Identity & Perspectives
Navigating the Linguistic Terrain: Immigrants’ Personal Stories of Aspiration, Access, Identity, and Acclimation
Adenekan, O.K. (2020). Navigating the linguistic terrain: Immigrants’ personal stories of aspiration, access, identity, and acclimation. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Adenekan_JoLLE.pdf.
Anderson, A. W., Branscombe, M., & Nkrumah, T (2015). Crossing blocked thresholds: Three stories of identity, embodied literacy, and participatory education. Journal of Language and Literacy Education, 11(2), 170-185 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Anderson_Template-11-22.pdf
What About Linguistic Identity?
Andrews, M. (2010). What about linguistic identity? Journal of Language and Literacy Education, 6(2), 85-102. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Andrews_Linguistic.pdf
Bausch, L. S. (2010). The power of teachers’ writing stories: Exploring multiple layers of reflective inquiry in writing process education. Journal of Language and Literacy Education, 6(1), 20- 39. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Bausch_stories2010.pdf
Creating Connections in Foreign Language Education: A Teacher’s Perspective
Bridges, J. (2008). Creating connections in foreign language education: A teacher’s perspective. Journal of Language and Literacy Education, 4(1), 91-97. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/04/Bridges-J..pdf
Choi, J. (2015) A heritage language learner’s literacy practices in a Korean language course in a US university: From a multiliteracies perspective. Journal of Language and Literacy Education, 11(2), 116-133 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-6_Choi-FINAL.pdf
Cook, M. P., & Sams, B. L. (2018). A different kind of sponsorship: The influence of graphic narrative composing on ELA pre-service teachers’ perceptions of writing and literacy instruction. Journal of Language and Literacy Instruction, 14(1), 1-25. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Cook_JoLLE2018.pdf
DeNicolo, C. & Gonzales, M. (2015). Testimoniando en Nepantla: Using testimonio as a pedagogical tool for exploring embodied literacies and bilingualism. Journal of Language and Literacy Education, 11(1), 109-126. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Passos-DeNicoloGónzalez_Final.pdf
“These Are Normal People”: White High School Students’ Responses to Interracial Literary Fiction
Findora, J., & Hammond, T.C. (2021). “These are normal people”: White high school students’ responses to interracial literary fiction. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/04/Findora_JoLLE2021-3.pdf
What Can Translation Do? Language, Power, and Identity in an Elementary Classroom
Fishman, E. (2021). What can translation do?: Language, power, and identity in an elementary classroom. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/05/Fishman_JoLLE2021.pdf
Gibbs Grey, T. (2020). Putting on our pedagogical love vests to affirm the poetic literacies and lives of Black high school students. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/GibbsGrey_JoLLE2020.pdf.
Greene, D.T. (2020). “Black female teachers are our school parents!!”: Academic othermothering depicted in multicultural young adult texts. Journal of Language and Literacy Education, 16(1), 1-19. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Greene_JoLLE2020.pdf.
Kershen, J. (2018). Exploding the wor(l)d: Using challenging texts to reveal the metacognitive conversation with pre-service teachers. The Journal of Language and Literacy Education 14(1), 1-15. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Lopez-Kershen_JoLLE2018.pdf
“So, Like, What Now?”: Making Identity Visible for Pre-Service Teachers
Jimenez, L. M. (2014). “So, like, what now?”: Making identity visible for pre-service teachers. Journal of Language and Literacy Education, 10(2), 68-86, Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Jimenez-So-Like-What-Now.pdf
Chasing New Worlds: Stories of Roleplaying in Classroom Spaces
Jones, K., Storm, S., Castillo, & Karbachinskiy, S. (2021). Chasing new worlds: Stories of roleplaying in classroom spaces. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/04/Jones_JoLLE2021.pdf
Reading, Writing, and Designing: Getting Students on the Path to Thinking like Designers
Kyser, C. D. (2015). Reading, writing, and designing: Getting students on the path to thinking like designers. Journal of Language and Literacy Education, 11(2), 186-196 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Kyser_Template-Final-fixed-links.pdf
Teachers as Researchers of New Literacies: Reflections on Qualitative Self-Study
Kew, B., Given, K., and Brass, J. (2011). Teachers as researchers of new literacies: Reflections on qualitative self-study. Journal of Language and Literacy Education, 7(2), 67-84. Available at http://www.coe.uga.edu/jolle/2011_2/kew_given_brass.pdf
The Power of Students’ Stories: Narrative Inquiry in English Education
Knight, S. D. (2009). The power of students‟stories: Narrative inquiry in English education. Journal of Language and Literacy Education, 5(1), 48-58. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Knight-S.D.pdf
“Oh, Those Loud Black Girls!”: A Phenomenological Study of Black Girls Talking with an Attitude
Koonce, J. B. (2012). “Oh, Those Loud Black Girls!”: A Phenomenological Study of Black Girls Talking with an Attitude. Journal of Language and Literacy Education, 8(2), 26-46. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/06/Loud-Black-Girls.pdf
Issues of Validity, Subjectivity, and Reflexivity in Multimodal Literacy Research and Analysis
Low, D. E., & Pandya, J. Z. (2019). Issues of validity, subjectivity, and reflexivity in multimodal literacy research and analysis. Journal of Language and Literacy Education, 15(1), 1-22. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/LowPandya_JoLLE2019.pdf
“I Feel Normal Here”: The Social Functions of a Book Club in a Residential Recovery Program
MacGillivray, L., Ardell, A. L., Curwen, M. S., & Wiggin, S. (2019). “I feel normal here”: The social functions of a book club in a residential recovery program. Journal of Language and Literacy Education, 15(1), 1-23. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/MacGillivray_JoLLE2019.pdf
Marlatt, R., & Barnes, M.E. (2021). “The voice lies within them”: Teacher candidates’ conceptions of literacy and social justice pedagogy. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/04/Marlatt_JoLLE2021.pdf
Loud and Clear: Using the Graphic Novel to Challenge the Status Quo in Content Area Literacy
Marlatt, R., & Dallacqua, A. K. (2019). Loud and clear: Using the graphic novel to challenge the status quo in content area literacy. Journal of Language and Literacy Education, 15(1), 1-24. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/05/Marlatt_JoLLE2019.pdf
McCreight, J. (2011). The importance of being heard: Responses of one first grade class to the representations of AAVE in picture books. Journal of Language and Literacy Education, 7(1), 35-48. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/7_1_3_mccreight.pdf
McLean, C.A. (2006). T.A. as text. Journal of Language and Literacy Education, 2(1), 7-18. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/McLean-C..pdf
Latino Media and Critical Literacy Pedagogies: Children’s Scripting Telenovelas Discourses
Medina, C. L., & Costa, M. del R. (2013). Latino media and critical literacy pedagogies: Children’s scripting of Telenovelas discourses. Journal of Language and Literacy Education, 9(1), 161- 184. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Latino-Media.pdf.
