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Volume 10(2): Full Issue


Editor’s Introduction Research Articles | Voices from the Field | Academic Book Reviews |
CYAL Book Reviews | Poetry and Art
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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

hope“Urban Hope” photo by Matt Wilson, available under a Creative Commons Attribution-Generic license.

Editor’s Introduction

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

Questioning Our Practices for a More Hopeful Future

 


Research Articles

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

Funds of (Difficult) Knowledge and the Affordances of Multimodality: The Case of Victor

Ava Becker, University of British Columbia, Vancouver, BC, Canada

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

Labeled Reading Disabled and “Doing Reading”: One College Student’s Reading History

Maryl A. Randel, Michigan State University, East Lansing, MI, USA

“So, Like, What Now?”: Making Identity Visible for Pre-Service Teachers

Laura M. Jimenez, Boston University, Boston, MA, USA

Experiential Learning and Literacy: Preservice Teachers’ Perspectives

Ramona T. Pittman & Theresa Garfield-Dorel, Texas A & M University, San Antonio, TX, USA

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

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

 


Voices from the Field

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, bookrev@uga.edu

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

 

Literacy

 

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

 

 

9780415509749

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

 

 

Talking Book

 

Dunn, P. A. (2001). Talking sketching moving: Multiple literacies in the teaching of writing. Portsmouth, NH: Heinemann.

Review by Elizabeth Howells, Armstrong State University

 

 

9781107696358

 

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, bookrev@uga.edu

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.

Elementary Level Books

smallest girl

Roberts, J. (2014). The smallest girl in the smallest grade. Illus. by Christian Robinson. New York: NY: Putnam Juvenile Press.

Educator Review by Chau Nguyen

Student Review by Mattie Pittard (*audio clip)

soccer star

Javaherbin M. (2013). Soccer Star. Illus. by Renalto Alarcao. Somerville, MA: Candlewick Press

Adult Review by: Xiaoli Hong

Student Review by: Aidan Martin

 

Golemito

Stavans, I. (2013). Golemito. Illus. by Teresa Villegas. Montgomery, AL: New South Books

Adult Review by: Helene Halstead

Student Reviews by: Ziraili Tenas-Balderas and Daisy Jacquet

 

Elementary to Middle Grades Books

football

Bowker, P. (2014). Playing pro football. Minneapolis, MN: Lerner Publishing Group

Adult Review by: Helene Halstead

Student Review by: Joel Baker (*audio clip)

Middle Grades Books

I Remember Beirut

Abirached, Z. (2014). I remember Beirut. Minneapolis, MN: Lerner Publishing Group.

Adult Review by: Yunying Xu

Student Review by: Anna Frances Julian

Serafina's Promise

Burg, A (2013). Serafina’s promise. New York: Scholastic Press

Adult Review by: Margaret Robbins

Student Review by: Ashley Doss

 

Jacqueline

Woodson, J. (2014). brown girl dreaming. New York, NY: Nancy Paulsen Books.

Adult Review by Jacqueline Martinez and Helene Halstead

Student Review by: Dasani Baker

 

High School Books

I am Malala

Yousafzai, M. & McCormick, P. (2014). I am Malala: How one girl stood up for education and changed the world. New York, NY: Hachette Book Group.

Adult Review by: Yunying Xu

Student Review by: Sara Tonks

 

If You Could Be Mine

Farizan, S. (2013). If you could be mine. Chapel Hill, NC: Algonquin Young Readers

Adult Review by: Devon Cristofaro

Student Review by: Tierra Hayes

 

 


Poetry & Arts

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

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.

 “I Can Climb That”

Sharon Verner Chappell

“/The clouds were pretending to be clouds/and/Goat gone feral comes in where the fence is open…/or How to Get Your Poem Published in The New Yorker”

Janine Certo

“Thick” and “Rock Gold”

Terese Gagnon

“What I Didn’t Learn in Reading in High School, I Try to Teach My Students Now” and “My Canon”

Dante Di Stefano

“Out of the Box”

Jerome Harste

“Reading Neruda”

Melanie Swetz

Communication in a Foreign Land

Tammy Cline

“The Border”

Blanca Licona Miranda


Managing Editor

Meghan E. Barnes

Production Editor

John Zyck

Associate Production Editor

Albina Khabibulina

Website Editor

Beth Pittard

Review Board Members

Melissa Baker
Khanh Bui
Chau Nguyen
Jennifer Whitley
Yunying Xu

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.