Kelly

Katie Kelly

Associate Professor, Education; Coord., Literacy 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

  • 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.