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Editor’s Introduction | Research Articles  |   Book Reviews  |  Poetry and Art |   Scholars Speak Out

|  JoLLE@UGA 2014 Spring Conference Reflections |

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

Cover Art Spring 2014

Casting A Long Shadow, by Jerome Harste

Volume 10(1):

JoLLE Editors Intro Spring 2014

Stephanie Anne Shelton, jolle@uga.edu, Principal Editor

Research Articles

Redefining our understandings…

(Re)Writing One’s Self as an Activist Across Schools and Sexual and Gender Identities: An Investigation of the Limits of LGBT-Inclusive and Queering Discourses

Mollie V. Blackburn, blackburn.99@osu.edu, The Ohio State University, Columbus, Ohio, USA

 

When School Literacy and School Discipline Practices Intersect: Why Schools Punish Student Writing

Cathy Amanti, cbamanti@gmail.com, Georgia Perimeter College, Decatur, GA, USA

 

Adolescent Perspectives on Authentic Writing Instruction

Nadia Behizadeh, nbehizadeh@gsu.edu, Georgia State University, Atlanta, GA, USA

 

The Power of Applying Reimagined/Redefined Literacy in Classrooms

Creating a Critical Literacy Milieu in a Kindergarten Classroom

Stacia M. Stribling, sstribli@gmu.edu, George Mason University, Fairfax, Virginia, USA

 

Writing between the Lines: Aaliya’s Dialogic Strategies for Overcoming Academic Writing Disengagement

Anne Peel, peela@tcnj.edu, The College of New Jersey, Ewing Township, New Jersey, USA

 

“We Gotta Change First”: Racial Literacy in a High School English Classroom

Amy Vetter, amvetter@uncg.edu, The University of North Carolina, Greensboro, North Carolina, USA
Holly Hungerford-Kressor, hkresser@uta.edu, The University of Texas, Arlington, Texas, USA

 

Students with Learning Disabilities in an Inclusive Writing Classroom

Patricia Jacobs, patrjac@ufl.edu
Danling Fu, danlingfu@coe.ufl.edu
University of Florida, Gainseville, Florida, USA

 

Multiliteracies in the classroom: Confronting the Reality of the First Year of Teaching

Benjamin Boche, bboche@purdue.edu, Purdue University, West Lafayette, Indiana, USA

 

The Power of Applying Reimagined/Redefined Literacy Beyond the Classroom

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

Spy Dénommé-Welch, spy.denomme-welch@uregina.ca, University of Regina, Regina, Saskatchewan, Canada
Kristiina M. Montero, kmontero@wlu.ca, Wilfrid Laurier University, Waterloo, Ontario, Canada

 

Teaching Under Policy Cascades: Common Core and Literacy Instruction

Aimee Papola-Ellis, apapola@luc.edu, Loyola University, Chicago, Illinois, USA

 

Voices from the Field: Turning Schools Inside Out: Connecting Schools and Communities Through Public Arts and Literacies

Charest, Brian C., bchare2@uic.edu
Bell, Lauren D., ldejbell@gmail.com
Gonzalez, Marialuisa, magonzalez68@cps.edu
Parker, Veronica L., rparke2@gmail.com
University of Illinois, Chicago, Illinois, USA

 

Book Reviews

 

Generation Bullied 2.0

Generation Bullied 2.0: Prevention and Intervention Strategies for Our Most Vulnerable Students

Shelton, S.A. (2014). Review of generation bullied 2.0: Prevention and intervention strategies for our most vulnerable students. Journal of Language and Literacy Education [Online], 10(1), 204-210.

 

 

Teaching Writing Grades 7-12

Teaching Writing Grades 7-12 in an Era of Assessment

Thornton, M.B. (2014). Review of teaching writing grades 7-12 in an era of assessment: Passion and practice. Journal of Language and Literacy Education [Online], 10(1), 211-215. 

 

 

Mismeasure of Education

The Mismeasure of Education

Wraga, W. (2014). Review of the mismeasure of education. Journal of Language and Literacy Education [Online], 10(1), 216-220. 

 

 

A Search Past Silence

A Search Past Silence: The Literacy of Young Black Men

Rhym, D. (2014). Review of a search past silence: The literacy of young black men. Journal of Language and Literacy Education [Online], 10(1), 221-227. 

 

 

Guided Comprehension for English Learners

Guided Comprehension for English Learners

Liao, J. (2014). Review of guided comprehension for English learners. Journal of Language and Literacy Education [Online], 10(1), 228-232.


 

Reading in the Wild

Reading in the Wild: The Book Whisperer’s Keys to Cultivating Lifelong Reading Habits

Sanden, S. (2014). Review of reading in the wild: The book whisperer’s keys to cultivating lifelong reading habits. Journal of Language and Literacy Education [Online], 10(1), 233-237. 

 

 

Poetry and Art


Paul Ayo

“Melanin in the Sun”

Paul Ayo was born in Atlanta, GA. He received his B.A. in Creative Writing, Certification in Nonprofit Management, and Masters in Secondary Education from Georgia College. Paul founded the award winning nonprofit organization, Art as an Agent for Change, which works to build lasting human connections through the art of the written word. Paul teaches English at Baldwin High School and devotes his life to activism, poetry, and the relentless pursuit of a better world.

 

Laura Apol

“Language Lessons: Poems from Rwanda”

Laura Apol is an associate professor at Michigan State University, where she teaches children’s literature and poetry.  In addition to numerous professional publications, she is the author of two collections of her own poems:  Falling into Grace, and Crossing the Ladder of Sun (winner of the Oklahoma Book Award).  Her third collection, Requiem, Rwanda (forthcoming in 2015), is drawn from her work using writing to facilitate healing among survivors of the 1994 genocide against Tutsi.

