Emotion/Embodiment

Emotion/Embodiment

Crossing Blocked Thresholds: Three Stories of Identity, Embodied Literacy, and Participatory Education

Anderson, A. W., Branscombe, M., & Nkrumah, T (2015). Crossing blocked thresholds: Three stories of identity, embodied literacy, and participatory education.  Journal of Language and Literacy Education, 11(2), 170-185 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Anderson_Template-11-22.pdf

When School Literacy and School Discipline Practices Intersect: Why Schools Punish Student Writing

Amanti, C. (2014). When school literacy and school discipline practices intersect: Why schools punish student writing. Journal of Language and Literacy Education, 10(1), 14-26. Retrieved from http://jolle.coe.uga.edu/wp-content/uploads/2014/04/Why-Schools-Punish-Student-Writing-Amanti.pdf

Meaningful, Embodied Literacies: Dramatic Play and Revision with Middle School Writers in Warsaw, Poland

Batchelor, K. (2019). Meaningful, embodied literacies: Dramatic play and revision with middle school writers in Warsaw, Poland. Journal of Language and Literacy Education, 15(2), 1-24. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/11/Batchelor_JoLLE2019.pdf.

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

Becker, A. (2014). Funds of (difficult) knowledge and the affordances of multimodality: The case of Victor. Journal of Language and Literacy Education, 10(2), 17-33. Avilable at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Becker-Funds-of-Difficult-Knowledge.pdf

Activist Literacies: Validating Aboriginality Through Visual and Literary Identity Texts

Branscombe, M., & Schneider, J. J. (2013). Embodied discourse: Using tableau to explore preservice teachers’ reflections and activist stances. Journal of Language and Literacy Education, 9(1), 95-113. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/embodied-discourse.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

Loss in The English Classroom: A Study of English Teachers’ Emotion Management During Literature Instruction

Dunn, M.B., & Johnson, R.A. Loss in the English classroom: A study of English teachers’ emotion management during literature instruction. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Dunn_JoLLE2020.pdf.

Invisibility: An Unintended Consequence of Standards, Tests, and Mandates

Elish-Piper, L., Matthews, M. W., & Risko, V. J. (2013). Invisibility: An unintended consequence of standards, tests, and mandates. Journal of Language and Literacy Education, 9(2), 4-23. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/11/Invisibility.pdf

What are disciplinary literacies in dance and drama in the elementary grades?

Frambaugh-Kritzer, C., Buelow, S., & Simpson Steele, J. (2015). What are disciplinary literacies in dance and drama in the elememtary grades? Journal of Language and Literacy Education, 11(1), 65-87. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Frambaugh-Kritzer-et-al2._Final.pdf

“Black Female Teachers are our School Parents!!”: Academic Othermothering Depicted in Multicultural Young Adult Texts

Greene, D.T. (2020). “Black female teachers are our school parents!!”: Academic othermothering depicted in multicultural young adult texts. Journal of Language and Literacy Education, 16(1), 1-19. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Greene_JoLLE2020.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

Exploding the Wor(l)d: Using Challenging Texts to Reveal the Metacognitive Conversation with Pre-Service Teachers.

Kershen, J. (2018). Exploding the wor(l)d: Using challenging texts to reveal the metacognitive conversation with pre-service teachers. The Journal of Language and Literacy Education 14(1), 1-15. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Lopez-Kershen_JoLLE2018.pdf

Writing between the Lines: Aaliya’s Dialogic Strategies for Overcoming Academic Writing Disengagement

Peel, A. (2014). Writing between the lines: Aaliyah’s dialogic strategies for overcoming academic writing disengagement. Journal of Language and Literacy Education, 10(1), 65-81. Available at http://jolle.coe.uga.edu/wp-content/uploads/2014/04/Writing-Between-the-Lines-Peel.pdf

Wrestling with Competency and Everyday Literacies in School

Sherbine, K. (2019). Wrestling with competency and everyday literacies in school. Journal of Language and Literacy Education, 15(2), 1-22. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/11/Sherbine_JoLLE2019.pdf

A Southern White Man’s Lessons on How to Grow Up Racist

Smagorinsky, P. (2018). A southern white man’s lessons on how to grow up racist. Journal of Language and Literacy Education, 14(1), 1-8. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Smagorinsky_JoLLE2018.pdf

Multimodal Play and Adolescents: Notes on Noticing Laughter

Vasudevan, L. (2015). Multimodal play and adolescents: Notes on noticing laughter. Journal of Language and Literacy Education, 11(1), 1-12. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Vasudevan-Multimodal-Play-and-Adolescents.pdf

Who are Our Mockingbirds? Participatory Literacies in a Community-Wide Reading Program

Vriend Van Duinen, D. & Schoon-Tanis, K. (2015). Who are our mockingbirds? Participatory literacies in a community-wide reading program. Journal of Language and Literacy Education, 11(1), 127-136. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Vriend-Van-DuinenSchoon-Tanis_Final.pdf

Spatial Stories with Nomadic Narrators: Affect, Snapchat, and Feeling Embodiment in Youth Mobile Composing

Wargo, J. (2015). Spatial stories with nomadic narrators: Affect, snapchat, and feeling embodiment in youth mobile composing. Journal of Language and Literacy Education, 11(1), 47-64. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Wargo_Final.pdf

“Now I Believe if I Write I Can Do Anything”: Using Poetry to Create Opportunities for Engagement and Learning in the Language Arts Classroom

Wiseman, A. M. (2010). “Now I believe if I write I can do anything”: Using poetry to create opportunities for engagement and learning in the language arts classroom. Journal of Language and Literacy Education, 6(2), 22-33. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Wiseman_Believe.pdf

“The Power of Our Words and Flesh”: An Experienced Literacy Coach’s Letter to Incoming Educators about the Tranformational Roles of Relationships and the Body in Learning

Woodcock, C. “The power of our words and flesh: An experienced literacy coach’s letter to incoming educators about the transformational roles of relationships and the body in learning.” Journal of Language and Literacy Education, 11(1), 13-33. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Woodcock-Hakeem-final.pdf

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.

Please report any issues or questions regarding the website to jolle.webmeister@gmail.com.