Kelly

Katie Kelly

Professor, Education

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Dr. Katie Kelly joined the Education Department in 2012. Her experience as an elementary classroom teacher and a literacy coach in North Carolina and her home state of New York inspired her to pursue a career in higher education where she could influence preservice and inservice teachers.

Dr. Kelly's research interests include teacher preparation and development in the area of literacy instruction with an emphasis on critical literacy, multiliteracies, and culturally sustaining literacy practices to foster compassionate global citizens who advocate for social justice and equity. ​

Dr. Kelly is widely published in several peer reviewed journals including: The Reading Teacher, Literacy Research and Instruction, Journal of Digital Learning in Teacher Education and Journal of Language and Literacy Education. She has co-authored three books: Reading to Make a Difference: Using Literature to Help Students Think Deeply, Speak Freely, and Take Action (Heinemann), Smuggling Writing: Strategies that Get Students to Write Every Day in Every Content Area, Grades 3-12 (Corwin Press) and From Pencils to Podcasts: Digital Tools for Transforming K-6 Literacy Practices (Solution Tree).

Honors

  • Nationally Board Certified Teacher

Education

  • Ph.D., University of North Carolina at Charlotte
  • M.A., University of North Carolina at Charlotte
  • B.S., State University of New York at Cortland

Publications

Dr. Kelly is widely published in several peer reviewed journals including: The Reading Teacher, Literacy Research and Instruction, Journal of Digital Learning in Teacher Education and Journal of Language and Literacy Education. She has co-authored five books: From Empathy to Action: Empowering K-6 Students to Create Change through Reading, Writing and Research (Routledge), Critical Comprehension (Corwin Press), Reading to Make a Difference: Using Literature to Help Students Think Deeply, Speak Freely, and Take Action (Heinemann), Smuggling Writing: Strategies that Get Students to Write Every Day in Every Content Area, Grades 3-12 (Corwin Press) and From Pencils to Podcasts: Digital Tools for Transforming K-6 Literacy Practices (Solution Tree).

