Children’s & Young Adult Literature

Children’s & Young Adult Literature

Beyond Mirrors and Windows: A Critical Content Analysis of Latino Children’s Books

Braden, E. G., & Rodriguez, S. C. (2016). Beyond mirrors and windows: A critical content analysis of Latino children’s books. Journal of Language and Literacy Education, 12(2), 56-83. http://jolle.coe.uga.edu/wp-content/uploads/2016/11/56-83_JoLLE_2016_202_Braden__Rodriguez.pdf

 

Mapping a Rhizomatic Ecology of Reading

Cole, L. (2009). Mapping a rhizomatic ecology of reading. Journal of Language and Literacy Education, 5(1), 32-47. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/ColeL.pdf

 

Activist Authors of the 44th Annual Georgia Children’s Book Award and Conference

Davila, D., & Lushchevska, O. (2013). Activist authors of the 44th annual Georgia Children’s Book Award and Conference. Journal of Language and Literacy Education, 9(1), 201-207. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Activist-Authors.pdf.

 

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

 

Providing Windows for Non-Minority Readers

Gardner, R. (2008). Providing windows for non-minority readers. Journal of Language and Literacy Education, 4(2), 80-85. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/windows.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

 

Nursery Rhyme Knowledge and Phonological Awareness in Preschool Children

Harper, L. J. (2011). Nursery rhyme knowledge and phonological awareness in preschool children. Journal of Language and Literacy Education, 7(1), 65-78. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/7_1_5_harper.pdf

 

Grass Houses: Representations and Reinventions of Social Class through Children’s Literature

Jones, S. (2008). Grass houses: Representations and reinventions of social class through children’s literature. Journal of Language and Literacy Education, 4(2), 40-58. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/representations.pdf

 

The End of Crocodile Tears or Child Literature as Emotional Self-Regulation

Kellogg, D. (2010). The Ends of Crocodile Tears, or Child Literature as Emotional Self- Regulation. Journal of Language and Literacy Education, 6(1), page 75-92. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Kellogg_reflecting2010.pdf

 

The Importance of Being Heard: Responses of One First Grade Class to the Representation of AAVE in Picture Books

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

 

Class Discussions: Locating Social Class in Novels for Children and Young Adults

McLeod, C. A. (2008). Class discussions: Locating social class in novels for children and young adults. Journal of Language and Literacy Education, 4(2), 73-79. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/class.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

 

Indigenizing Children’s Literature

Reese, D. (2008). Indigenizing children’s literature. Journal of Language and Literacy Education, 4(2), 59-72. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/indigenizing.pdf

 

The Challenge of Moving Beyond the Literal in Literature Discussion

Serafini, F., & Ladd, S. M. (2008). The challenge of moving beyond the literal in literature discussions. Journal of Language and Literacy Education, 4(2), 6-20. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/challenge.pdf

 

Rethinking the New Literatures of Childhood: Cultural Models of Gender in Popular Websites

Stone, J. C., & Veth, E. S. (2008). Rethinking the new literatures of childhood: Cultural models of gender in popular websites. Journal of Language and Literacy Education, 4(2), 21-39. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/rethinking.pdf

 

“That Just Really Knocks Me Out”: Fourth Grade Students Navigate Postmodern Picture Books

Swaggerty, E. (2009). “That just really knocks me out”: Fourth grade students navigate postmodern picture books. Journal of Language and Literacy Education, 5(1), 9-31. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Swaggerty-E.pdf

 

Children’s Literature and Literacy: Diversity and Transformation

Varga-Dobai, K., & Wilson, A. A. (2008). Children’s literature and literacy: Diversity and transformation. Journal of Language and Literacy Education, 4(2), 1-5. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Introduction.pdf

 

Discussing Picturebooks Across Perceptual, Structural and Ideological Perspectives

Youngs, S., & Serafini, F. (2013). Discussing picturebooks across perceptual, structural, and ideological perspectives. Journal of Language and Literacy Education, 9(1), 185-200. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Discussing-Picturebooks.pdf.

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