My work as an author and researcher has focused on digital writing, literacy, educational technology, AI, teacher education, and professional learning. The site currently highlights a long list of books, including recent titles such as Teaching Writing in the Age of AI (2025), Working with Primary Sources in the English Language Arts Classroom (2025), and Better Practices: Exploring the Teaching of Writing in Online and Hybrid Spaces (2024).

Companion Pages for Books

• Resources from The Digital Writing Workshop (2009)
• Resources from Crafting Digital Writing (2013)
• Resources from Create, Compose, Connect! (2014, available on Jeremy Hyler’s website)
• Resources from Assessing Students’ Digital Writing (2015, collection of resources on Educator Innovator’s The Current)
• Resources from Connected Reading (2015)
• Resources from Research Writing Rewired (2016, available on Corwin website)
• Resources from From Texting to Teaching (2017, available on Jeremy Hyler’s website)
• Resources from Argument in the Real World (2017)
• Resources from Creating Confident Writers (2020)
• Resources from Ask, Explore, Write! (2020, available on Jeremy Hyler’s website)
• Resources from Mindful Teaching with Technology: Digital Diligence in the English Language Arts, Grades 6-12 (2021)
• Resources from Literacies Before Technology: Making Digital Tools Matter for Middle Grades Learners (2023)
• Openly available book Working with Primary Sources in the English Language Arts Classroom (2025)
• Resources from Teaching Writing in the Age of AI (2025, available on Solution Tree website)

Links to Openly Available Articles, Chapters, and Books

2025

• Hicks, T. (Ed.). (2025). Working with Primary Sources in the English Language Arts Classroom. National Council of Teachers of English. 
• Nash, B. L., Garcia, M., Young, C. A., Turner, K. H., Rice, M., Piotrowski, A., O’Byrne, W. I., McBride, C., McGrail, E., Moran, C., Hicks, T., Fassbender, W., Boutelier, S., & Alvermann, D. (2025). ELATE Position Statement: Exploring, Incorporating, and Questioning Generative Artificial Intelligence in English Teacher Education. English Education, 57(2), 158–165.
• Turner, K. H., Eisenstock, B., Hicks, T., Jolls, T., O’Byrne, W. I., Paciga, K. A., Price-Dennis, D., & Hagerman, M. S. (2025). The Importance of Digital Media Literacy. In D. A. Christakis & L. Hale (Eds.), Handbook of Children and Screens: Digital Media, Development, and Well-Being from Birth Through Adolescence (pp. 541–548). Springer Nature Switzerland. 24
• Cicchino, Amy, and Troy Hicks. (2024). Better Practices: Exploring the Teaching of Writing in Online and Hybrid Spaces. The WAC Clearinghouse; University Press of Colorado.

2023

• Ernst, D., & Hicks, T. (2023, November 28). Writing instructors are less afraid of students cheating with ChatGPT than you might think. The Conversation.

2022

• Turner, K. H., & Hicks, Troy. (2022). Digital Literacy (Still) Can’t Wait: Renewing and Reframing the Conversation. NCTE, 112(1), 86–93.

2020

• Minor, C., & Hicks, T. (2020). “Go Back to Better”: An Interview with Cornelius Minor. Michigan Reading Journal, 53(1).
• Hicks, T., & Hamilton, E. (2020). Pandemic Pedagogy: Some Questions About Being “Successful” and Getting it “Right.” Michigan Reading Journal, 53(1).
• Canady, F., Scott, C., & Hicks, T. (2020). “Walking a thin line”: Exploring the tensions between composition curriculum and students’ lives as digital writers. Journal of Language and Literacy Education, 16(2), 1–20.
• Hicks, T. (2020). Critical, creative, and compassionate: Resources for teaching English in an era of COVID-19. METAphor: The Journal of the English Teachers Association of New South Wales, 2020(2), 8–12. (Companion Post)
• Hicks, T. (2020). Rethinking the Teaching of Writing in an Era of Remote Learning: Lessons Learned from a Local Site of the National Writing Project. Teaching/Writing: The Journal of Writing Teacher Education, 9(1).

2019

• Zucker, L., & Hicks, T. (2019). Alternative Assessments, Unintended Consequences: The Promise and Peril of Digital Badges. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 29(1), 113–123.
• Zucker, L., & Hicks, T. (2019). 23 Months x 22 Scholars: Collaboration, Negotiation, and the Revision of a Position Statement on Technology in English Language Arts. Contemporary Issues in Technology and Teacher Education [CITE Journal], 19(3).
• Canady, F., & Hicks, T. (2019). Reconsidering Student Inquiry through Digital Narrative Nonfiction. English Journal, 108(6), 25–31.

