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Jill Castek

Research Assistant Professor, LLTR

Contact

(503) 725-8720
jcastek@pdx.edu
More Information

Physical Address

Literacy, Language, & Technology Research Group
University Center Building (UCB) 301X
Portland, OR 97207-0751

Mailing Address

Literacy, Language, & Technology Research Group
Portland State University
PO Box 751 — LLTR
Portland, OR 97207-0751
Ph.D. Educational Psychology, University of Connecticut 2008M.S. Reading Specialist, California State University, East Bay 1999B.A. Liberal Studies, University of Pittsburgh 1992

Research Interests

  • Exploring the instructional techniques and digital tools used to support reading, writing, and content learning
  • Examining the new literacies of online reading comprehension
    • Exploring the challenges and opportunities for reading, writing, and learning on the Internet

      Representative Publications

      • Jacobs, G., Castek, J., Pizzolato, A., Reder, S., & Pendell, K. (in press). A closer look at adult digital literacy acquisition. Journal of Adolescent and Adult Literacy.
      • Coiro, J., Sekeres, D., Castek, J., & Guzniczak, L. (in press). Comparing the quality of third, fourth, and fifth graders’ social interactions and cognitive strategy use during structured online inquiry. Journal of Education.
      • Castek, J., Beach, R., Cotanch, H., & Scott, J. (in press). Examining middle-school students’ uses of Diigo annotations to engage in collaborative argumentative writing. In R. Anderson & C. Mims (Eds.), Digital tools for writing instruction in K-12 settings: Student perception and experience. Hershey, PA: IGI Global.
      • Harrison, C., Dwyer, B., & Castek, J. (in press).  Using technology to improve learning.  Huntington Beach, CA: Teacher Created Materials Publishing.
      • Castek, J., & Lapp, D. (2014). Selecting materials for the literacy program. In S. Wepner, D. Strickland, & D. Quatroche (Eds.), The administration and supervision of reading programs (5th ed.). New York, NY: Teachers College Press.
      • Pendell, K., Withers, E., Castek, J., & Reder, S. (2013). Tutor-facilitated adult digital literacy learning: Insights from a case study. Internet Reference Services Quarterly, 18, 1–21.
      • Castek, J., & Beach, R. (2013). Using apps to support disciplinary literacy and science learning. International Reading Association cross-journal virtual issue highlighting. Reaching Teacher, Journal of Adolescent and Adult Literacy, 57(7), 554-564. doi: 10.1002/JAAL.180
      • Leu, D.J. & Coiro, J., Kinzer, C., Castek, J., & Henry, L.A. (2013). A dual level theory of the changing nature of literacy, instruction, and assessment. In N. Unrau & D. Alvermann (Eds.), Theoretical models and processes of reading (6th ed., pp. 1150 – 1181). Newark, DE: International Reading Assoc.
      • Cervetti, G., Tilson, J., Castek, J., Bravo, M., & Tranin, G. (2013). Examining multiple dimensions of word knowledge for content vocabulary understanding. Journal of Education, 192(2/3) 49-61.
      • Castek, J. (2012). Do new technologies have the potential to transform education by replacing current teaching methods? In C. J. Russo & A. G. Osborne, Jr. (Series Eds.), & K. Brady, C. Russo, & A. Osborne (Vol. Eds.), Debating issues in American education: Technology in schools (pp. 208-225). Thousand Oaks, CA: SAGE Publications, Inc.
      • Castek, J., Coiro, J., Guzniczak, L., & Bradshaw, C. (2012). Understanding peer collaboration in online inquiry. Educational Forum, 76(4), 479-496.
      • Henry, L.A., Castek, J. Zawilinski, L., O’Byrne, I. (2012). Using peer collaboration to support online reading, writing, and communication: An empowerment model for struggling readers. Reading and Writing Quarterly: Overcoming Learning Difficulties, 28, 279–306.