Publications

Karchmer-Klein, R., Boulden, L., & McDonald, M. (2022). Next-level digital tools and teaching: Solving six major instructional challenges – K-12. Teachers College Press.

Karchmer-Klein, R. (2020). Improving Online Teacher Education: Digital Tools and Evidence-Based Practices. New York: Teachers College Press.

Karchmer-Klein, R., & Pytash, K. E. (Eds). (2020). Effective practices in online teacher preparation for literacy educators. Hershey, Pennsylvania: IGI Global.

Karchmer, R. A., Leu, D. J., Mallette, M. H. & Kara-Soteriou, J. (Eds.), (2005). New literacies for new times: Innovative models of literacy education using the Internet. Newark, DE: International Reading Association.

Karchmer-Klein, R., & Konishi, H. (2021). A mixed-methods study of novice teachers’ technology integration: Do they leverage their TPACK once entering the profession? Journal of Research on Technology in Education. https://doi-org.udel.idm.oclc.org/10.1080/15391523.2021.1976328

Karchmer-Klein, R., & Shinas, V. (2019). Adolescents’ navigation of linguistic and non-linguistic modes in a digital narrative. Journal of Research in Reading, 42(3-4), 469-484. DOI:10.1111/1467-9817.12278

Karchmer-Klein, R., Soslau, E. & Sutton, J. (2019). A collaborative action research project: Examining the instructional design of interactive and collaborative learning opportunities in an online master in teacher leadership program. Journal of Teacher Action Research, 6(1), 4-20.

Karchmer-Klein, R., Mouza, C., Shinas, V., & Park, S. (2017). Patterns in teachers’ instructional design when integrating apps in middle school content area teaching. Journal of Digital Learning in Teacher Education, 33(3), 91-102. * Nominated for Best Research Paper Award by Editors of JDLTE

Mouza, C., Nandakura, R., Yilmaz-Ozden, S., & Karchmer-Klein, R. (2017). A longitudinal examination of pre-service teachers’ technological pedagogical content knowledge in the context of teacher preparation. Action in Teacher Education, 39(2), 1-19.

Shinas, V. H., Karchmer-Klein, R., Mouza, C., Yilmaz-Ozden, S., & Glutting, J. (2015). Analyzing preservice teachers’ TPACK development in the context of a multidimensional teacher preparation program. Journal of Digital Learning in Teacher Education, 31(2), 47-55.

Mouza, C., Karchmer-Klein, R., Yilmaz-Ozden, S., & Nandakumar, R., & Hun, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221.

Mouza, C., & Karchmer-Klein, R. (2013). Promoting and assessing pre-service teachers’ technological pedagogical content knowledge (TPACK) in the context of case development. Journal of Educational Computing Research, 48(2), 127-152.

Shinas, V. H., Yilmaz-Ozden, S., Mouza, C., Karchmer-Klein, R., & Glutting, J. (2013). Examining domains of technological pedagogical content knowledge using factor analysis. Journal of Research on Technology in Education, 45(4), 339-360. * Best Paper Award presented by AERA SIG-TACTL

Karchmer-Klein, R. & Shinas, V. (2012). Guiding principles for supporting new literacies in your classroom. The Reading Teacher, 65(5), 285-290.

Karchmer-Klein, R., & Shinas, V. (2012). 21^st century literacies in teacher education: Investigating multimodal texts in the context of an online graduate-level literacy and technology course. Research in the Schools, 19(1), 60-74.

Karchmer-Klein, R. (2007). Audience awareness and Internet publishing: Factors influencing how fourth graders write electronic text. Action in Teacher Education, 29(2), 39-50.

Karchmer-Klein, R. (2007). Re-examining the practicum placement: How to leverage technology to prepare preservice teachers for the demands of the 21^st century. Journal of Computing in Teacher Education, 23(4), 121-129.

Karchmer-Klein, R., & Layton, V. (2006). Literature-based collaborative Internet projects in elementary classrooms. Reading Research and Instruction, 45(4), 261-294.

Karchmer, R. A. (2004). Creating connections: Using the Internet to support struggling readers’ background knowledge. Reading and Writing Quarterly, 20(3), 331-335.

Mesmer, H. E., & Karchmer, R. A. (2003). REAlity: How the Reading Excellence Act took form in two schools. The Reading Teacher, 56(7), 636-645.

