carl young
ASSOCIATE PROFESSOR Phone: 919.513.4853 |
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Education
Ph.D., English Education, University of Virginia
M.T., Secondary English Education, University of Virginia
B.A., English, University of Virginia
Research areas
Research focuses on new literacies and emerging technologies in English education. Other research interests include content area reading and writing strategies, effective language instruction, teaching English in rural and inner-city schools, making the transition from preservice to inservice English teacher, responding effectively to student writing, and integrating critical literacy, technology, and inquiry-based applications into the English language arts classroom.
Courses Taught
• ECI 430 Methods and Materials for Teaching Middle Grades English Language Arts
• ECI 496 MSL Seminar: New Literacies, Emerging Technologies, and Electronic Portfolios
• ECI 520 Teaching Composition
• ECI 306 Middle Grades Reading
Current Projects
New Literacies Collaborative: http://www.newlit.org
Voices of North Carolina in the Classroom: http://www.voicesofnc.org
Plantation Letters Project: http://www.plantationletters.com
National Technology Leadership Coalition: http://www.ntls.info/index.htm
National Coalition of Electronic Portfolio Research: http://ncepr.org
Recent Publications
Young, C. A. (2008, in press). The MAED English education electronic portfolio experience: What pre-service English teachers have to teach us about ep’s and reflection. In D. Cambridge, B. Cambridge, & K. B. Yancey (Eds.), Electronic portfolios 2.0. Washington, DC: Stylus Publishing.
Young, C. A., Hicks, T., and Kajder, S. (2008). Framing the research on technology and student learning in English education during an era of changing literacy practices. In L. Bell, A. Thompson, & L. Schrum (Eds.), Framing research on technology and student learning in the content areas: Implications for teacher educators. Charlotte, NC: Information Age Publishers.
Bull, G., Thompson, A., Searson, M., Garofalo, J., Park, J., Young, C., & Lee, J (2008). Connecting informal and formal learning: Experiences in the age of participatory media. Contemporary Issues in Technology and Teacher Education, 8(2). Retrieved September 24, 2008 from, http://www.citejournal.org/vol8/iss2/editorial/article1.cfm
Nichols, W. D., Rickelman, R., Young, C. A., & Rupley, W. H. (2008). Understanding and applying reading instructional strategies: Implications for professional development in the middle schools. In M. Foote, F. Falk-Ross, S. Szabo, & M. B. Sampson (Eds.), Navigating the Literacy Waters: Research, Praxis, & Advocacy (220-236). College Reading Association Yearbook, Texas A&M University-Commerce.
Nichols, W. D., Young, C. A., & Rickelman, R. J. (2007). Improving middle school professional development by examining middle school teachers’ application of literacy strategies and instructional design. Reading Psychology, 28(1), 97-130.
Nichols, W. D., Wilkins, J. L. M., Rupley, W. H., Helfeldt, J., Young, C. A., & O’Connor, C. R. (2006). Examining elementary and middle school teachers’ beliefs and instructional practices related to reading. Journal of Balanced Reading Instruction, 13, 37-58.
Swenson, J., Young, C. A., McGrail, E., Rozema, R., & Whitin, P. (2006). Extending the conversation: New technologies, new literacies, and English education. English Education, 38(4), 351-369.
DEPARTMENTAL ADDRESS & CONTACT INFO
Department of Curriculum and Instruction
Box 7801, North Carolina State University
Raleigh, N.C. 27695-7801
