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Bio

Carl A. Young, a former middle grades and high school English language arts teacher, is associate professor of English language arts (ELA) education in the Department of Teacher Education and Learning Sciences (TELS) in the College of Education at NC State University. Dr. Young serves as Program Coordinator for Undergraduate Middle Grades ELA and Social Studies (MSL) Education and as Program Coordinator for both MAT and MEd ELA Education. In addition to administrating programs, advising students, and serving on the faculty for the MSL, MAT ELA, and MEd ELA programs, Dr. Young also teaches and advises students in the Literacy and English Language Arts (LELA) Doctoral Education Program. His research focuses on effective methods for teaching ELA, especially with regard to digital literacies and emerging technologies, including a current focus on Artificial Intelligence (AI) and civic literacy and engagement. In addition, he teaches courses and conducts research addressing effective strategies for teaching composition, literature for young adults, reading comprehension, action research, and more. Selected publications have appeared in English Education, English Journal, Contemporary Issues in Technology and Teacher Education, Journal of Literacy Research, and Learning & Leading with Technology. Dr. Young is also the co-editor of and a contributing author to Research on Technology in English Education (Information Age, 2013) and Applying the Flipped Classroom Model to English Language Arts Education (IGI Global, 2017), and he has published several book chapters. He co-founded the Voices of North Carolina Professional Development Initiative and the New Literacies Teacher Leader Institute (NLI). He also developed and led the New Zealand Global Explorations into Cultural Awareness and Education Summer Global Studies Program and was a visiting scholar for the Institute of Civic Studies and Learning for Democracy (ICSLD) in Augsburg, Germany. Dr. Young has received several teaching awards at NC State, including the College of Education Board of Governors Award for Teaching Excellence, the Alumni Association Outstanding Teacher Award, and the College of Education Outstanding Teacher Award, and he is a member of NC State’s Academy of Outstanding Teachers. 

Recent Selected Scholarly Publications

• Nash, B. L., Garcia, M., Young, C. A., Rice, M., Piotrowski, A., O’Byrne, I., *Moran, C., McBride, C., McGrail, E., Hicks, T., Fassbender, W., Boutelier, S., & Alvermann, D. (2025, in press). ELATE Position Statement: Exploring, incorporating, and questioning generative artificial intelligence in English teacher education. English Education.
• Young, C. A., *Jacobs, L., Celaya, A., Lathrop, B., Hackett-Hill, K., Scialdone, M., *Moehrke, H., *Gaddis, B., Settie, K., Kuriny, D., and James, N. (2024). In conversation about GenAI in ELA education: Initial insights and experiences from ELA teachers and ELA teacher educators. In Moran, C. M. (Ed.), Revolutionizing English Education: The Power of AI in the Classroom. Rowman & Littlefield/Lexington Books, pp. 31-78.
• Nash, B. L., Hicks, T., Garcia, M., Fassbender, W., Alvermann, D., Boutelier, S., McBride, C., McGrail, E., Moran, C., O’Byrne, I., Piotrowski, A., Rice, M., & Young, C. A. (2023). Symposium: Artificial intelligence in English education: Challenges and opportunities for teachers and teacher educators. English Education, 55(3), 201-206.
• Young, C. A., *Jacobs, L. E., *Miller, J., *Smith, K. M., *Moehrke, H., & *Nelson, S. (2023). Teaching diverse young adult literature in challenging times: Critical reflections and lessons learned. In J. Keengwe (Ed.), Handbook of Research on Race, Culture, and Student Achievement. IGI Global, pp. 243-266.
• *Miller, J., & Young, C. A. (2023). Cooperative learning in virtual high school English language arts: An action research study. In J. Keengwe (ed.), Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies. IGI Global, pp. 106-131.
• McGrail, E., Boutelier, S., Young, C. A. (2022). (Re)Active praxis: Navigating the hyphens in teacher education during the Pandemic: Three English educators reflect. English Education, 54(2), 156-164.
• Alvermann, D., McGrail, W., Young, C. A., Damico, N., Zucker, L. (2019). “Beliefs for Integrating Technology into the English Language Arts Classroom”: Reflections from scholars in the field. Contemporary Issues in Technology and Teacher Education, 19(3), 318-326.
• Lynch, T., Hicks, T., …, & Young, C. A. (2019). Beliefs for integrating technology into the English language arts classroom. National Council of Teachers of English Position Statement. Contemporary Issues in Technology and Teacher Education, 19(3),  305-317.

Courses Taught

• ECI 745 Literacy and English Language Arts Theories and Research
• ECI 521 Teaching Literature for Young Adults
• ECI 520 Teaching Composition
• ECI 523 Teacher As Researcher
• ECI 541 Reading in the Content Areas
• ECI 445 MSL Senior Seminar: New Literacies, Emerging Technologies, & Electronic Portfolios
• ECI 509 / 528 MAT Middle and Secondary Methods for Teaching the English Language Arts
• ECI 430 Methods and Materials for Teaching Middle Grades English Language Arts
• ECI 449 MSL Student Teaching Internship Senior Seminar
• ECI 306 Middle Grades Reading