I am interested broadly in the intersections of technology and literacy and how they impact both teaching and learning. More specifically, I have studied how students’ communication is affected by the multimodality especially afforded in digital technologies. I hope to help teachers integrate these technologies into their literacy curriculum to give students equitable, participatory opportunities to take advantage of these technologies to learn, design, communicate, and critique others.
I am currently an educator who focuses on preparing teachers to effectively integrate technology for literacy learning. I have worked with teachers on this topic through divergent opportunities such as grant work with the National Writing Project, research projects exploring argument writing and disciplinary literacies, and through teaching both undergraduate and graduate courses. My research has been published in book chapters and articles in journals such as The Journal of Literacy and Technology, Journal of Research in Rural Education, and Reading Matters. Prior to my work in higher education, I was a middle and high-school English language arts teacher and coach of cross-country and soccer.
Ph.D., Curriculum & Instruction, Clemson University, 2015
M.Ed., English Education, Georgia State University
B.A., English and government, Wofford College
CI 456/556 – Integrating Technology into the Reading and Language Arts Curriculum
CI 568 – New Media Literacies: Understanding Research and Practice
CI 554 – Reading and Responding to Literature for Children and Adolescents
CI 551 – Foundations of Reading and Language Arts
Howell, E. (2017). Pokémon GO: Implications for literacy in the classroom. The Reading Teacher, 70(6), 729-732. doi:10.1002/trtr.1565
Howell, E. (2017). Using digital tools to convey multimodal arguments. Reading Matters, 17, 60-64.
Howell, E., Butler, T., & Reinking, D. (2017). Integrating multimodal arguments into High school writing instruction. Journal of Literacy Research, 49(2), 181-209.
Howell, E., Kaminski, R., & Hunt-Barron, S. (2016). Creating in a participatory culture: Perceptions of digital tools among teachers. Teaching/Writing: The Journal of Writing Teacher Education, 5(1), 138-160.