  • Kelly, K. (2025). The Power of Feedback: Responding to Readers with the Four-N-Framework. Literacy Today. Retrieved from https://publuu.com/flip-book/24429/1858563/page/16
  • Kelly, K. & Laminack, L. (2024). Developing Empathetic and Civically Engaged Readers. Language Arts,101(4), 278-280.
  • Kelly, K. & Laminack, L. (March 21, 2024). The Importance of Teacher Autonomy. The Dispatch, Heinemann Podcast Series. https://podcasts.apple.com/us/podcast/heinemann-podcast/id1145532509?i=1000649960236
  • Kelly, K., Siekman, M. & Mahan, R. (2023). Facilitating Restorative Justice Practices to Foster Conflict Resolution. The Reading Teacher, 77(3), 418-422. https://ila.onlinelibrary.wiley.com/doi/pdf/10.1002/trtr.2247
  • Kelly, K. (2023). Four-N-Framework for Responding to Readers. The Reading Teacher, 76(6), 793-797. http://doi.org/10.1002/trtr.2190
  • Kelly, K. (2023). Weaving a More Complete Tapestry of Truth Through Multiple Perspective Texts in the Social Studies Classroom. South Carolina Middle Grades Initiative Literacy in the Discipline, 6-12 blog.
  • Kelly, K., Laminack, L. & Vasquez, V. (July/August 2023). A call for critical comprehension. Literacy Today, 2-3. https://publuu.com/flip-book/24429/445819/page/66
  • Kelly, K., Laminack, L., & Vasquez, V. (2023). Teaching reading through critical comprehension. Corwin Connect blog. https://corwin-connect.com/2023/03/teaching-reading-through-critical-comprehension/
  • Kelly, K. & Cameron Likens, A. (2023). A Pandemic Partnership: Preservice Teachers and Fourth Graders Engage in Virtual Book Clubs. The Reading Teacher, 76(6), 682-694.
  • Kelly, K., Massey, K., Siekman, M., Mather, G., & Sherman, H. (2022). Read Alouds to Foster Community and Critical Conversations. Literacy Matters, 22, 7-14.
  • Helsel, L., Kelly, K., & Wong, K. (2022). Responsive Teaching in the Writers’ Workshop. The Reading Teacher, 75(5), 583-592.
  • Kelly, K. (July/August/September 2022). Read alouds for social-emotional learning. Literacy Today, 2-4, 42-43.
  • Kelly, K., Laminack, L., & Carmenates, N. (May/June 2021). Family Matters: Children’s Literature to Honor Diverse Family Structures. Literacy Today, 38(6), 56-58.
  • Kelly, K., Kissel, B., Morrison, M., & Johnson, B. L. (2021). Teachers as Writers: Finding Our Voices. Reading Matters, 21, 51-56. https://user-23310503727.cld.bz/Literacy-Matters-Vol-21-Winter-2021/51/#zoom=z
  • Kelly, K., Laminack, L., & Gould, E. (2020). Confronting Bias with Children’s Literature: A Preservice Teachers Journey to Developing a Critical Lens for Reading the Word and the World. The Reading Teacher, 74(3), 297-304.
  • Kelly, K., Becker, W., Lipscomb, G. & Robards, A.* (2020). Centering Culture through Writing and the Arts: Lessons Learned in New Zealand. The Reading Teacher, 74(2), 147-158.
  • Kelly, K. (May 29, 2020). Meaningful Remote Learning and Literacy Practices During Covid-19. Literacy Now Blog. Newark, DE: International Literacy Association. Retrieved from https://www.literacyworldwide.org/blog/literacy-now/2020/05/29/meaningful-remote-learning-and-literacy-practices-during-covid-19
  • Siefert, B., Kelly, K., Yearta, L. & Oliveira, T. (2019). Teacher Perceptions and Use of Technology Across Content Areas with Linguistically Diverse Middle School Students. Journal of Digital Learning in Teacher Education,35(2), 107-121.
  • Kelly, K., Merry, J., & Gonzalez, M. (2018). Trust, Collaboration and Well-Being: Lessons Learned from Finland. Southeastern Regional Association of Teacher Educators Journal, 27(2), 34-39. Retrieved from http://srate.org/z_journal_archive_27_2.html
  • Yearta, L., Kelly, K., Kissel, B. & Schonhar, M. (2018). Infoadvocacy: Writers Engage in Social Justice through Infographics. Voices from the Middle, 25 (4), 54-59.
  • Stover, K. & Young, C. (2014). Using 21st century technologies for editing and revising in the writing workshop. In K. Pytash, R. Ferdig., & T. Rasinski. (Eds.) Technology and writing: New approaches to literacy competency. Bloomington, IN: Solution Tree Press.
  • Stover, K. & Glover, C. (2014). Literacy Coaching: Providing Leadership and Support for the Next Generation of Teachers. Georgia Journal of Reading, 37(1), 8-13.
  • Kissel, B., Stover, K., & Glover, C. (2014). Bringing lives into literacy: Teachers learn about choice, audience and response through multigenre writing. Reading Matters, 14, 41-45. Retrieved from http://scira.org/publications/reading-matters/reading-matters-winter-2013-spring-2014/
  • Young, C. & Stover, K. (2013). "Look what I did!" Student conferences with text-to-speech software. The Reading Teacher, 67(4), 269-272.
  • Kissel, B., Wood, K., Stover, K., & Heintschel, K. (2013). Digital discussions: Using Web 2.0 tools to communicate, collaborate, and create. In K. D. Wood, J. Paratore, B. Kissel & R. McCormack (Eds.). What's new in literacy teaching? IRA E-ssentials series. Newark, DE: International Reading Association. DOI:10.1598/e-ssentials.8002.
  • Stover, K., Wood, K., Donovan, E., Paratore, J., & McCormack, R. L. (2013). A tale of two authentic assessment tools: Voices from the classroom. Voices From the Middle, 21(2), 26-35.
  • Vintinner, J., Stover, K., Harmon, J. M., Wood, K. D., & Hedrick, W. B. (2013). An investigation of word walls: Perceptions of middle school students and instructional potential.* Pennsylvania Reads, 12(1), 15-27.
  • Stover, K. (2013). Middle school literacy coaches: Perceptions of roles and responsibilities.* Georgia Journal of Reading, 36(1), 11-19.
  • Wood, K., Stover, K., & Kissel, B. (2013). Using digital VoiceThreads to promote 21st Century learning. Middle School Journal, 44(4), 58-64.
  • Stover, K. (2013). "Stop Bullying! Stick Up!" First Graders Talk and Write about Bullying. In V. Vasquez & J. Wood (Eds.) Perspectives and Provocations in Early Childhood Education. Volume 2. Charlotte, NC: Information Age Publishing.
  • Putman, M., Kissel, B., & Stover, K. (2013). Using digital portfolios to enhance students' capacity for communication about learning. In K. Pytash, R. Ferdig. (Eds.) Exploring Technology in Writing and Writing Instruction. Hershey, PA: IGI Global.
  • Stover, K., Vintinner, J., Glover, C., & Wood, K. D. (2013). Probable passages: Using story structure to write and revise a predictive passage. In J. C. Richards and C. Lassonde. (Eds.) Writing strategies for all students in grades 4 through 8: Scaffolding' independent writing through differentiated mini-lessons. Thousand Oaks, CA: Corwin.
  • Yearta, L. S., Stover, K., Newton, L. & Wood, K. D. (2013). Using the imagine, describe, resolve, and confirm (IDRC) strategy to develop students' descriptive writing. In J. C. Richards and C. Lassonde. (Eds.) Writing strategies for all students in grades 4 through 8: Scaffolding' independent writing through differentiated mini-lessons. Thousand Oaks, CA: Corwin.
  • Stover, K. & Glover, C. (2012). Mandated scripted curriculum: A benefit or barrier to democratic teaching and learning? In P. Thomas (Eds.) Becoming and being a teacher: Confronting traditional norms to create new democratic realities. Peter Lang, USA.

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