@article{spires_paul_kerkhoff_khosrowpour_2018, title={Digital Literacy for the 21st Century}, ISBN={["978-1-5225-2255-3"]}, DOI={10.4018/978-1-5225-2255-3.ch194}, abstractNote={Before the Internet was an integral part of life, Paul Gilster (1997) defined digital literacy as the “ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers” (p. 1). Thus, digital literacy involves any number of digital reading and writing techniques across multiple media forms. These media include words, texts, visual displays, motion graphics, audio, video, and multimodal forms. There are myriad cognitive processes at play, along a continuum from consumption to production when a reader is immersed with digital content as well as with print text. The purpose of this chapter is to (a) define digital literacy from multiple theoretical viewpoints, (b) illustrate how the definition continues to evolve in light of emerging technologies, and (c) discuss the cognitive, social, and affective dimensions of digital literacy as it is a key requirement in contemporary K-12 education.}, journal={ENCYCLOPEDIA OF INFORMATION SCIENCE AND TECHNOLOGY, 4TH EDITION}, author={Spires, Hiller A. and Paul, Casey Medlock and Kerkhoff, Shea N. and KhosrowPour, M}, year={2018}, pages={2235–2242} }
 @article{pruden_kerkhoff_spires_lester_2017, title={Enhancing Writing Achievement Through a Digital Learning Environment: Case Studies of Three Struggling Adolescent Male Writers}, volume={33}, ISSN={["1521-0693"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84964495128&partnerID=MN8TOARS}, DOI={10.1080/10573569.2015.1059780}, abstractNote={ABSTRACT The aim of this study was to explore how Narrative Theatre, a narrative-centered digital learning environment, supported the writing processes of 3 struggling adolescent male writers. We utilized a multicase study approach to capture 3 sixth-grade participants’ experiences with the digital learning environment before, during, and after writing. The case studies provided detailed portraits of the writers as well as insights into their digital writing processes related to student interest, student ability, and value for writing. The across-case analysis revealed 3 themes (i.e., choice, scaffolding, and self-efficacy) that illustrated how the digital learning environment contributed to the students’ writing experiences. Future research and development will focus on the addition of text animation for student products and the degree to which this feature further contributes to engagement and proficiency with struggling writers.}, number={1}, journal={READING & WRITING QUARTERLY}, author={Pruden, Manning and Kerkhoff, Shea N. and Spires, Hiller A. and Lester, James}, year={2017}, pages={1–19} }
 @article{spires_kerkhoff_graham_2016, title={Disciplinary Literacy and Inquiry: Teaching for Deeper Content Learning}, volume={60}, ISSN={["1936-2706"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84977485075&partnerID=MN8TOARS}, DOI={10.1002/jaal.577}, abstractNote={Abstract}, number={2}, journal={JOURNAL OF ADOLESCENT & ADULT LITERACY}, author={Spires, Hiller A. and Kerkhoff, Shea N. and Graham, Abbey C. K.}, year={2016}, month={Sep}, pages={151–161} }
 @article{kerkhoff_spires_2015, title={Getting close to close reading: Teachers making instructional shifts in early literacy}, volume={11}, number={2}, journal={Journal of Language and Literacy Education}, author={Kerkhoff, S. N. and Spires, H. A.}, year={2015}, pages={44–63} }