Disciplinary Literacies & Genre

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

Dwelling in the Spaces Between What Is and What Could Be: The View From a University-based Content Literacy Course at Semester’s End

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

Embodying and Programming a ‘Constellation’ of Multimodal Literacy Practices: Computational Thinking, Creative Movement, Biology, & Virtual Environment Interactions

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

Less than One Percent is Not Enough: How Leading Literacy Organizations Engaged with Climate Change from 2008 to 2019

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 


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