Disciplinary Literacies & Genre
Multiliteracies in the classroom: Confronting the Reality of the First Year of Teaching
Boche, B. (2014). Multiliteracies in the classroom: Emerging conceptions of first-year teachers. Journal of Language and Literacy Education, 10(1), 114-135. Available at http://jolle.coe.uga.edu/wp-content/uploads/2014/04/Multiliteracies-in-the-Classroom-Boche.pdf
Becoming Socially Just Disciplinary Teachers through a Community Service Learning Project
Bussert-Webb, K. (2011). Becoming socially just disciplinary teachers through a community service learning project. Journal of Language and Literacy Education, 7(2), 44-66. Available at http://www.coe.uga.edu/jolle/2011_2/bussert_webb.pdf
Damico, J., & Rust, J. (2010). Dwelling in the spaces between what is and what could be: The view from a university-based content literacy course at semester’s end. Journal of Language and Literacy Education, 6(2), 103-110. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Damico_Dwell.pdf
The Magic of Coaching: Art Meets Science
Froelich, K. & Puig, E. (2007). The magic of coaching: Art meets science. Journal of Language and Literacy Education, 3(1), 18-31. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Froelich-K.-Puig-E..pdf
Disciplinary Literacy: Successes and Challenges of Professional Development
Howell, E., Barlow, W., & Dyches, J. (2021). Disciplinary literacy: Successes and challenges of professional development. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/05/Howell_JoLLE2021.pdf
Constructing a Pedagogy of Comedy: Sarcasm and Print Codes as Social Literacies in Winnie-the-Pooh
Kohn, L. & Yarbrough, W. (2010). Constructing a pedagogy of comedy: Sarcasm and print codes as social literacies in Winnie-the-Pooh. Journal of Language and Literacy Education, 6(1), 58- 74. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Kohn_sarcasm2010.pdf
Leonard, A. E., Dsouza, N., Babu, S. V., Daily, S. B., Jörg, S., Waddell, C., … & Boggs, K. (2015). Embodying and programming a constellation of multimodal literacy practices: Computational thinking, creative movement, biology, & virtual environment interactions. Journal of Language and Literacy Education, 11(2), 64-93 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Leonard_Template-Final-fixed-links.pdf
Organizational Barriers to Effective Literacy Coaching
Niedzwiecki, A. (2007). Organizational barriers to effective literacy coaching. Journal of Language and Literacy Education, 3(1), 59-64. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Niedzwiecki-A..pdf
Panos, A., & Damico, J. (2021). Less than one percent is not enough: How leading literacy organizations engaged with climate change from 2018-2019. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/05/Whitelaw_JoLLE2021.pdf