Jill M Castek

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Scholarly Contributions

Books

• Harrison, C., Dwyer, B., & Castek, J. (2014). Using technology to improve reading and learning. Teacher Created Materials.
• Castek, J. M. (2008). How do 4th and 5th grade students acquire the new literacies of online reading comprehension? Exploring the contexts that facilitate learning. ProQuest.

Chapters

• Castek, J., Beach, R., Cotanch, H., & Scott, J. (2014). Examining middle-school students’ uses of Diigo annotations to engage in collaborative argumentative writing. In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings(pp 80--101). IGI Global.
• Castek, J., Zawilinski, L., McVerry, J. G., O’Byrne, W. I., & Leu, D. J. (2011). The new literacies of online reading comprehension: New opportunities and challenges for students with learning difficulties. In Multiple perspectives on difficulties in learning literacy and numeracy(pp 91--110). Springer.

Journals/Publications

• Claravall, E., Junco, E., Kim, J., Castek, J., & Manderino, M. (2025). Embracing Expansive Literacies: Our Collective Editorial Vision. Journal of Adolescent and Adult Literacy, 69(Issue 2). doi:10.1002/jaal.70019
• Jacobs, G., & Castek, J. (2022). Collaborative Digital Problem-Solving: Power, Relationships, and Participation. Journal of Adolescent and Adult Literacy, 65(5). doi:10.1002/jaal.1216
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  The study examines the collaborative nature of problem solving as dyads and triads of adults were grouped to solve digital problems using online resources. Digital problem solving involves the nimble use of skills, strategies, and mindsets to navigate online in everyday contexts using novel resources, tools, and interfaces, in efficient and flexible ways, to accomplish personal and professional goals. Findings address the nature of collaborative talk during digital problem solving through three interrelated categories of themes gleaned from discourse analysis: (a) power, (b) relationships, and (c) participation. These themes offer a nuanced understanding of collaborative interactions during digital problem solving. Implications from this research suggest ways to design collaborative activities and support dialogic interaction, whether among adolescents or adults, during online learning, in formal education settings or informally in other settings where collaboration occurs.
• Jacobs, G., Castek, J., Harris, K., & Vanek, J. (2022). Examining the perspectives of adult working learners and key stakeholders using critical race theory. Higher Education, Skills and Work-based Learning, 12(6). doi:10.1108/HESWBL-08-2021-0158
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  Purpose: This article reports on a critical race theory (CRT) analysis of the perspectives of providers of employer-supported educational opportunities and adult learners, who identified as Black, indigenous or as a person of color, and were employed in service industries. Design/methodology/approach: A review of the literature was used to shape an initial interview protocol. Data were collected from working learners in retail, hospitality, restaurants and healthcare industries. An “a priori” coding scheme that drew from CRT was applied to transcripts during analysis. Findings: Analysis revealed that working learners' skills, experiential knowledge, learning mindset, language flexibility and knowledge gained from previous learning experiences were not consistently acknowledged by employers. CRT analysis illustrated that endemic racism exists within educational opportunities and in workplace learning. Originality/value: CRT has not been widely used to examine adult education practice, especially for workforce development and employer-based education programs. This research expands the use of CRT in adult education and encourages critical conversations around equity in learning opportunities offered by employers. CRT informed data analysis uncovered barriers to equitable learning opportunities and workplace learning. A discussion of inequities in work-based learning illustrates there is insufficient awareness of implicit bias, which points to the need for initiatives focused on social justice.
• Ancker, J. S., Callahan, B., Castek, J., Sheon, A. R., Sieck, C. J., & Siefer, A. (2021). Digital inclusion as a social determinant of health.. NPJ digital medicine, 4(1), 52. doi:10.1038/s41746-021-00413-8
• Castek, J., Floyd, R., Hellmich, E. A., Smith, B. E., & Wen, W. (2021). Student perspectives on multimodal composing in the L2 classroom: tensions with audience, media, learning and sharing. English Teaching-practice and Critique, 20(2), 210-226. doi:10.1108/etpc-07-2020-0082
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  Purpose Multimodal composing is often romanticized as a flexible approach suitable for all learners. There is a lack of research that critically examines students’ perspectives and the constraints of multimodal composing across academic contexts. This study aims to address this need by exploring high school learners’ perspectives and experiences enacting multimodal learning in an L2 classroom. More specifically, this study presents key tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in an L2 classroom setting. Design/methodology/approach The paper focuses on two multimodal composing projects developed within a design-based implementation research approach and implemented in a high school French class. Multiple data sources were used: observations; interviews; written reflections; and multimodal compositions. Data were analyzed using the critical incident technique (CIT). A critical incident is one that is unplanned and that stimulates reflection on teaching and learning. Methodologically, CIT was enacted through iterative coding to identify critical incidents and collaborative analysis. Findings Using illustrative examples from multiple data sources, this study discusses four tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in a classroom setting: the primary audience of student projects, the media leveraged in student projects, expectations of learning in school and the role of a public viewing of student work. Originality/value This paper problematizes basic assumptions and benefits of multimodal composing and offers ideas on how to re-center multimodal composing on student voices.
