., & Bartlett, M. E. (2015). DIGITAL GAMEPLAY effects on young adolescents' science content learning. Research on Teaching and Learning with the Literacies of Young Adolescents, 10, 75–95.

Spires, H. A. (2015). Digital Game-Based Learning: What's Literacy Got to Do With It? JOURNAL OF ADOLESCENT & ADULT LITERACY, 59(2), 125–130. https://doi.org/10.1002/jaal.424

Spires, H., & Bartel, J. (2015). Digital literacy and engagement in business education. In National Business Education Yearbook (pp. 211–225). Reston, VA: National Business Education Association.

Zheng, M., & Spires, H. A. (2015). Fifth graders' flow experience in a digital game-based science learning environment. In Gamification: Concepts, Methodologies, Tools, and Applications (Vol. 3-4, pp. 1433–1450). https://doi.org/10.4018/978-1-4666-8200-9.ch073

Kerkhoff, S., & Spires, H. (2015). Getting close to close reading: Teachers making instructional shifts in early literacy. Journal of Language and Literacy Education, 11(2), 44–63.

Lee, J., Spires, H., Wiebe, E., Hollebrands, K., & Young, C. (2015). Portraits Of One-To-One Learning Environments In A New Learning Ecology. International Journal of Learning, Teaching, and Educational Research, 10(3), 78–101. Retrieved from http://ijlter.org/index.php/ijlter/article/view/274/pdf

Lester, J. C., Spires, H. A., Nietfeld, J. L., Minogue, J., Mott, B. W., & Lobene, E. V. (2014). Designing game-based learning environments for elementary science education: A narrative-centered learning perspective. INFORMATION SCIENCES, 264, 4–18. https://doi.org/10.1016/j.ins.2013.09.005

Zheng, M., & Spires, H. (2014). Fifth graders' flow experience in a digital game-based science learning environment. International Journal of Virtual and Personal Learning Environments, 5(2), 69–86. https://doi.org/10.4018/ijvple.2014040106

Manfra, M., & Spires, H. (2013). Creative synthesis and TPACK: Supporting teachers through a technology and inquiry-rich graduate degree program. Contemporary Issues in Technology and Teacher Education, 13(4), 386–418. Retrieved from http://www.citejournal.org/vol13/iss4/general/article1.cfm

Page, S., Charland, M., Scott, A., & Spires, H. (2013). Embracing project-based learning with emerging technologies in the multi-age classroom. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of education: Innovative and successful practices for student engagement, empowerment and motivation. Lanham, Maryland: Rowman & Littlefield.

Spires, H., Hervey, L., & Watson, T. (2013). Scaffolding the TPACK framework in reading and language arts: New literacies, new minds. In C. A. Young & S. Kajder (Eds.), Research on technology in English education (pp. 33–61). Charlotte, NC: Information Age Publishing.

Spires, H. A., Hervey, L. G., Morris, G., & Stelpflug, C. (2012). Energizing Project-Based Inquiry: Middle-Grade Students Read, Write, and Create Videos. Journal of Adolescent & Adult Literacy, 55(6), 483–493. https://doi.org/10.1002/jaal.00058

Meluso, A., Zheng, M., Spires, H. A., & Lester, J. (2012). Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers & Education, 59(2), 497–504. https://doi.org/10.1016/j.compedu.2011.12.019

Spires, H. A., Morris, G., & Zhang, J. (2012). New Literacies and Emerging Technologies: Perspectives from U.S. and Chinese Middle Level Teachers. RMLE Online, 35(10), 1–11. https://doi.org/10.1080/19404476.2012.11462093

Spires, H., Wiebe, E., Young, C., Hollebrands, K., & Lee, J. (2012). Toward a new learning ecology: Professional development for teachers in 1:1 learning environments. Contemporary Issues in Technology and Teacher Education, 12(2), 232–254. Retrieved from https://www.learntechlib.org/primary/d/35450

Spires, H., & Hervey, L. (2011). Does interaction with a web-based learning environment lead to higher levels of writing self-efficacy for sixth graders? Chronicle of Middle Level Education Research, 11(2), 7–15.

Zheng, M., Spires, H., & Meluso, A. (2011). Examining upper elementary students' gameplay experience: A flow theory perspective. In A. Mendez-Vilas (Ed.), Education in a technological world: Communicating current and emerging research and technological efforts (pp. 190–198). Badajoz, Spain: Formatex Research Center.

