Ph.D., University of Georgia
Curriculum and Instruction
Room 358 Peik Hall
159 Pillsbury Dr S E
Areas of Expertise
Adolescent literacy, literacy across disciplines, digital literacies: construction of supportive programs for adolescents and struggling adolescent readers, using literacy across the curriculum; using digital literacies to engage adolescents; bridging traditional print literacies with multimodal literacies and new media
My scholarship and teaching focus on the literacy practices of adolescents. I study how adolescents engage in literacy practices in support of learning with both tradional print texts as multimodal texts and also how teachers learn to engage students in literacy practices with various text genres in middle and high school instruction. Working from both socicultural and sociocognitive frameworks, I also explore how to motivate and engage “struggling” adolescent learners using various technologies and multimodal texts. I am currently collaboating with colleague Rick Beach in exploring how apps and other digital environments can be used to support the literacy learning of students in various disciplines. Some of this work is highlighted in our blog, Apps for Learning with Literacy A forthcoming Routledge book on this topic, Using Apps for Learning Across the Curriculum: A Literacy-Based Framework, will be available October 2014. I am also embarking on a new project to implement and study a model, Strategic Engagment in Literacy, with colleague Deborah Dillon focusing on the systemtic integration of motivation and engagment components into strategy instruction in literacy with middle school students who struggle in reading.
O'Brien, D., & Rogers, T. (in press). Sociocultural perspectives on literacy and learning. In L. Corno & E. Anderman (Eds). Handbook of Educational Psychology (Ch. 23) (3rd. ed.). American Psychological Association, Division 15 and Routledge.
Beach, R., & O'Brien (2015). Using apps for learning across the curriculum: A literacy-based framework. New York: Routledge
Beach, R., & O'Brien, D. (in press). Fostering students science inquiry through app affordances of multimodality, collaboration, interactivity, and connectivity. Reading and Writing Quarterly
O’Brien, D. G., & Dillon, D. R. (2014). The role of motivation in engaged reading of adolescents. In K. A. Hinchman & H. S. Thomas (Eds.), Best practices in adolescent literacy instruction (2nd. Ed). New York: Guilford Press
Dillon, D. R., O'Brien, D. G., & Heilman, E. (2013). Literacy research in the next millennium: From paradigms to pragmatism and practicality. In D. Alvermann & K. Unrau (Eds.), Theoretical models and processes of reading, 6th edition, pp. 1104-1132. . Newark, DE: International Reading Association
Beach, R. & O’Brien, D. (2013). Fostering Student Writing-to-Learn through App Affordances. In K. E. Pytash, R. E. Ferdig, & Timothy V. Rasinski (Eds.), Exploring technology for writing and writing instruction . Pittsburg, PA: ETC Press.
Bean, T., & O'Brien, D. (2012). Past and future directions in content area literacies. Journal of Adolescent and Adult Literacy, 56(4), 275-278.
O’Brien, D. G., (2012). “Struggling adolescents’ engagement in multimediating: Countering the institutional construction of incompetence. In D. E. Alvermann & K. A. Hinchman (Eds.), Reconceptualizing the literacies in adolescents’ lives (3rd ed.) (pp. 71-91). New York: Routledge
Beach, R., Hull, G. & O’Brien, D. (2011). Transforming English language arts in a Web 2.0 world. Handbook of Research on Teaching the English Language Arts (3rd. Ed). New York: Routledge
O’Brien, D., & Voss, S. (2011). Reading multimodally: What is afforded. Journal of Adolescent and Adult Literacy, 55 (1), 75-78.
O'Brien, D., & Scharber, C. (2010, April). Teaching Old Dogs New Tricks: The Luxury of Digital Abundance. Journal of Adolescent & Adult Literacy, 53(7), 600–603. doi: 10.1598/JAAL.53.7.7
Dillon, D. R., O’Brien, D. G., Sato, M., & Kelly, C. M. (November 2010). Professional development and teacher education for reading instruction. In M.L Kamil, P.D. Pearson, E. B. Moje, & P Afflerbach (Eds.), Handbook of reading research( Vol. 4, pp. 629-659. Mahwah, N.J: Lawrence Erlbaum Publishers.