• Hellmich, E., Castek, J., Smith, B., Floyd, R., & Wen, W. (2021). Student perspectives on multimodal composing in the L2 classroom: tensions with audience, media, learning and sharing. English Teaching, 20(2). doi:10.1108/ETPC-07-2020-0082
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  Purpose: Multimodal composing is often romanticized as a flexible approach suitable for all learners. There is a lack of research that critically examines students’ perspectives and the constraints of multimodal composing across academic contexts. This study aims to address this need by exploring high school learners’ perspectives and experiences enacting multimodal learning in an L2 classroom. More specifically, this study presents key tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in an L2 classroom setting. Design/methodology/approach: The paper focuses on two multimodal composing projects developed within a design-based implementation research approach and implemented in a high school French class. Multiple data sources were used: observations; interviews; written reflections; and multimodal compositions. Data were analyzed using the critical incident technique (CIT). A critical incident is one that is unplanned and that stimulates reflection on teaching and learning. Methodologically, CIT was enacted through iterative coding to identify critical incidents and collaborative analysis. Findings: Using illustrative examples from multiple data sources, this study discusses four tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in a classroom setting: the primary audience of student projects, the media leveraged in student projects, expectations of learning in school and the role of a public viewing of student work. Originality/value: This paper problematizes basic assumptions and benefits of multimodal composing and offers ideas on how to re-center multimodal composing on student voices.
• Oguilve, V., Wen, W., Bowen, E., Abourehab, Y., Bermudez, A., Gaxiola, E., & Castek, J. (2021). Community Making: An Expansive View of Curriculum. Journal of Curriculum Studies Research, 3(Issue 1). doi:10.46303/jcsr.2021.8
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  Making as a term has gained attention in the educational field. It signals many different meanings to many different groups,yet is not clearly defined. This project’s researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than definitions that center making in STEM learning. Using the theoretical lenses of critical relationality and embodiment, our research team position curriculum as a set of locally situated activities that are culturally, linguistically, socially, and politically influenced. We argue that curriculum emerges from embodied making experiences in specific interactions with learners and their communities. This study examines multiple ways of learning within and across seven community-based organizations who are engaged directly or indirectly in making activities that embedded literacy, STEM, peace, and the arts. Using online ethnography, the research team adopted a multiple realities perspective that positions curriculum as dynamic, flexible, and evolving based on the needs of a community, its ecosystems, and the wider environment. The research team explored making and curricula through a qualitative analysis of interviews with community organizers and learners. The findings provide thick descriptions of making activities which reconceptualize making and curriculum as living and responsive to community needs. Implications of this study expand and problematize the field’s understanding of making, curriculum, and learning environments.
• Wen, W., Floyd, R. M., Smith, B. E., Castek, J. M., & Hellmich, E. A. (2020). Student Perspectives on Multimodal Composing in the L2 Classroom: Tensions with Audience, Media, Learning, and Sharing. English Teaching: Practice & Critique..
• Beach, R., Boggs, G. L., Castek, J., Damico, J. S., Panos, A., Spellman, R., & Wilson, N. S. (2020). Fostering Preservice and In-service ELA Teachers’ Use of Digital Practices for Addressing Climate Change. Contemporary Issues in Technology and Teacher Education, 20(1), 4-36.
• Coiro, J., Sparks, J. R., Kiili, C., Castek, J., Lee, C., & Holland, B. R. (2019). Students Engaging in Multiple-Source Inquiry Tasks: Capturing Dimensions of Collaborative Online Inquiry and Social Deliberation:. Literacy Research: Theory, Method, and Practice, 68(1), 271-292. doi:10.1177/2381336919870285
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  Multiple-source inquiry that involves collaboration and deliberation is a complex construct; accordingly, valid measurement of these related competencies should require students to demonstrate thei...
• Castek, J., & Dwyer, B. (2018). Think Globally, Act Locally: Teaching Climate Change Through Digital Inquiry. The Reading Teacher, 71(6), 755-761. doi:10.1002/trtr.1687
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  In the 21st century, our students increasingly communicate, connect, collaborate, and interact with diverse cultures and traditions around the world, so they need to develop global literacy. This department column highlights research and research-to-practice at the international level to bring global best teaching practices to the forefront. Topics include international literacy instruction, international professional development, global literacy initiatives, global partnership and collaborative projects between schools and educators, best practices in literacy globally, and advocacy.
• Castek, J., & Jacobs, G. E. (2018). PROMISING LIBRARY PRACTICES: ASSESSING AND INSTRUCTING DIGITAL PROBLEM SOLVING. International Journal on Innovations in Online Education, 2(4). doi:10.1615/intjinnovonlineedu.2019029875
• Jacobs, G. E., & Castek, J. (2018). Digital Problem Solving: The Literacies of Navigating Life in the Digital Age. Journal of Adolescent & Adult Literacy, 61(6), 681-685. doi:10.1002/jaal.745
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  This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections.
• Beach, R., Castek, J., & Scott, J. (2017). Use of Digital Tools Mediating Shared Experiences in Virtual Literacy Events.
• Castek, J. (2017). Albert J. Kingston Award. Literacy Research: Theory, Method, and Practice, 66(1), 20-22. doi:10.1177/2381336917719833
• Castek, J. (2017). Measuring online reading comprehension in open networked spaces: Challenges, concerns, and choices Jill Castek (jcastek@ berkeley. edu) University of California Berkeley Julie Coiro (jcoiro@ snet. net) University of Rhode Island.
