Engagement & Motivation
Traditional Tales and Literacy: Pre-service Teachers’ Transmediation of “Hansel and Gretel”
Altenderfer, E., Doerfler, A., Poblete, E., Williamson, M., & YenikaAgbaw, V. (2012). Traditional Tales and Literacy: Pre-service Teachers’ Transmediation of “Hansel and Gretel.” Journal of Language and Literacy Education, 8(1), 38-48. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/06/transmediation.pdf
Adolescent Perspectives on Authentic Writing Instruction
Behizadeh, N. (2014). Adolescent perspectives on authentic writing instruction. Journal of Language and Literacy Education, 10(1), 27-44. Available at http://jolle.coe.uga.edu/wp-content/uploads/2014/04/Adolescent-Perspectives-Behizadeh.pdf
Beymer, A., Neville, M.L., Wilmot, R., & Watson, V.W.M. (2020). “How do I teach with hope?”: Enacting poetry reading and writing as a form of critical hope in classroom spaces. Journal of Language and Literacy Education, 16(1), 1-9. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Beymer_JoLLE2020.pdf.
Courageous Conversations: Inviting Valued Texts Into the Classroom
Clark, S. P., & Marinak, B. A. (2011). Courageous conversations: Inviting valued texts into the classroom. Journal of Language and Literacy Education, 7(1), 1-12. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/7_1_1_clark_marinak.pdf
Literacy and second language intervention for adult Hebrew Second Language (HSL) Learners
Fanta-Vagenshtein, Y. (2011). Literacy and second language intervention for adult Hebrew Second Language (HSL) Learners. Journal of Language and Literacy Education, 7(1), 79-94. Available at http://jolle.coe.uga.edu/wp-ontent/uploads/2013/03/7_1_6_fanta_vagenshtein.pdf
Fischer, S. (2020). Placemaking and the child reader: Toward a place-conscious framework for reader response research and pedagogy. Journal of Language and Literacy Education, 16(1), 1-26. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Fischer_JoLLE2020.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.
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
Empowering Adolescents for Activist Literacies
Humphrey, S. L. (2013). Empowering adolescents for activist literacies. Journal of Language and Literacy Education, 9(1), 114-135. Available at http://jolle.coe.uga.edu/wpcontent/uploads/2013/05/Empowering-Adolescents.pdf.
Precious’ Story: Learning to Use Language and Literacy for Her Own Purposes
Jackson, P., Brock, C., Lapp, D., & Pennington, J. (2011). Precious’ Story: Learning to Use Language and Literacy for Her Own Purposes. Journal of Language and Literacy Education, 7(2), 85-94. Available at http://www.coe.uga.edu/jolle/2011_2/jackson_brock_lapp_pennington.pdf
Chasing New Worlds: Stories of Roleplaying in Classroom Spaces
Jones, K., Storm, S., Castillo, & Karbachinskiy, S. (2021). Chasing new worlds: Stories of roleplaying in classroom spaces. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/04/Jones_JoLLE2021.pdf
#Twitter: A Pedagogical Tool in the High School Classroom
Loomis, S. (2018). #Twitter: A pedagogical tool in the high school classroom. Journal of Language and Literacy Education, 14(1), 1-10. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Loomis_JoLLE2018.pdf
Nash-Ditzel, S. (2010). The self-system of a struggling college reader: “I just figured somewhere along the line I was gonna fail.” Journal of Language and Literacy Education, 6(2), 68-84. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/NashDitzel_Self.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. Retrieved from http://jolle.coe.uga.edu.
21st Century Literacies in the Classroom: Creating Windows of Interest and Webs of Learning
Seglem, R., Witte, S., & Beemer, J. (2012). 21st Century Literacies in the Classroom: Creating Windows of Interest and Webs of Learning. Journal of Language and Literacy Education, 8(2), 47-65. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/10/21st-Century-Literacies-in-the-Classroom.pdf
Preparing Reading Specialists to be Literacy Coaches: Principles, Practices, Possibilities
Shaw, M. (2007). Preparing reading specialists to be literacy coaches: Principles, practices, possibilities. Journal of Language and Literacy Education, 3(1), 6-17. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Shaw-M..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
Zucker, L., & Fisch, A. A. (2019). Play and learning with KAHOOT!: Enhancing collaboration and engagement in grades 9-16 through digital games. Journal of Language and Literacy Education, 15(1), 1-15. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/ZuckerFisch_JoLLE2019.pdf