Activist Literacies: Validating Aboriginality Through Visual and Literary Identity Texts
Montero, M. K., Bice-Zaugg, C., Marsh, A. C. J., & Cummins, J. (2013). Activist literacies: Validating Aboriginality through visual and literary identity texts. Journal of Language and Literacy Education, 9(1), 73-94 Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/06/Validating-Aboriginality.pdf
Nash-Ditzel, S. (2010). The self-system of a struggling college reader: “I just figured somewhere along the line I was gonna fail.” Journal of Language and Literacy Education, 6(2), 68-84. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/NashDitzel_Self.pdf
Integrating diversity and cultural education into literacy
Pan, P. (2006). Integrating diversity and cultural education into literacy. Journal of Language and Literacy Education, 2(1), 19-31. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Pan-P..pdf
Using the Classics to Speak to the World: A New Teacher’s Perspective
Pickens, C. (2008). Using the Classics to speak to the world: A new teacher’s perspective. Journal of Language and Literacy Education, 4(1), 98-103. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/04/Pickens-C..pdf
Riley, K. (2015). What teachers bring: The intellectual resources of adolescent literacy educators in an era of standardization. Journal of Language and Literacy Education, 11(2), 151-169 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-8_Riley.pdf
Three Avid Adolescent Male Writers’ Experiences at a Residential Summer Writing Workshop
Ruday, S. (2012). Three Avid Adolescent Male Writers’ Experiences at a Residential Summer Writing Workshop. Journal of Language and Literacy Education, 8(2), 3-25. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/06/Three-Avid-Adolescent-Male-Writers-Experiences.pdf
A Southern White Man’s Lessons on How to Grow Up Racist
Smagorinsky, P. (2018). A southern white man’s lessons on how to grow up racist. Journal of Language and Literacy Education, 14(1), 1-8. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Smagorinsky_JoLLE2018.pdf
Sugarman, S. (2011). Read, baby, read: Developing personal content knowledge to positively impact the practice of teaching nonfiction reading. Journal of Language and Literacy Education, 7(2), 22-43. Available at http://www.coe.uga.edu/jolle/2011_2/sugarman.pdf
Thomas, E. (2018). Toward a theory of the dark fantastic: The role of racial difference in young adult speculative fiction and media. Journal of Language and Literacy Education, 14(1), 1-10. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Thomas_JoLLE2018.pdf
The Transformative Power of Youth Action Coalition’s Multimodal Arts-for-Change Programming
Turner, K. C. N., Way, K., and Gray, R. R. R. (2012). The transformative power of youth action coalition’s multimodal arts-for-change programming. Journal of Language and Literacy Education, 9(1), 40-53. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/The-Transformative-Power.pdf
Who are Our Mockingbirds? Participatory Literacies in a Community-Wide Reading Program
Vriend Van Duinen, D. & Schoon-Tanis, K. (2015). Who are our mockingbirds? Participatory literacies in a community-wide reading program. Journal of Language and Literacy Education, 11(1), 127-136. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Vriend-Van-DuinenSchoon-Tanis_Final.pdf
Seeing and Nurturing Young Children’s Reading Identities
Wagner, C.J. (2020). Seeing and nurturing young children’s reading identities. Journal of Language and Literacy Education, 16(1), 1-14. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Wagner_JoLLE2020.pdf.
Wargo, J. (2015). Spatial stories with nomadic narrators: Affect, snapchat, and feeling embodiment in youth mobile composing. Journal of Language and Literacy Education, 11(1), 47-64. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Wargo_Final.pdf
Zeller, N., Griffith, R., Zhang, G., & Klenke, J. (2010). From stranger to friend: The effect of service learning on preservice teachers’ attitudes towards diverse populations. Journal of Language and Literacy Education, 6(2), 34-50. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Zeller_et-al.pdf