• Castek, J. (2017). Structured Poster Session National Reading Conference 2004 Wednesday December.
• Castek, J. (2017). Using the Internet to promote inquiry-based learning.
• Castek, J., & Manderino, M. (2017). A Planning Framework for Integrating Digital Literacies for Disciplinary Learning. Journal of Adolescent & Adult Literacy, 60(6), 697-700. doi:10.1002/jaal.637
• Castek, J., & Reinking, D. (2017). Studying the New Literacies of Online Reading Comprehension Among Adolescents At Risk to Become Dropouts A Symposium Presented at the 2006 National Reading Conference Wednesday November 29, 2006.
• Castek, J., Coiro, J., Fogarty, L., Hartman, D., Henry, L. A., & Leu, D. (2017). New Literacies for Learning A Symposium Presented at the 2005 Annual National Reading Conference Thursday December 1, 2005 Miami, Florida The New Literacies Research Team (listed in alphabetical order).
• Castek, J., Draper, R. J., Manderino, M., Siebert, D., & Wimmer, J. J. (2017). Digital Mathematics Literacies. Journal of Adolescent & Adult Literacy, 60(5), 577-580. doi:10.1002/jaal.628
• Castek, J., Leu, D. H., Kulikowich, J., & Lyver, S. (2017). Castek CRA 2005 Page.
• Cervetti, G. N., Tilson, J. L., Castek, J., & Bravo, M. A. (2017). Examining multiple dimensions of word knowledge for content vocabulary understanding National Reading Conference, 2008, Orlando, Florida.
• Coiro, J., & Castek, J. (2017). Processes: Two Adolescents Reading independently and Collaboratively on the Internet.
• Coiro, J., & Castek, J. (2017). independently and Collabotatively on the Internet.
• Coiro, J., Castek, J., Guzniczak, L., & Bradshaw, C. (2017). Understanding the Social Functions and Forms of Interactions Among Four Dyads of Seventh Graders as They Read for Information on the Internet.
• Coiro, J., Guzniczak, L., & Castek, J. (2017). Exploring Comprehension Processes and Interactions Among Adolescents Reading Online to Solve Information Problems.
• Coiro, J., Sekeres, D. C., Guzniczak, L., & Castek, J. (2017). Comparing third and fifth graders’ collaborative interactions while engaged in online inquiry.
• Gibbon, C., Anderson, J., & Castek, J. (2017). Assessing and Addressing Patrons' Digital Problem Solving Skills: What Does Digital Equity Look Like in the Library?.
• Holcomb, L. B., Johnson, P. R., Castek, J. M., Henry, L. A., & Leu, D. J. (2017). Unlocking the potentials of K-12 classroom websites to enhance learning: An examination of website features and longevity. Unpublished technical report. University of Connecticut.
• Leu Jr, D. J., Castek, J., Henry, L. A., Coir{\`o}, J., & McMullan, M. (2017). u\^{} OREN'S Bon{\guillemotright}* С J$\backslash$ i У,. г f S.
• Leu, D. J., Coiro, J., Castek, J., Hartman, D. K., Henry, L. A., & Reinking, D. (2017). The Internet is This Generation’s Defining Technology For Information, Reading Comprehension, and Learning.
• Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2017). New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment:. Journal of Education, 197(2), 1-18. doi:10.1177/002205741719700202
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  Literacy as Deixis Today, the nature of literacy has become deictic. This simple idea carries important implications for literacy theory, research, and instruction that our field must begin to address. Deixis is a term used by linguists (Fillmore, 1966; Murphy, 1986; Traut & Kazzazi, 1996) to define words whose meanings change rapidly as their context changes. Tomorrow, for example, is a deictic term; the meaning of “tomorrow” becomes “today” every 24 hours. The meaning of literacy has also become deictic because we live in an age of rapidly changing information and communication technologies, each of which requires new literacies (Leu, 1997, 2000). Thus, to have been literate yesterday, in a world defined primarily by relatively static book technologies, does not ensure that one is fully literate today where we encounter new technologies such as Google docs, Skype, iMovie, Contribute, Basecamp, Dropbox, Facebook, Google, foursquare, Chrome, educational video games, or thousands of mobile apps. To be literate tomorrow will be defined by even newer technologies that have yet to appear and even newer discourses and social practices that will be created to meet future needs. Thus, when we speak of new literacies, we mean that literacy is not just new today; it becomes new every day of our lives. How should we theorize the new literacies that will define our future, when literacy has become deictic? The answer is important because our concept of literacy defines both who we are and who we shall become. But there is a conundrum here.
• Leu, D. J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B., Liu, Y., & O’Neil, M. (2017). THE INTERNET IS A DEFINING TECHNOLOGY FOR LITERACY AND LEARNING IN THE TWENTY-FIRST CENTURY.
• Leu, D., Zawilinski, L., Castek, J., Banerjee, M., Housand, B., & Liu, Y. (2017). O’Neil. M (2007). What is new about the new literacies of online reading comprehension. Secondary school literacy: What research reveals for classroom practices, 37--68.
• Phillips, N. C., Woodard, R., Killian Lund, V., Manderino, M., & Castek, J. (2017). Cultivating Disciplinary Futures in a School-Based Digital Atelier. Journal of Adolescent \& Adult Literacy, 60(4), 461--465.
