Paul Morsink

Paul Morsink is a doctoral student in Educational Psychology and Educational Technology.  His current research interests include online reading comprehension, the role of learners’ epistemic stance in shaping online learning events, and teachers’ development of expertise for teaching with technology.  Other interests include adolescents’ development of 21st century health literacy, young children’s development of visual literacy, and the role of “crisis rhetoric” in shaping the discussion about educational reform.  Before entering the doctoral program, Paul taught middle school and high school English Language Arts for twelve years and college-level composition and English for three years.

• Duke, N. K., Norman, R. R., Roberts, K. L., Martin, N. M., Knight, J. A., Morsink, P. M., & Calkins, S. L. (under review). Expanding concepts of print to include concepts of pictures.
• Hartman, D., Morsink, P., & Zheng, J. (2010). From print to pixels: The evolution of cognitive conceptions of reading comprehension. In E. A. Baker (Ed.), The new literacies: Multiple perspectives on research and practice (pp. 131-164). New York: Guilford Press.
• Morsink, P. (1994). Audiences and analysis. In J. Hollowell, V. Russell, J. Stevens, & C. Boeckmann (Eds.), A student guide to writing at UCI (2nd ed.). Edina, MN: Burgess International Group.
• Morsink, P.M., Hagerman, M.S., Heintz, A., Boyer, D.M., Harris, R., Kereluik, K., & Hartman, D.K. (under review). Professional Development to Support TPACK Technology Integration: The Initial Learning Trajectories of Thirteen Fifth- and Sixth-Grade Educators.
• Spiro, R.J., DeSchryver, M., Hagerman, M.S., Morsink, P.M., Thompson, P. (forthcoming, spring 2012). Reading at a Crossroads? Disjunctures and Continuities in Current Conceptions and Practices. New York: Routledge Taylor & Francis Group.
• Spiro, R. J., Morsink, P., DeSchryver, M. D. & Forsyth, B. (in progress).  Cognitive flexibility, worldviews, and epistemic beliefs: The perspective of Cognitive Flexibility Theory. To appear in J. Elen, E. Stahl, R. Bromme & G. Clarebout (Eds.), Links between beliefs and cognitive flexibility: Lessons learned. New York: Springer Verlag.
• Spiro, R. J., Morsink, P., & Forsyth, B. (in press). Principled pluralism for adaptive flexibility in teaching and learning to read: The importance of alternative mindsets in an increasingly nonlinear world of reading. In R. Flippo (Ed.), Reading researchers in search of common ground (2nd ed.). New York: Taylor & Francis/Routledge.

Research assistant, Adolescent Online Health Literacy Project. PI Dr. Doug Hartman. (2008-present)

Research assistant, Visual Literacy Continuum Project. PI Dr. Nell Duke. (2009-present)

Research assistant, Accelerated Web Learning Project. PI Dr. Rand Spiro. (2010-present)

Research assistant, Integrating Technology with Curriculum and Pedagogy: Teachers’ Learning Progressions. PI Dr. Doug Hartman. (2010-present)