484 C DeVos
Phone: (616) 331-6242
Peer Reviewed Publication:
Stolle, E.P. & Frambaugh-Kritzer, C. (2014). Putting professionalism back into teaching: Secondary preservice and in-service teachers engaging in interdisciplinary unit planning. Action in Teacher Education, 36:61–75
Stolle, E.P. (2011). Moving to online literature discussions: Putting a new twist on a practice tried and true. Language Arts Journal of Michigan, 27(1), 20-23.
Frambaugh-Kritzer, C. & Stolle, E.P. (2011). (Re)Conceptualizing content area literacy: Encouraging pre-service and in-service teachers to explore interdisciplinary instruction. 60th Yearbook of the Literacy Research Association, (p. 144-155).
Stolle, E.P. (2011). Collaborating online: Teachers engaging in meaningful talk for the benefit of students. Kentucky English Bulletin, 60(2), 16-20.
Stolle, E.P. (2010). Opening up space for agency: An English teacher, technology, and literacy. Michigan Reading Journal, 42(3), 40-47.
Stolle, E.P. & Fischman, G.E. (2010). Disrupting traditions: Teachers negotiating multiliteracies and technology. In D. R. Cole & D. Pullen (Eds.), Multiliteracies in Motion: Current Theory and Practice (p. 160-172). New York: Routledge.
Stolle, E.P. (2008). Teachers, literacy, and technology: Tensions, complexities, conceptualizations, and practice. 57th Yearbook of the National Reading Conference, (p. 56-69).
King, C.M., Patterson, N.G., & Stolle, E.P. (2008). Portfolio assessment: Making connections, guiding change. English Teaching: Practice and Critique, 7(3), 4-9.
Non-peer Reviewed Publications:
Stolle, E.P. (2010). Keep on keeping on: What can happen through university/school partnerships. Colleagues, V(I), 16-19.
Stolle, E.P. (2007). Secondary content area teachers speak about literacy and technology: Tensions, complexities, conceptualizations, and practices (Doctoral dissertation, Arizona State University, 2007). ProQuest, 3258046.
Marsh, J.Y. & Stolle, E.P. (2006). Re/constructing identities: A tale of two adolescents. In D.E. Alvermann, K.A. Hinchman, D.W. Moore, S.F. Phelps, & D.R. Waff (Eds.), Reconceptualizing the literacies in adolescents’ lives (2nd ed., pp. 47-63). Mahwah, New Jersey: Lawrence Erlbaum.
Frambaugh-Kritzer, C. & Stolle, E.P. (2014, August). Our present journey with new literacies: Drawing on the past to impact the future. Paper presentation at the 10th International Conference on Self-Study of Teacher Education Practices, East Sussex, England.
Stolle, E.P. (2014, March). Plugging in together: Teachers and students exploring international adolescent literature. Presentation at the 58th annual meeting of the Michigan Reading Association, Grand Rapids, MI.
Frambaugh-Kritzer, C. & Stolle, E.P. (2013, December). Two teacher educators transform their content area literacy courses to include a disciplinary literacy focus. Roundtable presentation at the 63rd annual meeting of the Literacy Researcher Association, Dallas, TX.
As a literacy teacher educator, I connect my research on teacher identity, disciplinary literacies/content area literacy, new literacies, adolescent literacy, and interdisciplinary instruction with student learning and teacher education. As a former 8th grade English Language Arts teacher in Illinois and a reading consultant in Arizona, I value teachers. I encourage my students/teachers to act as teaching professionals and to ignite a passion for literacy in their own students.
Here at Grand Valley State University, I teach in our Literacy Studies program while serving as the Reading/Language Arts program coordinator.