• Phillips, N. C., Woodard, R., Killian Lund, V., Manderino, M., & Castek, J. (2017). Cultivating Disciplinary Futures in a School-Based Digital Atelier. Journal of Adolescent and Adult Literacy, 60(Issue 4). doi:10.1002/jaal.608
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  This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections.
• Sekeres, D. C., Coiro, J., Castek, J., & Guzniczak, L. A. (2017). idering+ online inquiry.
• Wolsey, T. D., Provost, M., Dalton, B., & Castek, J. (2017). Dana Grisham National University USA dana. grisham@ gmail. com.
• Carver Sekeres, D., & Castek, J. (2016). Collaborative Online Inquiry: Exploring Students’ Skills in Locating, Reading, and Communicating Information. Journal of Interactive Online Learning, 14(2).
• Castek, J. (2016). exploring the Potential of Internet Reciprocal Teaching to Improve online Reading. Improving Reading Comprehension through Metacognitive Reading Strategies Instruction, 209.
• Coiro, J., Castek, J., & Quinn, D. J. (2016). Personal Inquiry and Online Research. The Reading Teacher, 69(5), 483--492.
• Coiro, J., Castek, J., & Quinn, D. J. (2016). Personal Inquiry and Online Research: Connecting Learners in Ways That Matter. Reading Teacher, 69(Issue 5). doi:10.1002/trtr.1450
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  This piece introduces a framework for how to envision Personal Digital Inquiry (PDI) in K-8 classrooms. To conceptualize what teaching and learning might look like in these classrooms, important practices are situated along a two-dimensional continuum of digital inquiry that varies in terms of levels of support and purposes of technology use. We then offer several examples of what teaching and learning within a PDI framework can look like; visions that move from teacher directed to student directed inquiry, always informed by purposeful choices about the role that technology plays along the way.
• Goss, M., Castek, J., & Manderino, M. (2016). Disciplinary and Digital Literacies: Three Synergies. Journal of Adolescent \& Adult Literacy, 60(3), 335--340.
• Goss, M., Castek, J., & Manderino, M. (2016). Disciplinary and Digital Literacies: Three Synergies. Journal of Adolescent and Adult Literacy, 60(Issue 3). doi:10.1002/jaal.598
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  This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections.
• Manderino, M., & Castek, J. (2016). Digital Literacies for Disciplinary Learning: A Call to Action. Journal of Adolescent and Adult Literacy, 60(Issue 1). doi:10.1002/jaal.565
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  Digital Literacies for Disciplinary Learning explores intersections of digital and disciplinary literacies across multiple learning contexts. Topics addressed in the column come from variety of disciplines and include work with youth and adults, both in school and out of school. Digital enhancements will bring content to life and provoke questions, comments, and connections encouraging interactivity with readers. Jill Castek is a research assistant professor and director of the Literacy, Language, & Technology Research group at Portland State University, Portland, OR, USA. Michael Manderino is an assistant professor of literacy education at Northern Illinois University, DeKalb, IL, USA. You can contact Jill at jcastek@pdx.edu or on Twitter (@jillcastek) or Michael at manderino@niu.edu or on Twitter (@mmanderino).
• Manderino, M., & Castek, J. (2016). Digital literacies for disciplinary learning: A call to action. Journal of Adolescent \& Adult Literacy, 60(1), 79--81.
• Sekeres, D. C., & Castek, J. (2016). Collaborative online inquiry: Exploring students' skills in locating, reading, and communicating information. Journal of Interactive Online Learning, 14(Issue 2).
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  This study examines third, fourth, and fifth grade students' reasoning that was captured as they engaged collaboratively in a teacher designed inquiry task. This task focused on choosing ecofriendly toys for a fictitious local toy store. Results indicated that students were more expressive with reasoning when they shared their ideas orally, but were less apt to include reasoning in their digital writing. This pattern of results suggests the benefits of pairing talk with writing, grouping students to work collaboratively during online inquiry, and teaching ways to construct digital writing that supports the inclusion of hyperlinks, the integration of images, and other means of connecting digital reading and writing. These digital affordances provide tangible ways for students to include reasoning and evidence within their writing and can bolster their persuasive and argument writing. Recommendations for instruction are offered as well as design considerations for online inquiry tasks.
• Tucker-Raymond, E., Gravel, B. E., Wagh, A., Wilson, N., Manderino, M., & Castek, J. (2016). Making It Social: Considering the Purpose of Literacy to Support Participation in Making and Engineering. Journal of Adolescent \& Adult Literacy, 60(2), 207--211.
• Tucker-Raymond, E., Gravel, B. E., Wagh, A., Wilson, N., Manderino, M., & Castek, J. (2016). Making It Social: Considering the Purpose of Literacy to Support Participation in Making and Engineering. Journal of Adolescent and Adult Literacy, 60(Issue 2). doi:10.1002/jaal.583
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  Digital literacies for disciplinary learning explores intersections of digital and disciplinary literacies across learning contexts such as community makerspaces and schools and examines learning across disciplines including the arts, engineering, science, social studies, language arts, and math. Columns will address work with both youth and adults, both in school and out of school. Digital enhancements will encourage interactivity with readers and will provoke questions, comments, and connections.
• Beach, R., & Castek, J. (2015). Use of apps and devices for fostering mobile learning of literacy practices. Handbook of research on the societal impact of digital media, 343--370.
