Volume 10(2) Preview
Michelle M. Falter, Principal Editor, email@example.com
Below are the titles of the Research and Voices from the Field articles that will be published in the Fall 2014 issue of JoLLE. Along with each title is a podcast interview with the author(s) that provides a preview of the article to be published in December.
Experience is the Best Tool for Teachers: Blogging to Provide Preservice Educators with Authentic Teaching Opportunities
Katie Stover, Furman University, Greenville, SC, USA, Lindsay Sheronick Yearta, University of South Carolina Upstate, Spartanburg, SC, USA, & Rachel Sease, Furman University, Greenville, SC, USA
Experiential Learning and Literacy: Preservice Teachers’ Perspectives
Ramona T. Pittman & Theresa Garfield-Dorel, Texas A & M University, San Antonio, TX, USA
Funds of (Difficult) Knowledge and the Affordances of Multimodality: The Case of Victor
Ava Becker, University of British Columbia, Vancouver, BC, Canada
I Hope it Still Counts as Reading: The Cultural Production of Reading(s), Social Relations and Values in a Research Interview
Lyndsay Moffatt, University of Prince Edward Island, Charlottetown, Canada
Labeled Reading Disabled and “Doing Reading”: One College Student’s Reading History
Maryl A. Randel, Michigan State University, East Lansing, MI, USA
Literature Discussion: Encouraging Reading Interest and Comprehension in Struggling Middle School Readers
Pamela K. Pittman, North Carolina State University, Raleigh, NC, USA & Barbara Honchell, The University of North Carolina at Wilmington, Wilmington, NC, USA
Social Justice through Literacy: Integrating Digital Video Cameras in Reading Summaries and Responses
Rong Liu, John A. Unger, & Vicki A. Scullion, Georgia Gwinnett College, Lawrenceville, GA, USA
Voices from the Field
“So, Like, What Now?”: Making Identity Visible for Pre-Service Teachers
Laura M. Jimenez, Boston University, Boston, MA, USA
When Guided Reading isn’t Working: Strategies for Effective Instruction
Heather Wall, Hall County Schools, GA, USA
Academic Book Reviews
Xiaoli Hong, Book Review Editor, firstname.lastname@example.org
The book reviews in this issue focus on books that help educators to better address the gap between theory and literacy practices. Most of the books offer research-based classroom examples that educators can use to enhance students’ engagement with language learning and reading. They offer strategies to help students better understand their sociocultural worlds through diverse ways of knowing, including multimodal and arts-based text.
Fisher, D., Frey, N., & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association.
Review by Joanna Anglin, Rockdale County Public Schools
Oczkus, L. D. (2012). Best ever literacy survival tips: 72 lessons you can’t teach without. Newark, DE: International Reading Association.
Review by Chelsey Bahlmann, The University of Georgia
Campos, D. (Ed.) (2013). Educating Latino boys: An asset-based approach. Corwin.
Review by Gabriela del Villar, The University of Georgia
Chappell S. V. & Faltis, C. (Ed.) (2013). The arts and emergent bilingual youth: Building culturally responsive, critical and creative education in school and community contexts. New York, NY: Routledge.
Review by Deavours Hall, The University of Georgia
Dunn, P. A. (2001). Talking sketching moving: Multiple literacies in the teaching of writing. Portsmouth, NH: Heinemann.
Review by Elizabeth Howells, Armstrong Atlantic State University
Podseva, R. J. & Sharma, D. (Eds.) (2013). Research methods in linguistics. New York, NY: Cambridge University Press.
Review by Nicole Siffrinn & Ruth Harman, The University of Georgia
Children & Young Adult Literature (CYAL) Book Reviews
Helene Halstead, CYAL Editor, email@example.com
The editorial staff of JoLLE recognizes the importance of supporting teachers and teacher-educators by providing them with reviews of books that can be used in the classroom or recommended to readers. The CYAL Book Review section provides reviews by scholars and students on texts that are both newly released and upcoming releases. Books include those that promote social justice, give voice to marginalized youth, and foster discussion about children’s concerns. In addition, educators will find books that are low-level/high interest, can be used in cross-curricular settings, and contain subject matter of topical concern.
Poetry & Arts
Margaret Robbins, Poetry & Arts Editor, firstname.lastname@example.org
Our poetry and art section features several artistic selections that depict the power of language in our everyday lives. Many of our poets and artists are also educators who convey the importance of learning both inside and outside of the school walls. Their work showcases such issues as social justice in education, the ability to play with language, the evolving state of literacies, interpretations of the literary canon, and understandings of new cultures.
Meghan E. Barnes
Associate Production Editor
Review Board Members