Spires, H. A., Zheng, M., & Pruden, M. (2011). New technologies, new horizons: Graduate student views on creating their technological pedagogical content knowledge (TPACK). In Student Reactions to Learning with Technologies: Perceptions and Outcomes (pp. 23–41). https://doi.org/10.4018/978-1-61350-177-1.ch002

Spires, H. A., & Hervey, L. G. (2011). New technologies, new pedagogies: Finding the grail in higher education. Journal of Leadership Studies, 4(4), 54–56. https://doi.org/10.1002/jls.20194

Spires, H., Rowe, J. P., Mott, B. W., & Lester, J. C. (2011). Problem solving and game-based learning: Effects of middle grade students' hypothesis testing strategies on  learning outcomes. Journal of Educational Computing Research, 44(4), 453–472. https://doi.org/10.2190/ec.44.4.e

Zheng, M., & Spires, H. (2011). Teachers' interactions in an online graduate course on moodle: A social network analysis perspective. Meridian, 13(2). Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-79954468697&partnerID=MN8TOARS

Spires, H. A., Oliver, K., & Corn, J. (2011). The New Learning Ecology of One-to-One Computing Environments. Journal of Digital Learning in Teacher Education, 28(2), 63–72. https://doi.org/10.1080/21532974.2011.10784682

Thornburg, A., & Spires, H. (2009). Educating young adolescents in the Republic of Ireland:  Towards a “new young Ireland". In S. Mertens, K. Roney, & V. Anfara (Eds.), An international look at educating young adolescents (pp. 287–311). Charlotte, NC: Information Age Publishing.

Hervey, L., Spires, H., & Zhang, J. (2009). The Awakening of Young Adolescent Education in the People’s Republic of China. In S. Mertens, V. Anfara, & K. Roney (Eds.), An international look at educating young adolescents (pp. 97–114). Charlotte, NC: Information Age Publishing.

Lee, J. K., & Spires, H. (2009). What students think about technology and academic engagement in school: Implications for middle grades teaching and learning. Association for the Advancement of Computing in Education (AACE) Journal, 17(2), 61–81.

Spires, H. (2008). 21st century skills and serious games: Preparing the N generation. In L. A. Annetta (Ed.), Serious educational games: from theory to practice (pp. 13–23). https://doi.org/10.1163/9789087903817_003

Spires, H. A., Lee, J. K., Turner, K. A., & Johnson, J. (2008). Having Our Say. Journal of Research on Technology in Education, 40(4), 497–515. https://doi.org/10.1080/15391523.2008.10782518

Spires, H. A., Lee, J., & Lester, J. (2008). The twenty-first century learner and game-based learning. Meridian, 11(1). Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-47749116507&partnerID=MN8TOARS

Soule, H., & Spires, H. (Eds.). (2006). Threshold: New Literacies for a Changing World. 3(4).

Cuper, P., & Spires, H. (2004). Enhancing adolescent engagement with young adult literature through web-based strategies. The Chronicle of Middle Level Research, 4, 3–6.

Spires, H. (2003). Promoting text engagement through reader-generated elaborations. In E. Paulson, M. Lane, S. Biggs, & T. Bullock (Eds.), College reading research and practice. Newark, DE: International Reading Association.

O'Steen, B., Cuper, P., Spires, H., Beal, C., & Pope, C. (2002). Curriculum integration: Theory, practice, and research for a sustainable future. In V. Anfara & S. Stacki (Eds.), Middle school curriculum, instruction, and assessment (pp. 1–22). Greenwich, CT: NMSA/Information Age Publishing.

Spires, H., & Cuper, P. (2002). Literacy junction: Cultivating adolescent literature engagement through web options. Reading Online, 6(2).

Spires, H., & Estes, T. (2002). Reading in web-based learning environments. In C. Collins Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 115–125). New York: Guilford Press.

Spires, H., Mason, C., Crissman, C., & Jackson, A. (2001). Exploring the academic self within an electronic mail environment. Research and Teaching in Developmental Education, 17(2), 5–14.

Walker, M. M., Spires, H., & Rastatter, M. P. (2001). Hemispheric processing characteristics for lexical decisions in adults with reading disorders. Perceptual and Motor Skills, 92(1), 273–287. https://doi.org/10.2466/pms.2001.92.1.273

Cuper, P., Crissman, C., & Spires, H. (2001). Literacy junction: Exploring narrative theory and books for youth in a cyberworld. In J. Price (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2202–2203). Waynesville, NC: AACE.

Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001). The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? COGNITION AND INSTRUCTION, 19(2), 177–213. https://doi.org/10.1207/S1532690XCI1902_02

Crissman, C., Spires, H. A., Pope, C. A., & Beal, C. (2000). Creating pathways of change - One school begins the journey. URBAN EDUCATION, 35(1), 104–120. https://doi.org/10.1177/0042085900351006

Donley, J., & Spires, H. (1999). Effects of instructional context on academic performance and self‐regulated learning in underprepared college students. Research and Teaching in Developmental Education, 16(1), 23–32.

Spires, H. A., Williams, J. B., Jackson, A., & Huffman, L. E. (1999). Leveling the academic playing field through autobiographical reading and writing. Journal of Adolescent & Adult Literacy, 42(4), 296–304.