• Castek, J., & Coiro, J. (2015). Understanding What Students Know. Journal of Adolescent \& Adult Literacy, 58(7), 546--549.
• Castek, J., Coiro, J., Henry, L. A., Leu, D. J., & Hartman, D. K. (2015). Research on instruction and assessment in the new literacies of online research and comprehension. Comprehension instruction: Research-based best practices, 324.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Language Learners: Learners' Perspectives.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Language Learners: The Learner/Tutor Relationship.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Language Learners: The Role of Online Materials.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Language Learners: Tutors' Perspectives.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Learners: Development of Self-Confidence.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Learners: Impact.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Learners: Learners who Become Tutors.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Learners: Measuring Success.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Learners: Self-Paced Learning.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Program Design: Learning Digital Skills in a Corrections Setting.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Program Design: Learning Digital Skills in a Time-limited Program.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Program Design: The Learner Path.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Program Design: Tutor-Facilitated Digital Literacy Acquisition.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Program Design: Volunteering in a Digital Literacy Program.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Qualitative Data from: Tutor-Facilitated Digital Literacy Acquisition in Hard-to-Serve Populations.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Tutors: Personal Qualities of Tutors.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. (2015). Tutors: The Tutor-Learner Relationship.
• Castek, J., Jacobs, G., Pendell, K. D., Pizzolato, D., Reder, S., & Withers, E. M. (2015). Tutors: Tutoring Strategies and Organizing Learning.
• Castek, J., Pendell, K. D., Jacobs, G., Pizzolato, D., Withers, E., & Reder, S. (2015). Volunteers in an Adult Literacy Library Program: Digital Literacy Acquisition Case Study.
• Jacobs, G., Castek, J., Pizzolato, D., Pendell, K. D., Withers, E., & Reder, S. (2015). Community Connections: Digital Literacy Acquisition Policy Brief.
• Jacobs, G., Castek, J., Pizzolato, D., Pendell, K. D., Withers, E., & Reder, S. (2015). Executive Summary: Tutor-facilitated Digital Literacy Acquisition.
• Jacobs, G., Castek, J., Pizzolato, D., Withers, E., Pendell, K. D., & Reder, S. (2015). The role of a self-paced, tutor-facilitated online learning environment in digital literacy acquisition and English language development among adult Spanish speakers.
• Jacobs, G., Withers, E., Castek, J., Pendell, K. D., & Pizzolato, D. (2015). Exploring Digital Literacy Acquisition in a Prison Reentry Program.
• Pendell, K. D., Pizzolato, D., Withers, E., Castek, J., Jacobs, G., & Reder, S. (2015). Developing Digital Literacy: A Flexible Model Designed to Meet Learners' Needs.
• Pendell, K. D., Withers, E., Castek, J., Pizzolato, D., Jacobs, G., & Reder, S. (2015). Fear to Fascination: Learner Confidence and Blended Instruction for Digital Literacy Acquisition.
• Withers, E., Castek, J., Fountain, R., Pizzolato, D., Pendell, K. D., Jacobs, G., & Reder, S. (2015). Operationalizing Success in a Digital Learning Environment Designed to Support Vulnerable Adults.
• Withers, E., Jacobs, G., Castek, J., Pizzolato, D., Pendell, K. D., & Reder, S. (2015). Corrections and Reentry: Digital Literacy Acquisition Case Study.
• Withers, E., Jacobs, G., Pizzolato, D., Castek, J., Pendell, K. D., & Reder, S. (2015). Job Seeking Learners: Digital Literacy Acquisition Case Study.
• Adams, M. J., Afflerbach, P., Al Otaiba, S., Alexander, P., Allington, R. L., Altwerger, B. I., Alvermann, D. E., Anderson, J., Anderson-Levitt, K. M., Andrews, G., & others, . (2014). Thank You to Our Reviewers. Reading Research Quarterly, 49(4), 483--487.
• Castek, J., Coiro, J., Guzniczak, L. A., & Sekeres, D. C. (2014). Comparing the Quality of Third, Fourth, and Fifth Graders' Social Interactions and Cognitive Strategy Use during Structured Online Inquiry.. Journal of Education, 194(2), 1-15. doi:10.1177/002205741419400202
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  This study examined the social and cognitive interaction patterns of third, fourth, and fifth graders as they collaboratively read on the Internet and responded to an inquiry prompt. Data analysis ...
• Castek, J., Jacobs, G., Reder, S., Pizzolato, D., Withers, E., & Pendell, K. D. (2014). How Do Adults Acquire Digital Literacy Skills? Exploring Tutor-facilitated Learning and Teaching Within Community Based Organizations.
• Castek, J., Withers, E., Pendell, K. D., Pizzolato, D., Jacobs, G., & Reder, S. (2014). Conquering the computer: Digital literacy acquisition among vulnerable adult learners.
• Jacobs, G. E., Castek, J., Pizzolato, A., Reder, S., & Pendell, K. (2014). Production and consumption. Journal of Adolescent \& Adult Literacy, 57(8), 624--627.
• SCHOLARS, E. C. (2014). Founded in 1875. Journal of Education, 194(2).