Mallette, M. H., & Karchmer, R. A. (2002). Lessons learned from preparing preservice teachers to integrate technology in their literacy teaching. In D. L. Schallert, C. M. Fairbanks, J. Worthy, B. Maloch, & J. V. Hoffman (Eds.), 51^st Yearbook of the National Reading Conference (pp. 298 – 309). Oak Creek, WI: National Reading Conference.

Karchmer, R.A. (2001, May). Gaining a new, wider audience: Publishing student work on the Internet. Reading Online, 4. Available: http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/karchmer/index.html

Leu, D. J., Jr., Mallette, M. H., & Karchmer, R. A. (2001). New literacies, new technologies, and new realities: Redefining the agenda for literacy research. Reading Research and Instruction, 40, 265-272. (Invited)

Karchmer, R. A. (2001). The journey ahead: Thirteen teachers report how the Internet influences literacy and literacy instruction in their K-12 classrooms. Reading Research Quarterly, 36, 442-466.

Karchmer, R. A. (2000). Understanding teachers’ perspectives of Internet use in the classroom. Implications for professional development and staff development. Reading and Writing Quarterly, 16(1), 81-85.

Karchmer, R. A. (2000). Using the Internet and children's literature to support interdisciplinary instruction. The Reading Teacher, 54, 100-104.

Karchmer-Klein, R. (2018). Writing with digital tools. In S. Graham, C. MacArthur, & M. Hebert (Eds.), Best Practices in Writing, 3^rd edition. (pp. 185-208). New York: Guilford.

Karchmer-Klein, R., Shinas, V. H., & Wise, J. B. (2015). Rethinking foundational reading skills: Making room for the complexities of digital texts. In T. Rasinski, R. Ferdig, & K. Pytash (Eds.), Using Technology to Enhance Reading (pp. 17-22), Bloomington, IN: Solution Tree.

Mouza, C., & Karchmer-Klein, R. (2015). Designing effective technology preparation opportunities for preservice teachers. In C. Angeli & N. Valanides (Eds.). Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK (pp. 115-136). New York: Springer.

Karchmer-Klein, R., Shinas, V. H., & Park, S. (2014). Preparing teachers to immerse students in multimodal digital writing opportunities. In R. Anderson & C. Mims (Eds.). Digital Tools for Writing Instruction in K-12 Settings: Student Perception and Experience (pp. 499-519) Hershey, Pennsylvania: IGI Global.

Karchmer-Klein, R. (2013). Best practices in using technology to support 21^st century writing. In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.), Best Practices in Writing, 2^nd edition (pp. 309-333). New York: Guilford.

MacArthur, C., & Karchmer-Klein, R. (2010). Web 2.0: New opportunities for writing. In G. Troia, R. K. Shankland, & A. E. Heintz (Eds.). Writing Research in Classroom Practice (pp. 45-69). New York: Guilford.

Karchmer-Klein, R. (2007). Best practices in using technology to support writing. In S. Graham, C. MacArthur, & J. Fitzgerald (Eds.), Best Practices in Writing (pp. 222-241). New York: Guilford.

Coiro, J., Karchmer-Klein, R., & Walpole, S. (2006). Critically evaluating educational technologies for literacy learning: Current trends and paradigms. In M. McKenna, D. Reinking, L. D. Labbo, & R. D. Kieffer (Eds.), Handbook of Literacy and Technology (2^nd edition) (pp. 145-161). Mahwah, NJ: Lawrence Erlbaum.

Leu, D. J., Mallette. M. H., Karchmer, R. A., & Kara-Soteriou, J. (2005). Contextualizing the new literacies of information and communication technologies in theory, research, and practice. In R. A. Karchmer, M. H. Mallette, J. Kara-Soteriou, & D. J. Leu (Eds.), New literacies for new times: Innovative models of literacy education using the Internet (pp. 1-9). Newark, DE: International Reading Association.

Karchmer, R. A., Mallette, M. H., & Leu, D. J., Jr. (2002). Early literacy in the digital age: Moving from a singular book literacy to the multiple literacies of networked information and communication technologies. In D. M. Barone, & L. M. Morrow (Eds.), Literacy and Young Children (pp. 175-194). New York: Guilford.