Selected publications
Books
Clarke, L.W., & Gorrivan, K. (2023). Nurturing primary readers in grades K-3. Reading instruction centered in students’ social emotional needs. New York: Routledge Press.
Wager, A.C., Clarke, L. W. & Enriquez, G. (2019). The reading turn-around with emergent bilinguals: A five-part framework for powerful teaching and learning (Grades K–6). New York: Teachers College Press.
Clarke, L.W., & Watts-Taffe, S. (Fall, 2014). Educating literacy teachers online: Tools, techniques, and transformations. New York: Teachers College Press.
Book Chapters
Ebenfield, M., Clarke, L.W., Doshi, A., Gorrivan., La Bonte, G., Leclerc, C., Mandel, J. & Stevenson, G. (2022). “Application of trauma-informed teaching and learning principles in a blended learning environment.” In Academic Voices: A conversation on new approaches to teaching and learning in the post-COVID World. Elsevier Ltd.
Published Journal Articles
Amato, C., Konrad-Cohen, S., Clarke, L.W., Husman, C., Bartholomew, A, & Beals, C. (2020). Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work Education. Advances in Social Work. 20 (2). 473-496.
Clarke, L. W. (2020). “Walk a Day in My Shoes”. Cultivating Cross-Cultural Understanding through Digital Literacy. The Reading Teacher, 73(5),662-665.
Clarke, L. W. (2016). Let's share: How different online platforms support learning communities, collaborative learning and discussion. International Journal of Instructional Technology and Distance Learning, 13 (1), 3-16.
Clarke, L.W. (2014). Reader Response 2.0: Thoughtfully using technology to support literacy growth. New England Reading Association Journal, 50(1), 44-49.
Clarke, L.W. & Bartholomew, A. (2014). Digging beneath the surface: Analyzing the complexity of instructor’s participation in asynchronous discussion. Online Learning, 18 (3).
Book Reviews (invited)
Clarke, L.W. (June 14, 2014). Book Review: The Complete Guide to Tutoring Struggling Readers-Mapping Interventions to Purpose and CCSS. Teachers College Record, Date Published: June 14, 2014.
Other scholarly activity
Clarke, L. W. (2016). Let's share: How different online platforms support learning communities, collaborative
learning and discussion. International Journal of Instructional Technology and Distance Learning, 13 (1), 3-16. (link)
Clarke, L.W. (2014). “Reader Response 2.0: Thoughtfully using technology to support
literacy growth.” New England Reading Association Journal, 50(1), 44-49.
Clarke, L.W. & Bartholomew, A. (2014). Digging beneath the surface: Analyzing the
complexity of instructor’s participation in asynchronous discussion. Online
Learning, 18 (3).
Clarke, L. W. (2012). Putting asynchronous discussions under the lens: Improving
discussions through student examination. Distance Learning, 9(3), 43-50.
Clarke, L.W., & Kinne, L. (2012). More than words: Investigating the format of asynchronous discussions as threaded discussions or blogs. Journal of Digital Learning in Teacher Education. 29(1). 4-22.
Clarke, L.W. (2010). Engaging students with book trailers. Kentucky Reading Journal, 28
(1), 39-46.
Clarke, L.W., & Besnoy, K. (2010). Connecting the Old to the New: What Technology-
Crazed Adolescents tell us about Teaching Content Area Literacy: Journal of Media Literacy.2(1).
Enriquez, G., Jones, S., & Clarke, L.W. Turning Around Our Perceptions and Practices,
Then Our Readers. (2010). Reading Teacher, 64 (1), p73-76.
Clarke, L.W. & Whitney, E. (2009). Walking in Their Shoes: Using Multiple
Perspectives Texts as a Bridge to Critical Literacy. The Reading Teacher, 62 (6). 530-534.