• Sekeres, D. C., Coiro, J., Castek, J., & Guzniczak, L. A. (2014). Wondering + online inquiry = learning. Phi Delta Kappan, 96(Issue 3). doi:10.1177/0031721714557452
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  Digital information sources can form the basis of effective inquiry-based learning if teachers construct the information and exercises in ways that will promote collaboration, communication, and problem solving.
• Sekeres, D. C., Coiro, J., Castek, J., & Guzniczak, L. A. (2014). Wondering+ online inquiry= learning. Phi Delta Kappan, 96(3), 44--48.
• Castek, J., & Beach, R. (2013). Using apps to support disciplinary literacy and science learning. Journal of Adolescent \& Adult Literacy, 56(7), 554--564.
• Castek, J., & Beach, R. (2013). Using apps to support disciplinary literacy and science learning. Journal of Adolescent and Adult Literacy, 56(Issue 7). doi:10.1002/jaal.180
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  We have argued that apps can be used in innovative ways to support science and literacy learning. With the skilled guidance of teachers, students can exploit app affordances for learning and use disciplinary literacies unique to science. For example, students can build conceptual understanding and communicate ideas through the use of concept-mapping, note-taking/annotation, and screencasting apps. These apps allow students to access information and create their own digital products that include rich visual representations. The use of note-taking/annotation apps further supports close reading of science texts. One key affordance across apps involves an awareness of the potential for transfer of visual and verbal analysis. This is evidenced in the use of drawing in the ShowMe and VoiceThread apps, which foster the use of visual representations and narration to convey ideas. The act of inviting viewer commentary into the projects encouraged students to revise the construction of their ideas, their drawings, and verbal explanations. Take Action offers additional ideas for instructional uses of these apps. Our classroom examples serve to illustrate that these app affordances were not simply in the apps but, rather, that they were fostered by how teachers exploited these affordances to achieve their own specific learning objectives. This suggests that, as with any learning tool, teachers who are beginning to incorporate apps into their instruction need to carefully consider how to use these tools in ways that best serve to enhance their students' learning. © 2013 International Reading Association.
• Castek, J., & Cotanch, H. (2013). Examining 7th Graders’ Tablet-Created Screencasts to Promote Safe Driving: Reflections from. Exploring Multimodal Composition and Digital Writing, 186.
• Castek, J., & Lapp, D. (2013). Selecting Materials for the Literacy Program. The Administration and Supervision of Reading Programs, 101.
• Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2013). New literacies: A dual level theory of the changing nature of literacy, instruction, and assessment. Theoretical models and processes of reading, 6, 1150--1181.
• Leu, D., Kinzer, C., Coiro, J., Castek, J., Henry, L., Unrau, N., & Alvermann, D. (2013). New literacies and the new literacies of online reading comprehension: A dual level theory. Theoretical models and process of reading, 1150--1181.
• Pendell, K., Withers, E., Castek, J., & Reder, S. (2013). Tutor-Facilitated Adult Digital Literacy Learning: Insights from a Case Study. Internet Reference Services Quarterly, 18(2), 105--125.
• Pendell, K., Withers, E., Castek, J., & Reder, S. (2013). Tutor-facilitated Adult Digital Literacy Learning: Insights from a Case Study. Internet Reference Services Quarterly, 18(Issue 2). doi:10.1080/10875301.2013.800013
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  While the digital divide has decreased, those who are still unable to access and use information and communication technologies are left further behind. An effective digital literacy program helps underserved populations gain needed skills and alleviate the demand placed on public library staff. This case study presents findings on a digital literacy learning model that utilizes a self-paced online platform and in-person volunteer tutors. The researchers found that the learner/tutor relationship is an essential part of the learning process, and that tutors develop a variety of strategies for helping learners. The researchers also identify aspects of effective program implementation. © 2013 Copyright Kimberly Pendell, Elizabeth Withers, Jill Castek; and Stephen Reder.
• Bravo, M. A., Castek, J., Cervetti, G. N., Tilson, J. L., & Trainin, G. (2012). Examining Multiple Dimensions of Word Knowledge for Content Vocabulary Understanding.. Journal of Education, 192(2-3), 49-61. doi:10.1177/0022057412192002-308
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  This study traces the development of a vocabulary measure designed to assess multiple types of word knowledge. The assessment, which was administered in conjunction with a science unit about weathe...
• Castek, J., Coiro, J., Guzniczak, L., & Bradshaw, C. (2012). Examining Peer Collaboration in Online Inquiry. Educational Forum, 76(4). doi:10.1080/00131725.2012.707756
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  This study examines peer collaboration among four pairs of seventh graders who read online to determine what caused the downfall of the Mayan civilization. More and less productive collaborative interactions are presented through snippets of dialogue in which pairs negotiated complex texts. Few examples of how teachers can skillfully facilitate collaborative interactions currently exist, despite the call for these skills in the Common Core State Standards. Teaching ideas that support collaborative online reading are featured.[Supplementary materials are available for this article. Go to the publisher's online edition of The Educational Forum for the following free supplemental materials: set of printable graphic organizers to support collaborative online reading and cross-curricular web resources to support critical evaluation of online content]. © 2012 Copyright Taylor and Francis Group, LLC.
• Castek, J., Dalton, B., & Grisham, D. (2012). Using multimedia to support generative vocabulary learning. Vocabulary Instruction: Research to Practice (2 nd Edition). New York: Guilford.
