Representative Publications

Digital literacy (conceptual and theoretical)

Reinking, D. (2019).  Shattering the crystal goblet:  Seeking a pedagogy of visuality in post-typographic expository texts.  Journal of Literacy and Technology, 20(1), 9-45.

Available at:

Reinking, D., & Colwell, J.  (2015).  A brief history of information sources in the late 20th and early 21st centuries (a simulation).  In R. Spiro M. DeSchryver, M. Schira-Hagerman, P. Morsink, & P. Thompson (Eds.),  Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 3-20).  Routledge: New York.


Howell, E., Reinking, D., & Kaminski, R. (2015). Writing as creative design: Constructing multimodal arguments in a multiliteracies framework. The Journal of Literacy and Technology, 16, 2-36.


Howell, E. and Reinking, D. (2015). Connecting in and out-of-school writing through digital tools. In R. Anderson & C. Mims (Eds.) Handbook of research on digital tools for writing instruction in K-12 settings. Hershey, PA: IGI Global.


Colwell, J., Hutchison, A. C.,  & Reinking, D.  (2012).  Using social network blogs to promote literacy response during teachers’ professional development.  Language Arts, 89, 230-241.

Reinking, D.  (2010). An outward, inward, and school-ward overview of interactive communication technologies across the literacy landscape.  In D. Wyse, R. Andrews, & J. Hoffman (Eds.), The international handbook of English, language and literacy teaching (pp. 328-341).  New York:  Routledge.


Reinking, D.  (2009).  Valuing reading, writing, and books in a post-typographic world.  In D. Nord, J. Rubin, & M. Schudson (Eds.), The history of the book in America: Volume 5 (pp. 485-502.) University of North Carolina Press.


Digital literacy (research)

Howell, E., Butler, T., & Reinking, D. (2017).  Integrating multimodal arguments into high school writing instruction.  Journal of Literacy Research, 49, 181-209.

Colwell, J., & Reinking, D.  (2016).  A formative experiment to align middle-school history instruction with literacy goals.  Teachers College Record, 118, 1-42.

Pang, S., Reinking, D., Hutchison, A., & Ramey, D.  (2015).  South Korean teachers perceptions of integrating information and communication technologies into literacy instruction.  Education Research International, 2015, Article ID 78359. Available at:

Hutchison, A.C., & Reinking, D.  (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction:  A national survey in the U.S.  Reading Research Quarterly, 46, 312-333.


Design-based research and formative experiments (rationale and method)

Reinking, D. (2012).  Beyond the laboratory and lens: New metaphors for literacy research.  In P. L. Dunston, L. B. Gambrell, S. K. Fullerton, P. M. Stecker, V. R. Gillis, & C. C. Bates (Eds.), 60th Yearbook of the Literacy Research Association (pp. 1-17). Oak Creek, WI: Literacy Research Association.


Reinking, D., & Bradley, B.A.  (2008).  On formative and design experiments.  New York:  Teachers College Press.


Design-based research and formative experiments (research)

Bradley, B. A., & Reinking, D.  (2011).  A formative experiment to enhance child language interaction in a pre-school classroom.  Journal of Early Childhood Literacy. 11, 362-401.


Colwell, J., Hunt-Barron, S., & Reinking, D.  (2012).  Obstacles to developing digital literacy on the Internet in middle-school science instruction.  Journal of Literacy Research, 89 (4), 232-243.


Teacher Education and Educational Practice

Reinking, D., & Colwell, J.  (2012). National accreditation of education schools:  Has it improved teacher and education leadership programs?  The counterpoint position (pp. 44-53).  In A. J. Eakle, (Ed.), Curriculum and instruction:  Debating issues in American education.  Thousand Oaks, CA:  Sage.


Reinking, D.  (2007).  Toward a good or better understanding of best practice.  Journal of Curriculum and Instruction.  Accessed December 15, 2007 from