Rate My Professor Lindsay Woodward

Woodward's research centers on technology integration in literacy instruction, teacher professional development, adolescent online reading processes, and epistemic beliefs in digital environments. She co-developed the Technology Integration Planning Cycle and STAK Model to support teachers' technology use. Her scholarship appears in leading journals including American Educational Research Journal, Reading Research Quarterly, Teachers College Record, and The Reading Teacher. Notable works include the co-authored book Digitally Supported Disciplinary Literacy for Diverse K-5 Classrooms (Teachers College Press, 2020); 'How Students’ Beliefs About Knowledge Matter in Multiple-Source Reading Online' (Journal of Adolescent & Adult Literacy, 2020); 'The STAK Model: Exploring Individualized Professional Development for Technology Integration into Instruction' (Journal of Technology and Teacher Education, 2018); and 'A Planning Cycle for Integrating Technology into Literacy Instruction' (The Reading Teacher, 2014, 223 citations). She has secured funding such as a $628,791 National Science Foundation grant in 2024 with Jerrid Kruse for socioscientific literacy research, a 2019 Sabbatical Research Fellowship from Drake University, and a 2016 Research Excellence Award from Iowa State University. Woodward teaches undergraduate and graduate courses in secondary reading methods, adolescent literacy, linguistics, and research methods. She contributes as a manuscript reviewer for journals like American Educational Research Journal, proposal reviewer for AERA and Literacy Research Association, and holds leadership roles including AERA SIG-TACTL Vice-Chair.