Spires, H. A., Pope, C. A., Crissman, C., & Beal, C. (1999). Reculturing Teacher Education: One College Begins the Journey. Action in Teacher Education, 21(2), 51–58. https://doi.org/10.1080/01626620.1999.10462957

Spires, H. A., Williams, J. B., Jackson, A., & Huffman, L. E. (1998). Leveling the academic playing field through autobiographical reading and writing. Journal of Adolescent and Adult Literacy, 42(4), 296–304. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-0039106460&partnerID=MN8TOARS

Spires, H. A., & Donley, J. (1998). Prior knowledge activation: Inducing, engagement with informational texts. Journal of Educational Psychology, 90(2), 249–260. https://doi.org/10.1037/0022-0663.90.2.249

Pope, C., & Spires, H. (1996). The NC State University middle years teacher education program: Changing from the inside out. New Directions, II, 3.

Gallini, J. K., & Spires, H. (1995). Macro?based, micro?based, and combined strategies in text processing. Reading Psychology, 16(1), 21–41. https://doi.org/10.1080/0270271950160102

Spires, H., Huffman, L., Honeycutt, R., & Barrow, H. (1995). Socializing College Developmental Students to hear Their Academic Voices with Literature. Journal of Reading, 38(5), 340–345.

Huffman, L., & Spires, H. (1994). Effects of explicit instruction in notetaking on sixth graders' lecture comprehension and attitudes toward notetaking. Reading Improvement, 31(2), 72–76.

Spires, H., Huntley-Johnston, L., & Huffman, L. (1993). Developing a Critical Stance Toward Text Through Reading, Writing, and Speaking. Journal of Reading, 37(2), 114–122.

Gallini, J., Spires, H., Terry, S., & Gleaton, J. (1993). The influence of macro and micro‐level cognitive strategies training on the prose learning process. Journal of Research and Development in Education, 26, 164–178.

Spires, H. (1992). Book review: Metacognition and reading comprehension [Review of Metacognition and reading comprehension, by R. Garner]. Reading Psychology, 13, 76–81.

Spires, H. (1992). Effects of explicit comprehension instruction on reading to learn. In F. Satow & B. Gatherer (Eds.), Literacy without frontiers. Edinburgh, Scotland: United Kingdom Reading Association.

Spires, H. A., Gallini, J., & Riggsbee, J. (1992). Effects of schema-based and text structure-based cues on expository prose comprehension in fourth graders. Journal of Experimental Education, 60(4), 307–320. https://doi.org/10.1080/00220973.1992.9943868

Spires, H. A. (1992). Learning from a lecture: Effects of comprehension monitoring. Reading Research and Instruction, 32(2), 19–30. https://doi.org/10.1080/19388079309558113

Martorella, P., & Spires, H. (1992). Minding metaphors: Instructional strategies for production and comprehension. Teaching Thinking and Problem Solving, 14, 1–5.

Spires, H. (1992). Promoting text engagement through reader‐generated elaborations. Forum for Reading, 23(1-2), 22–32.

Gallini, J. K., & Spires, H. A. (1992). The influence of anaphoric relations and departures from story grammar structure on text processing. Reading Psychology, 13(2), 107–130. https://doi.org/10.1080/027027192130202

Spires, H. (1992). Using writing to explore academic self‐perceptions. Journal of Reading, 35(7), 582–583.

Spires, H. (1991). The reading professional and certification: A view from the south. The Literacy Professional, I(2), 1.

Spires, H., & Schmelzer, R. (1990). Effects of interspersed adjunct questions on comprehension monitoring: Implications for postsecondary reading instruction. Research and Teaching in Developmental Education, 7(1), 19–24.

Spires, H. (1990). Metacognition and reading: Implications for instruction. Reading, 24(3), 151–156.

Spires, H. (1989). Metacognitive processes of reading: A review of research. Contemporary Issues in Reading, 5, 25–32.

Spires, H., & Stone, P. D. (1989). The Directed notetaking activity: A self‐questioning approach. Journal of Reading, 33(1), 36–39.

Spires, H. A., & Gallini, J. K. (1988). Effects of Meta-Adjunct Questions on Macrolevel Processing. The Journal of Experimental Education, 56(2), 104–110. https://doi.org/10.1080/00220973.1988.10806473

Spires, H. (1988). Preserving the reading habit: A case for the young adult novel. North Carolina English Teacher, 45, 22–23.

Brozo, W. G., Schmelzer, R. V., & Spires, H. (1984). A study of test‐wiseness clues in college and university teacher‐made tests. Journal of Learning Skills, 3, 56–68.

Brozo, W. G., Schmelzer, R. V., & Spires, H. (1983). The beneficial effect of chunking on good reader's comprehension of expository prose. Journal of Reading, 26(5), 442–445.

Brozo, W. G., Schmelzer, R. V., & Spires, H. (1983). The reading anxiety scale: A better predictor of college reading achievement. Journal of Learning Skills, 2(4), 22–23.