• Henry, L. A., Castek, J., O'Byrne, W. I., & Zawilinski, L. (2012). Using peer collaboration to support online reading, writing, and communication: An empowerment model for Struggling readers. Reading and Writing Quarterly, 28(Issue 3). doi:10.1080/10573569.2012.676431
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  This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroomcontexts. Throughstudent-centered techniques, such as flexible grouping and peer teaching, we designed Internet Reciprocal Teaching to support the development of the new literacies of online reading comprehension among elementary and middle school students. Results suggest that peer collaboration was the primary means of strategy exchange and that students who were previously perceived as struggling readers became active in coaching, leading, and sharing new strategies. In effect, peer collaboration appeared to reconceptualize struggling readers' role in the classroom and set the context for greater engagement in literacy activities and investment in learning. © Taylor & Francis Group, LLC.
• Henry, L. A., Castek, J., O'Byrne, W. I., & Zawilinski, L. (2012). Using peer collaboration to support online reading, writing, and communication: An empowerment model for struggling readers. Reading \& Writing Quarterly, 28(3), 279--306.
• Cervetti, G. N., Tilson, J. L., Castek, J., Bravo, M. A., & Trainin, G. (2011). Examining multiple dimensions of word knowledge for content vocabulary understanding. Journal of Education, 49--61.
• Coiro, J., & Castek, J. (2011). Assessment frameworks for teaching and learning English language arts in a digital age. Handbook of research on teaching the English language arts, 314--321.
• Coiro, J., Castek, J., & Guzniczak, L. (2011). Uncovering online reading comprehension processes: Two adolescents reading independently and collaboratively on the Internet. 60th yearbook of the Literacy Research Association, 354--369.
• CASTEK, J. (2010). Department--Making the Most of New Technologies to Support Literacy Using eZines to Engage Readers and Writers.. California Reader, 44(1).
• Malloy, J. A., Castek, J. M., & Leu, D. J. (2010). Silent reading and online reading comprehension. Revisiting silent reading: New directions for teachers and researchers, 221--240.
• Abbott, L., Abouzeid, M., Allington, R., Ambrose, R., Anagnostopolous, D., Anderson, J., Anderson, J., Angeli, C., Appleton, N., Arnold, S., & others, . (2009). 2008-2009 Board of Reviewers. Journal of Teacher Education, 60(5), 538--541.
• Leu, D. J., McVerry, J. G., O’Byrne, W. I., Zawilinski, L., Castek, J., & Hartman, D. K. (2009). The new literacies of online reading comprehension and the irony of no child left behind: Students who require our assistance the most, actually receive it the least. Lesley Mandel Morrow, Robert Rueda, \& Diane Lapp. Handbook of research on literacy instruction: Issues of diversity, policy, and equity. New York: Guilford.
• Alger, C., Allington, R., Alvermann, D., Amtzis, A., Anders, P., Anderson, D., Anderson, L., Carter, D., Applegate, A., Arias, B., & others, . (2008). 2007-2008 Board of Reviewers. Journal of Teacher Education, 59(5), 455--458.
• Boling, E., Castek, J., Zawilinski, L., Barton, K., & Nierlich, T. (2008). Collaborative literacy: Blogs and Internet projects. The Reading Teacher, 61(6), 504--506.
• Boling, E., Castek, J., Zawilinski, L., Barton, K., & Nierlich, T. (2008). Collaborative literacy: Blogs and internet projects. Reading Teacher, 61(Issue 6). doi:10.1598/rt.61.6.10
• Castek, J. (2008). How do 4th and 5th grade students acquire the new literacies of online reading comprehension. Exploring the contexts that facilitate learning.
• Castek, J., & Mangelson, J. (2008). Inviting Students to Become Authors Online. Book Links, 17(3), 14.
• Castek, J., & Mangelson, J. (2008). Thinking outside the book: Reading the world with Google Earth. Book Links, 17(5), 40.
• Leu, D., Corio, J., Castek, J., Hartman, D., Henry, L., & Reinking, D. (2008). Comprehension instruction: research-based best practices. C. Collins-Block \& SR.
• Mangelson, J., & Castek, J. (2008). Making Reading and Writing Connections Online. Book Links, 17(4), 54.
• Mangelson, J., & Castek, J. (2008). Thinking outside the book: engaging students with WebQuests. Book Links, 17(6), 46.
• Castek, J., Coiro, J., Hartman, D., Henry, L., Leu, D., & Zawilinski, L. (2007). Thinking about our future as researchers: New literacies, new challenges, and new opportunities. The twenty-eighth yearbook of the College Reading Association, 31--50.
• Castek, J., Leu Jr, D., Coiro, J., Gort, M., Henry, L. A., & Lima, C. (2007). Developing new literacies among multilingual learners in the elementary grades. Technology-based learning environments for young English learners: Connections in and out of school. Mahwah, NJ: Erlbaum.
• Holcomb, L. B., Castek, J. M., & Johnson, P. R. (2007). Unlocking the potential of K-12 classroom websites to enhance learning. New England Reading Association Journal, 43(1), 36.
• Leu, D. J., Reinking, D., Carter, A., Castek, J., Coiro, J., Henry, L., Malloy, J., Robbins, K., Rogers, A., & Zawilinski, L. (2007). Defining online reading comprehension: Using think aloud verbal protocols to refine a preliminary model of Internet reading comprehension processes. D. Alvermann (Chair) 21st Century Literacy: What is it, How do students get it, and how do we know if they have it.
