Early Childhood & Elementary Education

Early Childhood & Elementary Education

Ctrl F: A Scholar’s Tips for Delving into the World of Creative Writing

Berchini, C. (2016). Ctrl f: A scholar’s tips for delving into the world of creative writing. Journal of Language and Literacy Education, 12(2), 1-8. Available at http://jolle.coe.uga.edu/wp-content/uploads/2016/11/1-8_JoLLE2016_185_Berchini.pdf

Teaching for Deep Learning in a Second Grade Literacy Classroom

Bogard, T., Consalvo, A. L., & Worthy, J. (2018). Teaching for deep learning in a second grade literacy classroom. Journal of Language and Literacy Education, 14(1), 1-26. Available at http://jolle.coe.uga.edu/wpcontent/uploads/2018/04/Bogard_JoLLE2018-1.pdf

Beyond Mirrors and Windows: A Critical Content Analysis of Latino Children’s Books

Braden, E. G., & Rodriguez, S. C. (2016). Beyond mirrors and windows: A critical content analysis of Latino children’s books. Journal of Language and Literacy Education, 12(2), 56-83. http://jolle.coe.uga.edu/wp-content/uploads/2016/11/56-83_JoLLE_2016_202_Braden__Rodriguez.pdf

Testimoniando en Nepantla: Using testimonio as a pedagogical tool for exploring embodied literacies and bilingualism.

DeNicolo, C. & Gonzales, M. (2015). Testimoniando en Nepantla: Using testimonio as a pedagogical tool for exploring embodied literacies and bilingualism. Journal of Language and Literacy Education, 11(1), 109-126. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Passos-DeNicoloGónzalez_Final.pdf

Scaffolding the Home Reading Experiences of African-American First Graders

Dunston, Y. L., Patterson, G. C., Daniels, K. N. (2010). Scaffolding the home reading experiences of African American first graders. Journal of Language and Literacy Education, 6(2), 1-21. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Dunston_Scaffold.pdf

It Happened to Me’: Third Grade Students Write and Draw Towards Critical Perspectives

Flint, A. S., Allen, E., Nason, M., Rodriguez, S., Thornton, N., & Wynter-Hoyte, K. (2015) “It happened to me”: Third grade students write and draw toward critical perspectives. Journal of Language and Literacy Education, 11(2), 23-43 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-2_Flint.pdf

Launching Youth Activism with Award-Winning International Literature

Forest, D. E., Kimmel, S. C., & Garrison, K. L. (2013). Launching youth activism with award-winning international literature. Journal of Language and Literacy Education, 9(1), 136-160. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Launching-Youth-Activism.pdf.

Understanding the Text Genre Preferences of Third-Grade Readers

Gallo, G. & Ness, M. K. (2013). Understanding the text genre preferences of third-grade readers. Journal of Language and Literacy Education, 9(2), 110-130. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/11/TextGenrePreferences.pdf

Providing Windows for Non-Minority Readers

Gardner, R. (2008). Providing windows for non-minority readers. Journal of Language and Literacy Education, 4(2), 80-85. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/windows.pdf

Children’s Literature as Tools of and for Activism: Reflections of JoLLE’s inaugural Activist Literacies conference

Graff, J. M. (2013). Children’s literature as tools of and for activism: Reflections of JoLLE’s inaugural Activist Literacies conference. Journal of Language and Literacy Education, 9(1), 136-143. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Childrens-literature-tool-foractivism.pdf

Nursery Rhyme Knowledge and Phonological Awareness in Preschool Children

Harper, L. J. (2011). Nursery rhyme knowledge and phonological awareness in preschool children. Journal of Language and Literacy Education, 7(1), 65-78. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/7_1_5_harper.pdf

Some Parallels Between Written and Visual Literacy

Harste, J. C. (2019). Some parallels between written and visual literacy learning. Journal of Language and Literacy Education, 15(1), 1-17. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/Harste_JoLLE2019.pdf

Grass Houses: Representations and Reinventions of Social Class through Children’s Literature

Jones, S. (2008). Grass houses: Representations and reinventions of social class through children’s literature. Journal of Language and Literacy Education, 4(2), 40-58. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/representations.pdf

The End of Crocodile Tears or Child Literature as Emotional Self-Regulation

Kellogg, D. (2010). The Ends of Crocodile Tears, or Child Literature as Emotional Self- Regulation. Journal of Language and Literacy Education, 6(1), page 75-92. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Kellogg_reflecting2010.pdf

Getting Close to Close Reading: Teachers Making Instructional Shifts in Early Literacy

Kerkhoff, S. N., & Spires, H. A. (2015). Getting close to close reading: Teachers making instructional shifts in early literacy.  Journal of Language and Literacy Education, 11(2), 44-59 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-3-Kerkhof.pdf

Same Book, Different Experience: A Comparison of Shared Reading in Preschool Classrooms

Kindle, K. J. (2011). Same book, different experience: A comparison of shared reading in preschool classrooms. Journal of Language and Literacy Education, 7(1), 13-34. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/7_1_2_kindle.pdf

Latino Media and Critical Literacy Pedagogies: Children’s scripting Telenovelas discourses

Medina, C. L., & Costa, M. del R. (2013). Latino media and critical literacy pedagogies: Children’s scripting of Telenovelas discourses. Journal of Language and Literacy Education, 9(1), 161- 184. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Latino-Media.pdf.

