“Field Reimagined” photo by Meghan E. Barnes
Meghan E. Barnes, Principal Editor, firstname.lastname@example.org
“Editor’s Introduction: Reimagining the Field: Pushing Back, Reconsidering Text, & Cultivating Identities”
Dr. Victor Malo-Juvera, University of North Carolina Wilmington; Dr. Linda Spears-Bunton, Florida International University
Dr. Amy Seely Flint, Georgia State University; Dr. Eliza Allen, University of South Carolina; Dr. Megan Nason, University of North Georgia; Dr. Sanjuana Rodriguez, Kennessaw State University; Dr. Natasha Thornton, Kennessaw State University; Dr. Kamania Wynter-Hoyte, North Carolina Agricultural and Technical State University
Shea N. Kerkhoff and Dr. Hiller A. Spires, North Carolina State University
“Embodying and Programming a ‘Constellation’ of Multimodal Literacy Practices: Computational Thinking, Creative Movement, Biology, & Virtual Environment Interactions”
Dr. Alison E. Leonard, Clemson University; Nikeetha Dsouza, Clemson University; Sabarish V. Babu, Clemson University; Dr. Shaundra B. Daily, University of Florida; Dr. Sophie Jorg, Clemson University; Cynthia Waddell, Stone Academy of Communication Arts; Dhaval Parmar, Clemson University; Kara Gundersen, University of Florida; Jordan Gestring, Clemson University; Kevin Boggs, Clemson University
Dr. Frank Serafini, Arizona State University; Dani Kachorsky, Arizona State University; Maria Goff, Arizona State University
“A Heritage Language Learner’s Literacy Practices in a Korean Language Course in a U.S. University: From a Multiliteracies Perspective.”
Dr. Jayoung Choi, Georgia State University
“Learning in/through Collaborative Poetry Translation: Documenting the Impact of Poetry Inside-out with High School Aged English Language Learners”
Dr. Jie Park, Clark University
“What Teachers Bring: The Intellectual Resources of Adolescent Literacy Educators in an Era of Standardization”
Dr. Kathleen Riley, West Chester University
“Crossing Blocked Thresholds: Three Stories of Identity, Embodied Literacy, and Participatory Education”
Anne W. Anderson, University of South Florida; Dr. Margaret Branscombe, University of South Florida; and Tara Nkrumah, University of South Florida
Voices from the Field
Dr. Christine D. Kyser, University of Northern Colorado
Academic Book Reviews
The academic book reviews cover a range of literacy and education issues, from digital innovations to engaging with minority populations in the classrooms, and from broad 21st century issues in English Education to specifically addressing transnational and urban youths. A diverse set of reviewers take a critical and reflective look at these various texts as they relate to the classroom and themselves. These reviewers are doctoral students, literacy faculty, and distinguished professors; they are women, men, non-US-born, and US-born. Their unique experiences and expertise transact with these texts and merit unique understandings and insights.
Xiaodi Zhou, Book Review Editor, email@example.com
Armstrong, S. (2011). Information literacy: Navigating & Evaluating Today’s Media. (2nd ed.). Huntington Beach, CA: Shell Education.
Megan P. Brock, The University of Georgia, Athens, GA
Bligh, C. (2014). The Silent Experiences of Young Bilingual Learners: A Sociocultural Study into the Silent Period. Rotterdam, the Netherlands: Springer.
Review by Lourdes Cardozo-Gaibisso, The University of Georgia, Athens, GA
Greene, S. (2013). Race, Community, and Urban Schools: Partnering with African American Families. New York: Teacher’s College Press.
Review by Benjamin D. Parker, The University of Georgia, Athens, GA
Morrell, E. & Scherff, L. (2015). New Directions in Teaching English: Reimagining Teaching, Teacher Education, and Research. New York: Roman & Littlefield.
Review by Mandie B. Dunn, Michigan State Univsersity, East Lansing, MI
Skerret, A. (2015). Teaching Transnational Youth: Literacy and Education in a Changing World. New York: Teacher’s College Press.
Review by Joelle Pedersen, Boston College, Boston, MA
Majors, Yolanda J. (2015).Shoptalk: Lessons in Teaching from an African American Hair Salon. New York: Teacher’s College Press.
Review by Dr. Peter Smagorinsky, The University of Georgia, Athens, GA
Children & Young Adult Literature (CYAL) Book Reviews
JoLLE reviews children’s and young adult literature in order to support engagement with textual literacy, for both 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. In this issue of JoLLE, we are especially excited to include 2nd grader Noah Kilpatrick’s audio review of The Terrible Two by Mac Barnett and Jory John. Noah’s first experience as a reviewer changed his life as a reader moving beyond picture to chapter books. Find out more in his podcast.
Children & Young Adult Literature (CYAL) Book Reviews. Rachel Sanders, CYAL Editor, firstname.lastname@example.org.
High School Book
Educator Reviewer: Margaret A. Robbins
Student Reviewer: Ryland Poole, 11th Grade
Middle to High School Book
Stiefvater, M., Gratton, T., & Yovanoff, B. (2015). Anatomy of Curiosity. Minneapolis, MN: Lerner Publishing Group.
Educator Reviewer: Melissa Merritt
Student Reviewer: Kayla Banks, 12th Grade
Middle School Book
Educator Reviewer: Jason Dylan Mizell
Student Reviewer: Dylan Mizell, 6th Grade
Elementary to Middle School Book
Educator Reviewer: Marianne Snow
Student Reviewer: Noah Kilpatrick, 2nd Grade
Elementary School Book
Educator Reviewer: Courtney Shimek
Student Reviewer: Foxie Nuruddin, 4th Grade
Poetry & Arts
In the Fall 2015 issue of JoLLE, we are proud to present five poems and one collage piece of art. These artistic endeavors touch on the diverse themes of the power of language, the effect of historical events on educators, and the motivations teachers have in spite of external pressures. Through all of the poetry and art weaves the theme that literacy educators and the beauty of language make an impact on people’s everyday lives. Amid a political climate of high stakes testing, it is important to push back by remembering the voices of history and the beauty of creativity. We hope you enjoy the work of these talented poets and artists!
Margaret A. Robbins, Poetry & Arts Editor, email@example.com
Jerome Harste, Indiana University
Régine Randall, Southern Connecticut State University
Raymond Pape, Hamilton-Wenham Regional High School
Kuo Zhang, The University of Georgia
PL Thomas, Furman University
Sheryl Lain, National Council of Teachers of English
Meghan E. Barnes
Stephanie Anne Shelton
Megan P. Brock
Poetry and Arts Editor
Academic Book Review Editor
CYAL Book Review Editor
Rachel Kaminski Sanders
Scholars Speak Out Editor
Review Board Members
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