Emeritus Faculty
David Reinking is semi-retired, currently with a courtesy appointment as an Adjunct Professor in the Department of Language and Literacy Education at the University of Georgia. Previously, he was a Distinguished Professor of Education at Clemson University, a professor and Department Head at the University of Georgia, and a faculty member at Rutgers University. During the 2012-13 academic year he was a Distinguished Visiting Professor in the Johns Hopkins University School of Education, and in the Spring of 2014, he was a visiting professor at the Università degli Studi della Tuscia in Viterbo Italy.
His scholarship focuses on understanding literacy and literacy instruction in relation to the affordances, demands, and social influences of digital communication. In classrooms, he employs design-based research, specifically formative experiments, to study how instructional interventions can authentically achieve valued pedagogical goals related to literacy. He promotes design-based research as an alternative to conventional experimental and naturalistic approaches in education research and has co-authored a book explicating that approach. He also writes about teacher education.
×
About David Reinking
David Reinking is semi-retired, currently with a courtesy appointment as an Adjunct Professor in the Department of Language and Literacy Education at the University of Georgia. Previously, he was a Distinguished Professor of Education at Clemson University, a professor and Department Head at the University of Georgia, and a faculty member at Rutgers University. During the 2012-13 academic year he was a Distinguished Visiting Professor in the Johns Hopkins University School of Education, and in the Spring of 2014, he was a visiting professor at the Università degli Studi della Tuscia in Viterbo Italy.
His scholarship focuses on understanding literacy and literacy instruction in relation to the affordances, demands, and social influences of digital communication. In classrooms, he employs design-based research, specifically formative experiments, to study how instructional interventions can authentically achieve valued pedagogical goals related to literacy. He promotes design-based research as an alternative to conventional experimental and naturalistic approaches in education research and has co-authored a book explicating that approach. He also writes about teacher education.