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Donna E. Alvermann, PhD, is Distinguished Research Professor of Language and Literacy Education at the University of Georgia. A former classroom teacher in Texas and New York, she teaches classes and seminars in adolescent literacy. Her research interests include adolescents’ online literacies, popular culture in K-12 classrooms, digital media and learning, multimodal texts, and professional development in content-area/disciplinary literacy. Randy Bonier, PhD, is Professor and Chair in the Department of Curriculum and Instruction at the University of Texas at Austin. He is a past president of the National Council of Teachers of English. His research investigates the ways teachers leverage the knowledge and interests that children and youth bring to school in order to grow as readers and writers. Fenke B. Boyd, PhD, is Associate Professor of Literacy Education at the University at Buffalo, The State University of New York. She is a former musk and reading teacher at the middle school level. Her research interests include the Common Core State Standards, writing genres, topics of diversity writ large, and adolescents’ literacy learning and practices in and out of school. Karen Bromley, PhD, is SUNY Distinguished Teaching Professor in the School of Education at Binghamton University, The State University of New York, where she teaches courses in literacy instruction and assessment, children’s literature, and writing. She is a former third-grade teacher and a K—S reading specialist in New York and Maryland. William G. Brow, PhD, is Professor of Literacy in the Graduate School of Education at George Mason University. A former secondary school literacy teacher, his research focuses on adolescent and content literacy, secondary school literacy reform, struggling learners, and closing the literacy achievement gap for boys. He is the author of Supporting Content Area Literacy with Technology and the Adolescent Literacy Inventory. Kelly Chandler-Olcott, EdD, is Professor and Chair of the Reading and Language Arts Center at Syracuse University. A former secondary English and social studies teacher, she has conducted research on content-area literacy, teachers’ classroom-based inquiry, and adolescents’ technology-mediated literacy practices.
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