Zucker, L. (2018). Adolescents’ out-of-school digital reading practices (Doctoral dissertation). Retrieved from ProQuest. (10642701) [Digital component accessible here.]
Zucker, L. & Pizzo, J. S. (2020). Conveying sympathy through carefully crafted words—Rehearsal meets reality. Writing Can Change Everything: Middle-Level Kids Writing Themselves into the World. NCTE.
Zucker, L. & Damico, N. (2020). Online with intention: Promoting digital health and wellness in the classroom. The Ethics of Digital Literacy: Developing Knowledge and Skills Across Grade Levels. Rowman & Littlefield.
Peer-Reviewed Journal Articles
Zucker, L., Kalir, J. H., Sprouse, M. L., Dean, J. (2021). Foregrounding the margins: A dialogue about literacy, learning, and social annotation. Teaching/Writing: The Journal of Writing Teacher Education, 10(1).
McGrail, E., Turner, K. T., Piotrowski, A., Caprino, K., Zucker, L, Greenwood, M. E. (2021). An interconnected framework for assessments of digital multimodal composition. English Education, 53(4). *Winner of the 2022 Richard A. Meade Award for Research in English Education from NCTE.
Turner, K.H., Hicks, T. & Zucker, L. (2019). Connected reading: A framework for understanding how adolescents encounter, evaluate, and engage with texts in the digital age. Reading Research Quarterly. doi:10.1002/rrq.271
Zucker, L. & Hicks, T. (2019). 23 months x 22 scholars: Collaboration, negotiation, and the revision of a position statement on technology in english language arts. Contemporary Issues in Technology and Teacher Education, 19(3).
Lynch, T. L., Hicks, T., Bartels, J., Beach, R., Connors, S., Damico, N.,…& Zucker, L. (2019). Beliefs for integrating technology into the english language arts classroom. Contemporary Issues in Technology and Teacher Education, 19(3).
Alvermann, D., McGrail, E., Young, C.A., Damico, N., & Zucker, L. “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).
Zucker, L. & Hicks, T. (2019). Alternative assessments, unintended consequences: The promise and peril of digital badges. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 29(1), 113-123.
Zucker, L. (2019). Embracing visual notetaking. English Journal, 108(6), 97-99. Copyright of National Council of Teachers of English. Reprinted with permission.
Zucker, L. & Fisch, A. (2019). Play and learning with KAHOOT!: Enhancing collaboration and engagement in grades 9-16 through digital games. Journal of Language and Literacy Education, 15(1).
Zucker, L. (2018). Shifting the power to create a more student-centered classroom. English Journal, 107(5), 76-79. Copyright of National Council of Teachers of English. Reprinted with permission.
Zucker, L. & Kiely, J. (2018). Mindful ELA: Lessons from a grassroots wellness initiative. English Leadership Quarterly, 40(4), 10-13. Copyright of National Council of Teachers of English. Reprinted with permission.
Zucker, L. (2018). An imaginary party sparks academic conversations. New Jersey English Journal, 9-11.
Zucker, L. (2016). Reading closely and discussing meaningfully. English Journal, 105(5), 92-94. Copyright of National Council of Teachers of English. Reprinted with permission.
[Note: Those published prior to 2016 appear under the surname Goldberg.]
Goldberg, L., Siegel, B., & Goldberg, G. (2015). An argument everyone wins: Shared learning unites teachers across schools and grade levels. Journal of Staff Development, 36(2), 12-18.
Goldberg, L. (2014). Contemporary literacies beyond the english classroom: A teacher seeks out participatory culture. New Jersey English Journal, 29-34.
Goldberg, L. (2013). Herbivores, carnivores, and literavores: Argument and appetite in the classroom.English Journal, 102(6), 40-45. Copyright 2013 by the National Council of Teachers of English. Reprinted with permission.