• Mangelson, J., & Castek, J. (2007). Thinking Outside the Book: Online Resources That Make Reading Fun. Book Links, 17(2), 16.
• Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006). Reading adventures online: Five ways to introduce the new literacies of the Internet through children's literature. The Reading Teacher, 59(7), 714--728.
• Leu, D. J., Castek, J., Coiro, J., Hartman, D., Henry, L., Leu, D., & Zawilinski, L. (2006). Thinking about our future as researchers: New literacies, new challenges, and new opportunities. READING RESEARCH AND INSTRUCTION, 46(1), 31.
• Henry, L. A., Coiro, J., & Castek, J. (2005). Professional Materials. Journal of Adolescent \& Adult Literacy, 48(5), 442--445.
• Leu, D. J., Castek, J., Hartman, D. K., Coiro, J., Henry, L. A., Kulikowich, J. M., & Lyver, S. (2005). FINAL REPORT--DRAFT.
• Leu, D. J., Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., & Lyver, S. (2005). Evaluating the development of scientific knowledge and new forms of reading comprehension during online learning. Final report presented to the North Central Regional Educational Laboratory/Learning Point Associates. Retrieved May, 15(2007), 108--127.
• Henry, L. A., Castek, J., Roberts, L., Coiro, J., & Leu, D. J. (2004). Case technologies to enhance literacy learning: A new model for early literacy teacher preparation. Knowledge Quest, 33(2), 26.
• Johnson, P., & Castek, J. (2004). Symposium Presentation Research ethics: What we know and what we didn’t.
• Leu Jr, D. J., Castek, J., Henry, L. A., Coiro, J., & McMullan, M. (2004). The lessons that children teach us: Integrating children's literature and the new literacies of the Internet. The Reading Teacher, 57(5), 496--504.

Proceedings Publications

• Sparks, J. R., Coiro, J., Castek, J. M., Kiili, C., Holland, B. R., & Lee, C. (2019). Assessing collaborative online inquiry and social deliberation in digital environments. In 13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019, 2.
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  We describe efforts to design and validate a digitally-based assessment of collaborative online inquiry and social deliberation using a digital virtual world platform with embedded supports for real-time collaboration. Cognitive validity studies were conducted to examine the collaborative prompts and the overall task, with 21 dyads participating in either Face-to-Face (FTF; n=5) or Computer-Mediated (CM; n=16) conditions. Quantitative results suggest the task captured variation in dyads’ inquiry performances and processes.
• Castek, J., Coiro, J., Guzniczak, L., & Bradshaw, C. (2012). Examining peer collaboration in online inquiry. In The Educational Forum, 76.
• Grisham, D., Wolsey, T. D., Provost, M., Dalton, B., & Castek, J. (2011). Expanding Literacy Teachers’ Ways of Knowing through Visual Literacy and Web 2.0 Collaboration. In Society for Information Technology \& Teacher Education International Conference, 2011.
• Castek, J., & Coiro, J. (2010). Measuring online reading comprehension in open networked spaces: Challenges, concerns, and choices. In Poster presented in S. Sullivan \& S. Puntambekar (Chairs), Finding Common Ground: Documenting and Analyzing Student Learning with Hypertext, Multimedia and Hypermedia. Alternative poster session presented at the annual meeting of the American Educational Research Association, Denver, CO.
• Castek, J., & Carter, A. (2006). Adapting reciprocal teaching to the Internet using telecollaborative projects. In DJ Leu \& DP Reinking (Chairs), Developing Internet reading comprehension strategies among adolescents at risk to become dropouts. Symposium conducted at the meeting of the American Educational Research Association, San Francisco, CA.
• Castek, J., Leu Jr, D., Coiro, J., Hartman, D., & Henry, L. A. (2006). The changing nature of online reading comprehension: Examining effects of Internet reciprocal teaching on adolescents’ acquisition of new literacies and content knowledge in science. In Research paper and poster presented at the 51st annual International Reading Association Conference. Chicago, IL.
• Castek, J. (2004). Writing across time and space: New literacies and online communication. In Iowa Technology and Education Connection Conference, Des Moines, IA.
• Leu Jr, D. J., Castek, J., Coiro, J., Gort, M., Henry, L. A., & Lima, C. O. (2004). Developing new literacies among multilingual learners in the elementary grades. In Colloque Technology in Support of Young Second Language Learners Project, university of California. http://www. ucop. edu/elltech/leupaper010605. pdf.

Presentations

• Falco, L. D., Oguilve, V., Castek, J. M., & Summers, J. J. (2019, October). Filmschool for Global Scientists: Teaching Students to Make Meaning in Multimodal Ways.. Biennial Meeting of the Scholarly Consortium for Innovative Psychology in Education. Savannah, GA: Scholarly Consortium for Innovative Psychology in Education.

Others

• Alexander, S. N., Arredondo, M. I., Bernstein-Danis, T., Castek, J., Chandler, J., Clark, C., Ford, D. Y., Goings, R. B., Green, D., Guerrero, I., & others, . (2016). Understanding, Dismantling, and Disrupting the Prison-to-School Pipeline.
• Henry, L., Coiro, J., & Castek, J. (2005). New literacies: Changing knowledge and classroom learning.