Arts-Based Education and/or Research

Arts-Based Education and/or Research

Meaningful, Embodied Literacies: Dramatic Play and Revision with Middle School Writers in Warsaw, Poland

Batchelor, K. (2019). Meaningful, embodied literacies: Dramatic play and revision with middle school writers in Warsaw, Poland. Journal of Language and Literacy Education, 15(2), 1-24. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/11/Batchelor_JoLLE2019.pdf.

Activist Literacies: Validating Aboriginality Through Visual and Literary Identity Texts

Branscombe, M. & Schneider, J. J. (2013). Embodied discourse: Using tableau to explore preservice teachers’ reflections and activist stances. Journal of Language and Literacy Education, 9(1), 95-113. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/06/Validating-Aboriginality.pdf

Turning Schools Inside Out: Connecting Schools and Communities Through Public Arts and Literacies

Charest, B. C., Bell, L. D., Gonzalez, M., & Parker, V. L. (2014). Turning schools inside out: Connecting schools and communities through public arts and literacies. Journal of Language and Literacy Education, 10(1), 188-203. Retrieved from http://jolle.coe.uga.edu.

De/colonizing Preservice Teacher Education: Theatre of the Academic Absurd

Dénommé-Welch, S., & Montero, M. K. (2014). De/colonizing preservice teacher education: Theatre of the academic absurd. Journal of Language and Literacy Education, 10(1), 136-165. Available at http://jolle.coe.uga.edu/wp-content/uploads/2014/05/Decolonizing-Preservice-Teacher-Education-DenommeMontero.pdf

Eradicating Borders: An Exploration of ScholArtistry for Embracing Mexican Immigrant Children and Youth in Education

Faltis, C. (2013). Eradicating borders: An exploration of scholArtistry for embracing Mexican immigrant children and youth in education. Journal of Language and Literacy Education, 9(2), 50-62. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/04/EradicatingBorders2.pdf

Children’s Literature as Tools of and for Activism: Reflections of JoLLE’s inaugural Activist Literacies conference

Graff, J. M. (2013). Children’s literature as tools of and for activism: Reflections of JoLLE’s inaugural Activist Literacies conference. Journal of Language and Literacy Education, 9(1), 136-143. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Childrens-literature-tool-foractivism.pdf

Some Parallels Between Written and Visual Literacy

Harste, J. C. (2019). Some parallels between written and visual literacy learning. Journal of Language and Literacy Education, 15(1), 1-17. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/Harste_JoLLE2019.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.

Ready Learner One: Creating an Oasis for Virtual/Online Education

Osvath, C. (2018). Ready learner one: Creating an oasis for virtual/online education. Journal of Language and Literacy Education, 14(1), 1-20. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Osvath_JoLLE2018.pdf.

The Arts to Encourage Multiple Perspectives and Promote Social Justice

Pinhasi-Vittorio, L. (2013). The arts to encourage multiple perspectives and promote social justice. Journal of Language and Literacy Education, 9(1), 54-72. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/The-Arts-to-Encourage-Multiple-Perspectives.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

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.

Collage Praxis: What Collage Can Teach Us about Teaching and Knowledge Generation

Whitelaw, J. (2021). Collage praxis: What collage can teach us about teaching and knowledge generation. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/05/Whitelaw_JoLLE2021.pdf

Disclaimer

The views expressed on this website and contained within featured documents are solely those of the author(s) and artist(s) and do not reflect the views of the Department of Language & Literacy Education, The College of Education, or The University of Georgia.

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