Carol-Ann Lane, PhD

Curriculum Studies and Studies in Applied Linguistics


Carol-Ann Lane, PhD

Curriculum Studies and Studies in Applied Linguistics


My doctoral research is focused in the area of Curriculum Studies. My research explores boys' meaning making and cultural knowledge gained through their video gaming practices. My interests grow from my own experiences and dedication as a qualified Ontario teacher working for the Dufferin Catholic Peel District School board in the primary-grade 3 division (Mar 2018), junior division (since 2014) and intermediate/senior (since 2012), a teaching associate for the bachelor of education and graduate level courses (including online) and both as an owner and instructor of a tutoring company for more than six years.

I am deeply committed to examining the potential of secondary learning domains, such as video games, to in-school learning processes. Informing my research is the multiliteracies framework and learning by design theories (Cope & Kalantzis, 2009, 2016) Through my multicase ethnographic research study I critically considered the nature of understudied boys’ out-of-school video gaming practices. Past research has focused on the themes of violence and misogyny associated with video games. However, there is a misunderstanding of the embedded narratives that exist in video games which needs further attention. My research has the potential to inform educators on ways boys navigate their selection of games, develop, adopt, and share their cultural knowledge through various modes of meanings.

I acknowledge the guidance and support of Dr. John Barnett, Dr. Michael Kehler, Dr. Claire Crooks, and committee members Dr. Kathy Hibbert and Dr. Rachel Heydon, during my initial PhD journey.

I am grateful for the commitment and unfailing support of my doctoral supervisor Isha DeCoito.

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Isha DeCoito, PhD



Chapters in Edited books

  • Lane, C.A. (2019). Collaborating with educators: How video games can be used for alternative classroom pedagogies to support boys meaning-making. In R. M. Reardon, and J. Leonard (Eds.), Integrating Digital Technology in Education:
    School–University–Community Collaboration, Ch. 9. pp. 197–222. Charlotte, NC: IAP. (AERA research listing)
  • Lane, C.A. (2019). Digitizing learning: How video games can be used as alternative pathways to learning. In M. L. Sein-Echaluce, A. Fidalgo-Bianco, and F. J. Garcia-Penalvo (Eds.), Handbook of Research on Flipped Teaching and Adaptive Learning. DOI: 10.4018/978-1-5225-8142-0.ch007. Spain: IGI Global
  • Lane, C.A. (In press). Using digital technologies in the 21 st century classroom: How video games support dynamic learning opportunities. In S. Atay, and C. P. Martins (Eds.), Handbook of Research on Cyberculture in the 21 st Century . Turkey, and Lisbon: IGI Global


  • Lane, C.A. (2016). “Play, Score, Engage": Finding Ways for Boys to Make the Grade!” Literacy Information and Computer Educational Journal (LICEJ), Volume 7, Issue 4, ISSN 2461-2467 ( )
  • Lane, C.A. (2015). Gaming my Hidden Voice: An Indigenous approach to how boys’ video gaming intersect literacies and identity. Canadian Journal of Native Studies. (Submitted for Initial Review)
  • Lane, C.A. (2013). Using video technology to address boys’ literacy gap and connect the male voice in gender dynamics. International Journal of Technology and Inclusive Education (IJTIE), Volume 2, Issue 2, ISSN 2046-4568

Conference Proceedings

  • Lane, C.A. “Play, Score, Engage”: Finding Ways for Boys to Make the Grade!” , Canada International Conference on Education (CICE-2016), University of Toronto, Mississauga, Ontario, June 27-30, 2016
  • Lane, C.A. “How video games affect boys’ literacy practices” , The Robert MacMillan Graduate Research in Education Symposium-Theory to Practice. Western University, London, Ontario, March 18, 2014
  • Lane, C.A. “Connecting with the male voice to address boys’ literacy gap” , The Robert MacMillan Graduate Research in Education Symposium. Western University, London, Ontario, April 18, 2013
  • Lane, C.A., “Connecting to the Male Voice to Address Boys’ Literacy” , Proceedings of the Canada International Conference on Education, University of Toronto, Toronto, Ontario, June 24-26, 2013. (Total 311 papers accepted from received 2,904 papers from 152 countries)
  • Lane, C.A., “Investigate the Use of Mobile Technology to Influence Gender Equity in Literacy”, Proceedings of the Inaugural European Conference on Education 2013 (IAFOR ECE), Learning and Teaching Through Transformative Spaces. Brighton, UK, July 11-14, 2013. Link (p.14):
  • Lane, C.A., Barnett, J., “Biotechnology literacy: Assessing the knowledge and attitudes of student teachers”, The Western Conference on Science Education (WCSE). July 9-11, 2013.

Theses published

  • Lane, Carol Ann, (2018). "Multiliteracies meaning-making: How four boys’ video gaming experiences influence their cultural knowledge—Two ethnographic cases" (2018). Electronic Thesis and Dissertation Repository. 5303.
  • Lane, Carol Ann, (2011). "Social presence impacting cognitive learning of adults in distance education (DE)”. Electronic Thesis and Masters Dissertation. 10791.
  • Thesis Dissertation published in National Library Archives of Canada: July 2011 Invited to Submit Proposed Chapter for University of Calgary, Alberta