Effective Practices in Online Teacher Preparation for Literacy Educators. Advances in Higher Education and Professional Development (AHEPD) Book Series

Online education has become a prevalent means of program and course delivery, especially within teacher education programs. However, the lack of preparation in online design is concerning, especially in the field of teacher education where the focus is preparing preservice and practicing teachers to implement effective, evidence-based instructional strategies. "Effective Practices in Online Teacher Preparation for Literacy Educators" is an essential scholarly resource that shares innovative ideas for translating face-to-face reading/literacy specialist preparation into effective online instruction for courses in literacy education. Highlighting various topics such as instructional design, teacher education, and literacy assessment, this book is ideal for instructors, curriculum developers, instructional designers, IT specialists, education professionals, instructors, administrators, academicians, and researchers. This book contains the following chapters: (1) Bolstering Reflective Practice Through Digital Tools in an Online Practicum (Emily S. Howell, Rebecca Ferraccio Kaminski, Mihaela Gazioglu, and Oluwaseun Oti-Aina); (2) Blogging as Online Reflection During Student Teaching (Vicki Stewart Collet); (3) Building Reflective Practices Through a Digital Literacy Portfolio in an Online Context (Jackie Marshall Arnold and Mary-Kate Sableski); (4) Use of a Metacognitive Tool to Facilitate Teacher Reflection in an Online Graduate Literacy Course (Mary-Kate Sableski, Catherine A. Rosemary, and Kathryn Kinnucan-Welsch); (5) Video as a Tool for Guided Reflection in Literacy Specialist Preparation (Allison Ward Parsons and Jennifer I. Hathaway); (6) Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning (Jamie Colwell and Valerie Taylor); (7) Using Case Methods in Online Teacher Education to Develop Culturally Sustaining Educators (Amber N. Warren and Natalia A. Ward); (8) Training Novice Literacy Coaches Through a Coaching Rounds Framework (Susan L. Massey, Lisa Ortmann, and Katherine Brodeur); (9) Building Pre-Service Teachers' Conscious Awareness of Their Literacy Cognitive Processes and Ability to Prepare Quality Think-Alouds (Sharon M. Pratt); (10) Reflective Practices That Scaffold Teacher Knowledge, Decision Making, and Literacy Leadership (Susan King Fullerton and Lisa D. Aker); (11) Discussion Before the Discussion in Virtual Study Groups: Social Reading and Open Annotation (Sheri Vasinda); (12) Community of Digital Learners: Embracing the Affordances of Online Teacher Education (Elizabeth A. Baker); (13) Re-Envisioning Authentic Literature Integration for Online Teacher Education: A Programmatic Approach (Grace Enriquez, Valerie Harlow Shinas, and Barbara Steckel); (14) Engaging Teachers in a Digital Learner-Centered Approach to Support Understanding Foundational Literacy (Beth Beschorner and Lindsay Woodward); (15) Content Acquisition Podcasts: Evidence-Based Presentations for Online Literacy Instruction (Jaime True Daley); and (16) Culturally Significant Learning in an Online Children's Literature Class: Transformations and Transactions (Sue Christian Parsons and Stephen Adam Crawley).