W. Ian O'Byrne

Assistant Professor

Address: 86 Wentworth Street, #234
Office Hours: Fall 2016: Monday, Tuesday, Thursday - 8 to noon
Phone: 843-953-3376
E-mail: obyrnei@cofc.edu
Personal Website: http://wiobyrne.com/
Blog: Twitter: https://twitter.com/wiobyrne

W. Ian O’Byrne teaches literacy and technology classes in early childhood, elementary, and middle grade literacies. He is also a former Research Fellow at the New Literacies Research Lab at the University of Connecticut. He received his Masters of Education from the University of Massachusetts in the 180 Days Program. He has been involved in initiatives in school districts ranging from online and hybrid coursework, integrating technology in the classroom, ePortfolio systems, and supporting marginalized students in literacy practices. He is currently a member of AERA, NCTE, and currently serves as e-editor for LRA, and the Literacy, eLearning, Communication, and Culture (LECC) Committee for IRA. 


University of Connecticut, Storrs, PhD, Educational Psychology - Cognition and Instruction

University of Massachusetts, Amherst, MEd, Secondary Education

University of Massachusetts, Amherst, BA, English

Research Interests

Ian's research examines the literacy practices of individuals as they read, write, and communicate in online spaces. He also researches digital badges and hybrid/blended learning environments.

Courses Taught

EDEE 325 - Foundations of Language and Literacy

EDFS 326 - Integrating Technology into Teaching

EDEE 417 - Curriculum, Instruction, & Assessment in Grades 5 through 8

EDFS 687 - Introduction to Educational Technologies

EDMG 658 - Applied Methods & Materials for Grades 5 through 8


Burke, Q., O'Byrne, W. I., & Kafai, Y. (2016). Computational Participation: Understanding Coding as an Extension of Literacy Instruction. Journal of Adolescent & Adult Literacy. 59(4): 371-375. doi:10.1002/jaal.496

Wise, J. B., & O’Byrne, W. I. (2016). Social Scholars: Educators’ Digital Identity Construction in Open, Online Learning Environments. Literacy Research: Theory, Method, and Practice, 64: 398-414. DOI: 10.1177/238133691561760

O'Byrne, W. I., & Pytash, K. (2015). Computational Participation: Understanding Coding as an Extension of Literacy Instruction. Journal of Adolescent & Adult Literacy. 59(2): 137-140. doi:10.1002/jaal.463

McVerry, J. G., O'Byrne, W. I., & Belshaw, D. (2015). Guiding Students as They Explore, Build, and Connect Online. Journal of Adolescent & Adult Literacy. 58(8): 632-635. doi:10.1002/jaal.411

O'Byrne, W. I., Schenke, K., Willis III, J.E. & Hickey, D.T. (2015). Digital Badges: Recognizing, Assessing, and Motivating Learners In and Out of School Contexts. Journal of Adolescent & Adult Literacy, 58(6), 451454. doi:10.1002/jaal.381

O’Byrne, W. I., & Smith, S. A. (2014). Multicultural Education and Multiliteracies: Exploration and exposure of literacy practices with pre-service teachers. Reading and Writing Quarterly.

O'Byrne, W. I., Roberts, V., LaBonte, R., & Graham, L. (2014). Teaching, Learning, and Sharing Openly Online. Journal of Adolescent & Adult Literacy, 58(4): 277-280. doi: 10.1002/jaal.365