2018

• Hicks, T. (2018). The next decade of digital writing. Voices From the Middle, 25(4), 9–14.
• Hicks, T. (2018) Disrupting Digital Literacies: What They Are, What They Could Be, Michigan Reading Journal: Vol. 50 : Iss. 3.
• Miller, D., Hicks, T., & Golab, S. (2018). Teaching Peer Feedback as Ethical Practice. Language Arts Journal of Michigan, 33(2).
• Hicks, T., & Sailors, M. (2018). Democratizing professional growth with teachers: From development to learning (No. 9437; Literacy Leadership Brief). International Literacy Association.

2017

2015

• Turner, K. H., & Hicks, T. (2015). Connected Reading is the Heart of Research. English Journal, 105(2), 41–48.
• Hicks, T., & Sibberson, F. (2015). Students as Writers and Composers: Workshopping in the Digital Age. Language Arts, 92(3), 223–230.
• Hicks, T. (2015). Book Review: Pearson and Hiebert’s Research-Based Practices for Teaching Common Core Literacy. Teachers College Record.

2014

• Whitney, A. E., Hicks, T., Zuidema, Leah, Fredricksen, J. E., & Yagelski, R. P. (2014). Teacher-writers: Then, now, and next. Research in the Teaching of English, 49(2), 177–184.
• Turner, K. H., & Hicks, T. (2014, February 27). From drilling and testing to discovering and thinking: Finding the heart of writing in school. Teachers, Profs, Parents: Writers Who Care.
• Hicks, T. (2014, February 2). Actually Achieving Close Reading With Digital Tools. TeachThought.
• Hicks, T. (2014, January). Blog series for the Sweetland Digital Rhetoric Collaborative: Reading Like a (Digital) Writer, Digging into a Good (e)Book, Enhancing our eBook Experiences, Immersive Storytelling.

2013

• Hicks, T., Busch-Grabmeyer, E., Hyler, J., & Smoker, A. (2013). Write, respond, repeat: A model for teachers’ professional writing groups in a digital age. In K. Pytash, R. E. Ferdig, & T. Rasinski (Eds.), Preparing teachers to teach writing using technology (pp. 149–161). Entertainment Technology Center of Carnegie Mellon University.
• Hicks, T. (February 2013). May the journey continue: A Response to Kevin Cordi’s work on teaching the digital book trailer. Adolescent Literacy In Perspective. Ohio Resource Center 10–14.
• Hicks, T., Turner, K. H., & Stratton, J. (2013). Reeimagining a Writer’s Process through Digital Storytelling. LEARNing Landscapes, 6(2), 167–183.
• Hicks, T., & Turner, K. H. (2013). No longer a luxury: Digital literacy can’t wait. English Journal, 102(6).
• NCTE Task Force on Writing Assessment. (April 2013). “Machine scoring fails the test.”

2012

• Hicks, T., Young, C., Kajder, S., and Hunt, B. (2012) Same as it ever was: Enacting the promise of teaching, writing, and new media. English Journal, (101)3, 68–74.

2010

• Hicks, Troy. (2010, January). Transforming Our Understanding of Copyright and Fair Use. CCCC.

2009

• Reed, D., & Hicks, T. (2009). From the Front of the Classroom to the Ears of the World: Podcasting as an Extension of Speech Class. In A. Herrington, K. Hodgson, & C. Moran (Eds.), Teaching the New Writing: Technology, Change, and Assessment in the 21st Century Classroom (pp. 124-139). Teachers College Press/National Writing Project.
• Kittle, P., & Hicks, T. (2009). Transforming the Group Paper with Collaborative Online Writing. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 9, 525-538.

2007

• Hicks, T., Russo, A., Autrey, T., Gardner, R., Kabodian, A., & Edington, C. (2007). Rethinking the Purposes and Processes for Designing Digital Portfolios. Journal of Adult and Adolescent Literacy, 50, 450-458.
• Hicks, Troy, & Reed, D. (2007). Keepin’ it Real: Multiliteracies in the English Classroom. Language Arts Journal of Michigan: The Scholarly Journal of the Michigan Council of Teachers of English, 23(1), 11-19.

2006

• Hicks, Troy. (2006). Expanding the conversation: A commentary toward revision of Swenson, Rozema, Young, McGrail, and Whitin. Contemporary Issues in Technology and Teacher Education, 6, Online serial.

2005

• Hicks, Troy. (2005). Beyond the “Bells and Whistles”: Toward a Visual Rhetoric for Teachers’ Digital Portfolios. English Education, 37(3), 200-222.
• Grabill, J., & Hicks, T. (2005). Multiliteracies Meet Methods: The Case for Digital Writing in English Education. English Education. 37(4), 301-311.
• Autrey, T. M., O’Berry Edington, C., Hicks, T., Kabodian, A., Lerg, N., Luft-Gardner, R., Russo, A., et al. (2005). More Than Just a Web Site: Representing Teacher Research through Digital Portfolios. English Journal, 95, 65-70.

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This page was last updated on July 21, 2026.