Current Issue

Volume 11(1): Embodied & Participatory Literacies

Editor’s Introduction | Featured Articles  Research Articles | Voices from the Field
Academic Book Reviews | CYAL Book Reviews | Poetry and Art | Scholars Speak Out
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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 JoLLE Editorial Board, Department of Language & Literacy Education, The College of Education, or The University of Georgia

“You and Me” Art Installation by Zhang Zhaohui/ photo credit: #2 AP Photo/Lee Jin-man

Editor’s Introduction

Michelle M. Falter, Principal Editor, jolle@uga.edu

Rethinking “Cookie Cutter” Literacy Practices

 


Featured Articles

Multimodal Play and Adolescents: Notes on Noticing Laughter

Lalitha Vasudevan, Teachers College, Columbia University, New York, NY

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“The Power of Our Words and Flesh”: An Experienced Literacy Coach’s Love Letter to Incoming Educators About the Transformational Roles of Relationships and the Body in Learning

Christine Woodcock & Phyllis Hakeem​, American International College, Springfield, MA

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Research Articles

Trading Spaces: An Educator’s Ethnographic Exploration of an Adolescents’ Online Role-Play

Stacy Haynes-Moore, University of Iowa, Iowa City, IA

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Spatial Stories with Nomadic Narrators: Affect, Snapchat, and ‘Feeling’ Embodiment in Youth Mobile Composing

Jon Wargo, Michigan State University, East Lansing, MI

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 What are the Disciplinary Literacies in Dance and Drama in the Elementary Grades?

Charlotte Frambaugh-Kritzer, Stephanie Buelow, & Jamie Simpson Steele, University of Hawaii at Mānoa​, Honolulu, HI

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 Participatory Literacy Learning in an African Context: Perspectives from the Ombaderuku Primary School in the Arua District, Uganda

Willy Ngaka & Fred Masagazi Masaazi, Makerere University, Kampala, Uganda

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 Testimoniando en Nepantla: Using Testimonio as a Pedagogical Tool for Exploring Embodied Literacies and Bilingualism

Christina Passos DeNicolo, Wayne State University, Detroit, MI, & Mónica Gónzalez, University of Colorado Boulder, Boulder, CO

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Voices from the Field

“Who are our mockingbirds?” Participatory Literacies in a Community-wide Reading Program

Deborah Vriend Van Duinen & Kathryn Schoon-Tanis, Hope College, Holland, MI

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Academic Book Reviews

Xiaoli Hong, Book Review Editor, bookrev@uga.edu

The book reviews in this issue focus on books that help teachers and educators understand embodied/participatory literacies from different approaches. Some of the books present creative pedagogies that enable students to meaningfully interact with their socialites and some discuss research projects or educational phenomena that encourage our thoughts about challenging current educational settings and promoting students’ engagement with the world through embodied /participatory learning experiences.

  

Moving Ideas

 

Katz, M. (Eds.) (2013). Moving Ideas: Multimodality and Embodied Learning in Communities and Schools. New York, NY: Peter Lang.

Review by Carolina Blatt-Gross, Georgia Gwinnett College, Lawrenceville, GA

 

CulturalTrans

 

Jocson, K. (Eds.). (2013). Cultural Transformations: Youth and Pedagogies of Possibility. Cambridge, MA: Harvard University Press.

Review by Mary Elizabeth Hayes, The University of Georgia, Athens, GA

 

American

 

Leavy, P. (2013). American Circumstance. Rotterdam, The Netherlands: Sense Publishers.

Review by Margaret A. Robbins, The University of Georgia, Athens, GA

 

 

TeachingRuly

Mcgaa, E., & Sorensen, M. (2013). Teaching Truly: A Curriculum to Indigenize Mainstream Education. New York, NY: Peter Lang Publishing.

Review by Timothy J. San Pedro, The Ohio State University, Columbus, OH

 

 

AfterPedagogy

 

Lynch, P. (2013). After Pedagogy: The Experience of Teaching. Urbana, IL: CCCC/NCTE.

Review by Elizabeth Davis, The University of Georgia, Athens, GA

 

 


Children & Young Adult Literature (CYAL) Book Reviews

Helene Halstead, CYAL Editor, bookrev@uga.edu

JoLLE reviews children’s and young adult literature in order to support engagement with textual literacy, both for the classroom and the individual learner. The journal reviews newly released and soon-to-be-released texts designed for the pre-K through twelfth grade audience. Books or other texts will include topics related to issues of social justice, providing voices for marginalized youth, fostering discussion regarding children’s concerns, accessibility through low-level but high interests texts, and promoting cross-curricular lessons in the classroom.

High School Books

GirlsLikeUs

Giles, G. (2014). Girls Like Us. Somerville, MA: Candlewick Press.

Adult Review by Helene Halstead

Student Review by Stephanie Wallace

 

Bombay

Hidier, T. (2014). Bombay Blues. New York, NY: Scholastic.

Educator Review by Helene Halstead

Student Review by Deonna Hensley

 

Middle Grades Books

Elena

Dunkle, E. & Dunkle, C. (2015). Elena Vanishing. San Francisco, CA: Chronicle Books.

Educator Review by Helene Halstead

Student Review by Lindy Buxton

 

AnythingCould

Walton, W. (2015). Anything Could Happen. New York, NY: Scholastic.

Educator Review by Margaret A. Robbins

Student Review by Stacee Dillard

 

 Elementary Level Books

 The BookNovak, B.J. (2014). The Book with No Pictures. New York, NY: Dial Books.

Educator Review by Khanh Bui

Student Review by Ja’Saya Muckle

 

JimCuriousPicard, M. (2014). Jim Curious: A Voyage to the Heart of the Sea in 3-D Vision. New York, NY: Abrams.

Educator Review by Xiaoli Hong

Student Review by Darwin Gutierrez-Martinez

 


Poetry & Arts

Margaret A. Robbins, Poetry & Arts Editor, jolleart@uga.edu

We are proud to present a Poetry & Arts section that also reflects the issue and conference theme of Embodied and/or Participatory Literacies. Our selections include such important themes as technology’s influence on modern day society, schools as sources of embodiment, issues of control and conformity in schools, the dreams and imagination of children, and teachers’ encouragement from students to continue in a demanding, but rewarding profession. Many of our poets are also educators, so they understand the importance of encouraging creativity, even in a world where individuality is sometimes stifled. We hope you enjoy these uplifting, thought provoking, and powerful works of art.

The poetry collection “Spinning Straw Into Gold”

Sheryl Lain, Cheyenne, WY

“Blowing and Bursting Bubbles”

Sharon Verner Chappell, CSU Fullerton

“The 451 App”

PL Thomas, Furman University

“Burning Hell” and “Dream”

Blanca Licona Miranda, Buford, GA

“Benjamin”

Rodrigo Joseph Rodriguez, University of Texas at El Paso

“Failing Students”

Allisa Abraham, Rockdale Career Academy

“The Yellow Crayon”

Niki Tulk, Parsons The New School for Design in New York City


Principal Editor

Michelle M. Falter

Managing Editor

Meghan E. Barnes

Production Editor

Albina Khabibulina

Communication Editors

Crystal L. Beach & Jennifer J. Whitley

Poetry and Arts Editor

Margaret Robbins

Academic Book Review Editor

Xiaoli Hong

CYAL Book Review Editor

Helene Halstead

Review Board Members

Melissa Baker
Khanh Bui
Lou Cardozo-Gaibisso
Bernadette McKelly
Xiaodi Zhou

Faculty Advisor

Peter Smagorinsky

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.