Publications

Dissertation

Zucker, L. (2018). Adolescents’ out-of-school digital reading practices (Doctoral dissertation). Retrieved from ProQuest. (10642701) [Digital component accessible here.]

Peer-Reviewed Journal Articles

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 (Early view). 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 Education19(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 Education19(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 Education19(3).

Zucker, L. & Hicks, T. (2019). Alternative assessments, unintended consequences: The promise and peril of digital badges. Transformations: The Journal of Inclusive Scholarship and Pedagogy29(1), 113-123.

Zucker, L. (2019). Embracing visual notetakingEnglish Journal108(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 gamesJournal 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 Development36(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.

Digital Writing