 

Theresa Redmond and John Henson

Media Maker

pa2014_5_Redmond

Theresa Redmond is Assistant Professor in the College of Education at Appalachian State University. Redmond teaches a range of media studies and technology courses across degree tracks in both face-to-face and online formats. Her research focuses on understanding educational practice and pedagogy in teaching and learning with/through/about media and technology to support learning, literacy, and creative expression in the digital world.

John Henson brings a background of professional photography, video production, technology integration, and curriculum design his work as both a doctoral student and instructor at Appalachian State University. He is working to incorporate media production and design elements into his research to produce texts that are both creative and academically relevant.

 

John S. O’Connor

“Adult Literacy”

John S. O’Connor teaches full time in a public school outside Chicago and part time in the School of Education and Social Policy at Northwestern University. His recent poetry has appeared in places such as The Cortland Review, Rhino, and Poetry East. He has published two chapbooks of poems and two books on the teaching of writing (Wordplaygrounds and This Time It’s Personal). The first chapter of the latter was named a Notable Essay in Best American Essays, 2011.

 

David Low

Income Equality Science Fair

pa2014_10_Low small

David Low is a doctoral candidate in Reading/Writing/Literacy at the University of Pennsylvania. His academic work has appeared in Voices from the Middle, Children’s Literature in Education, and Literacy. His cartoons have appeared in English Journal and Funny Times.

 

James Damico

“Conference Room on March 1st”

James Damico is a former elementary/middle school teacher and currently Associate Professor of Literacy, Culture, & Language Education at Indiana University. His interests center on inquiry-based learning and teaching and enacting critical literacies to understand and address complex problems, such as global climate change. He remains grateful to the many students and teachers across the years for cultivating his love of poetry and songwriting.

 

Jerome Harste

Casting a Long Shadow

pa2014_23_HarsteCasting

Jerome Harste is a retired professor of literacy education from Indiana University.  Upon his retirement he took up watercolor and has now earned “signature status” in both the Bloomington Watercolor Society and the Missouri Watercolor Society.  This piece was motivated by his belief in graffiti as common man’s way of speaking back to the powers that be.  He also collects photographs of graffiti.  His favorite is one he found in Toronto on the side of a building which read:  “Billboards for the rich; Spray Cans for the poor!”

 

Gabriela del Villar

“Funds of Knowledge”

Gabriela del Villar was born and raised in Oaxaca, Mexico. She is a doctoral student in the Language and Literacy Department in the UGA College of Education. She holds a master in Spanish Literature from Auburn University. She writes poetry and essays in her spare time.

 

Beatriz Rodriguez

Space Queen Style

pa2014_26a_Rodriguez small

Space Queen Style, a 17”x11” blackbook ‘masterpiece’, is a teaching tool for animating students’ creative literacies.  Encoded within are the pedagogies and practices of name–invention and -writing known as “StyleWriting,” the visual language pillar of Hip Hop culture (KRS-One, 2009).  This piece captures my creative visions and improvisations, scaffolding for students’ pathways through exploring and expressing self, knowledge, and communicative possibility at once.  The Queen figure merges color and symbol patterns of my Puerto Rican/Cuban heritage with the Kemetic hieroglyph for Seshat; written below in the true school mechanical letter style of Hip Hop tradition, is my pseudonym –‘TRIZ’.

References
KRS-One. (2009). The Gospel of Hip Hop. Brooklyn: Power House Books.

Gloria-Beatriz Rodríguez is a doctoral candidate in Urban Schooling at UCLA.  Her forthcoming dissertation, “Writing Names, Reading Hip Hop,” analyzes literacies emergent through children’s self-naming practices.  It also articulates the “all-elements” pedagogy of Hip Hop culture, a youth cultural production model for teaching and learning through the arts.  Beatriz has taught in K-16 level classrooms since 1997.  She holds a Master’s in Education (2009, University of San Francisco) and a JD (2000, University of Pennsylvania).

James F. Woglom and Jenny Mary Brown

Personal Ad for Jim

pa2014_1aBrownWoglom

pa2014_1a2_BrownWoglom

Another Personal Ad (After Allen Ginsberg)

pa2014_1c_BrownWoglompa2014_1c2_BrownWoglom

James F. Woglom is a multimedia artist and educator. He is currently working towards the completion of a PhD in art education at The University of Georgia, where he works as a graduate teaching assistant. His work has appeared on the cover of New South, in Unsplendid, The Journal of Adolescent and Adult Literacy, an anthology by Stylus Press, Teacher’s College Record, Harvard Education Review, Haiku Journal, Smokelong Quarterly, Hot Metal Bridge, and is forthcoming from the Journal of Teachingand Learning and Kappan Magazine.

Jenny Mary Brown’s work has either featured or forthcoming from Berkeley Poetry Review, Tipton Poetry Review and Pale Horse, among others. She is a PhD candidate in English for Creative Writing – Poetry at Georgia State University.  She received her MA in Creative Writing from University College in Dublin, Ireland in 2009. She is currently the art director at District Lit and the Editor-in-Chief of New South.

JoLLE Editorial Board, 2013-14

Principal Editor
Stephanie Anne Shelton

Production Editor
Michelle M. Falter

Website Editor
Mandie B. Dunn

Book Review Editor
Deavours Hall

Managing Editor
Meghan B. Thornton

Poetry and Art Editor
Susan J. Bleyle

Editorial Board Members
Chelsey M. Bahlmann

Sonia Sharmin

John M. Zyck, Jr.

Faculty Advisor
Dr. 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.