Experiential Education

Experiential Education

(Service-learning, Community-engaged teaching, Study abroad, Internships, Field-based practice, and Student teaching)

Improving Students’ Literacy Awareness Through Service Learning in UAE: Chidren’s Language and Activity Bag (CLAB)

Almazroui, K. (2010). Improving students’ literacy awareness through service learning in UAE: Children’s language and activities bag (CLAB). Journal of Language and Literacy Education, 6(1), 105-113. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Almazroui_CLAB2010.pdf

Leveraging Digital Spaces for Pre-Service Teachers to Practice Reading and Responding to Student Writing

Barnes, M. E., & Chandler, C. (2019). Leveraging digital spaces for pre-service teachers to practice reading and responding to student writing. Journal of Language and Literacy Education, 15(1), 1-23). Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/BarnesChandler_JoLLE2019.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

Turning Schools Inside Out: Connecting Schools and Communities Through Public Arts and Literacies

Charest, B. C., Bell, L. D., Gonzalez, M., & Parker, V. L. (2014). Turning schools inside out: Connecting schools and communities through public arts and literacies. Journal of Language and Literacy Education, 10(1), 188-203. Available at http://jolle.coe.uga.edu/wp-content/uploads/2014/04/Turning-Schools-Inside-Out-Charest-et-al.pdf

Placemaking and the Child Reader: Toward a Place-Conscious Framework for Reader Response Research and Pedagogy

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.

Critical Literacy as a Tool for Social Change: Negotiating Tensions in a Pre-service Teacher Education Writing Course

Kang, G. & Kline, S. (2020). Critical literacy as a tool for social change: Negotiating tensions in a pre-service teacher education writing course. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Kang_JoLLE2020.pdf.

Reading, Writing, and Designing: Getting Students on the Path to Thinking like Designers

Kyser, C. D. (2015). Reading, writing, and designing: Getting students on the path to thinking like designers.  Journal of Language and Literacy Education, 11(2), 186-196 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Kyser_Template-Final-fixed-links.pdf

Reader Response Journals: Novice Teachers Reflect on Their Implementation Process

McIntosh, J. E. (2010). Reader response journals: Novice teachers reflect on their implementation process. Journal of Language and Literacy Education, 6(1), 119-133. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/McIntoshnoviceteachers2010-1.pdf

Activist Literacies: Validating Aboriginality Through Visual and Literary Identity Texts

Montero, M. K., Bice-Zaugg, C., Marsh, A. C. J., & Cummins, J. (2013). Activist literacies: Validating Aboriginality through visual and literary identity texts. Journal of Language and Literacy Education, 9(1), 73-94 Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/06/Validating-Aboriginality.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

The Arts to Encourage Multiple Perspectives and Promote Social Justice

Pinhasi-Vittorio, L. (2013). The arts to encourage multiple perspectives and promote social justice. Journal of Language and Literacy Education, 9(1), 54-72. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/The-Arts-to-Encourage-Multiple-Perspectives.pdf

Literature Discussion: Encouraging Reading Interest and Comprehension in Struggling Middle School Readers

Pittman, P., & Honchell, B. (2014). Literature discussion: Encouraging reading interest and comprehension in struggling middle school readers. Journal of Language and Literacy Education, 10(2), 118-138. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Pittman-Honchell-Literature-Discussion.pdf

Experiential Learning and Literacy: Preservice Teachers’ Perspectives

Pittman, R. T., & Dorel, T. G. (2014). Experiential learning and literacy: Preservice teachers’ perspectives. Journal of Language and Literacy Education, 10(2), 87-98. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Pittman-Dorel-Experiential-Learning-and-Literacy.pdf

Three Avid Adolescent Male Writers’ Experiences at a Residential Summer Writing Workshop

Ruday, S. (2012). Three Avid Adolescent Male Writers’ Experiences at a Residential Summer Writing Workshop. Journal of Language and Literacy Education, 8(2), 3-25. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/06/Three-Avid-Adolescent-Male-Writers-Experiences.pdf

Experience is the Best Tool for Teachers: Blogging to Provide Preservice Educators with Authentic Teaching Opportunities

Stover, K., Yearta, L. S., & Sease, R. (2014). Experience is the best tool for teachers: Blogging to provide preservice educators with authentic teaching opportunities. Journal of Language and Literacy Education, 10(2), 99-117. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Stover-Experience-is-the-Best-Tool-for-Teachers.pdf

The Transformative Power of Youth Action Coalition’s Multimodal Arts-for-Change Programming

Turner, K. C. N., Way, K., and Gray, R. R. R. (2012). The transformative power of youth action coalition’s multimodal arts-for-change programming. Journal of Language and Literacy Education, 9(1), 40-53. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/The-Transformative-Power.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

From Stranger to Friend: The Effect of Service Learning on Preservice Teachers’ Attitudes Toward Diverse Populations

Zeller, N., Griffith, R., Zhang, G., & Klenke, J. (2010). From stranger to friend: The effect of service learning on preservice teachers’ attitudes towards diverse populations. Journal of Language and Literacy Education, 6(2), 34-50. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Zeller_et-al.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.

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