Viewing as a Cultural Tool in the Construction of Meaning with Expository Texts for Young Bilinguals

Moses, L. (2013). Viewing as a cultural tool in the construction of meaning with expository texts for young bilinguals. Journal of Language and Literacy Education, 9(2), 72-93. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/11/ViewingAsACulturalTool.pdf

Participatory Literacy Learning in an African Context: Perspectives From the Ombaderuku Primary School in the Arua District, Uganda.

Ngaka, W. & Masaazi, F. M. (2015). Participatory literacy learning in an African context: Perspectives from the Ombaderuku Primary School in the Arua District, Uganda. Journal of Language and Literacy Education, 11(1),

89-108. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/NgakaMasaazi_Final-.pdf

Tailoring Professional Development to Improve Literacy Instruction in Urban Schools

Oberg De La Garza, T. (2011).Tailoring professional development to improve literacy instruction in urban schools. Journal of Language and Literacy Education, 7(2), 95- 104. Available at http://www.coe.uga.edu/jolle/2011_2/oberg_de_la_garza.pdf

Indigenizing Children’s Literature

Reese, D. (2008). Indigenizing children’s literature. Journal of Language and Literacy Education, 4(2), 59-72. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/indigenizing.pdf

Life Inside the Hive: Creating a Space for Literacy to Grow

Saunders, J. M. (2013). Life inside the hive: Creating a space for literacy to grow. Journal of Language and Literacy Education, 9(2), 94-109. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/11/LifeInsideTheHive.pdf

The Challenge of Moving Beyond the Literal in Literature Discussion

Serafini, F., & Ladd, S. M. (2008). The challenge of moving beyond the literal in literature discussions. Journal of Language and Literacy Education, 4(2), 6-20. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/challenge.pdf

Primary Teachers’ Explorations of Authentic Texts in Trinidad and Tobago

Seunarinesingh, K. (2010). Primary teachers’ explorations of authentic texts in Trinidad and Tobago. Journal of Language and Literacy Education, 6(1), 40-57. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Seunarinesingh_explorations2010.pdf

Rethinking the New Literatures of Childhood: Cultural Models of Gender in Popular Websites

Stone, J. C., & Veth, E. S. (2008). Rethinking the new literatures of childhood: Cultural models of gender in popular websites. Journal of Language and Literacy Education, 4(2), 21-39. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/rethinking.pdf

Creating a Critical Literacy Milieu in a Kindergarten Classroom

Stribling, S. M. (2014). Creating a critical literacy milieu in a kindergarten classroom. Journal of Language and Literacy Education, 10(1), 45-64. Available at http://jolle.coe.uga.edu/wp-content/uploads/2014/04/Critical-Literacy-Milieu-STRIBLING.pdf

“That Just Really Knocks Me Out”: Fourth Grade Students Navigate Postmodern Picture Books

Swaggerty, E. (2009). “That just really knocks me out”: Fourth grade students navigate postmodern picture books. Journal of Language and Literacy Education, 5(1), 9-31.  Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Swaggerty-E.pdf

Learning to Write in a Mexican School

Teague, B., Smith, P., & Jimenez, R. (2010). Learning to Write in a Mexican School. Journal of Language and Literacy Education., 6(1), 1-19. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Teague_B2010.pdf

Reading Pictures: An Interview with David Wiesner

Varga-Dobai, K. (2008). Reading pictures. An interview with David Wiesner. Journal of Language and Literacy Education, 4(2), 86-89. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Varga-Dobai-K..pdf

Children’s Literature and Literacy: Diversity and Transformation

Varga-Dobai, K., & Wilson, A. A. (2008). Children’s literature and literacy: Diversity and transformation. Journal of Language and Literacy Education, 4(2), 1-5. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Introduction.pdf

Developing An Observation Instrument to Support Authentic Independent Reading Time during School in a Data-driven World

Williams, L. M., Hall, K. W., Hedrick, W. B., Lamkin, M., & Abendroth, J. (2013). Developing an observation instrument to support authentic independent reading time during school in a data-driven World. Journal of Language and Literacy Education, 9(2), 24-49. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/11/DevelopingAnObservationInstrument.pdf

Discussing Picturebooks Across Perceptual, Structural and Ideological Perspectives

Youngs, S., & Serafini, F. (2013). Discussing picturebooks across perceptual, structural, and ideological perspectives. Journal of Language and Literacy Education, 9(1), 185-200. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Discussing-Picturebooks.pdf.

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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 Department of Language & Literacy Education, The College of Education, or The University of Georgia.

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