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Rachel Karchmer-Klein is an associate professor in the School of Education at the University of Delaware where she teaches courses in literacy and educational technology at the undergraduate, graduate, and doctoral levels. She is a former elementary classroom teacher and reading specialist and earned her Ph.D. in Reading Education at Syracuse University.
Her research investigates relationships among literacy skills, digital tools, and teacher preparation, with particular emphasis on technology-infused instructional design. Her overall goal is to improve preservice and practicing teachers’ knowledge of how to leverage technological affordances to support students’ literacy learning. She initially focused on K-12 instructional practices; however, her work has expanded to include research on university faculty’s use of technology in online course design. Her research has been published in literacy and educational technology journals such as Reading Research Quarterly, Journal of Research in Reading, Journal of Research on Technology in Education, and The Reading Teacher. Her forthcoming book, Improving Online Teacher Education: Digital Tools and Evidence-Based Practices (Karchmer-Klein, 2020) will be available from Teachers College Press on March 27, 2020.
Theoretically, her work is guided by broad notions of literacy. Specifically, her beliefs are informed by research that recognizes digital texts are inherently multimodal, requiring consumers and producers to think deeply about navigational behaviors, the interactivity and collaboration technology affords, and what meaning, if any, each mode represents in a cohesive text. In order to leverage digital tools for teaching or learning, one must be knowledgeable of their capabilities.
She taught my first online course in 2003 and continues to design hybrid and fully online courses. She serves as the coordinator of the M.Ed. in Teacher Leadership and the M.Ed. in Literacy program in the School of Education. Learn more through her website.