Multiliteracies
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.
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
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
What Can Translation Do? Language, Power, and Identity in an Elementary Classroom
Fishman, E. (2021). What can translation do?: Language, power, and identity in an elementary classroom. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/05/Fishman_JoLLE2021.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
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.
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
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
Teachers as Researchers of New Literacies: Reflections on Qualitative Self-Study
Kew, B., Given, K., and Brass, J. (2011). Teachers as researchers of new literacies: Reflections on qualitative self-study. Journal of Language and Literacy Education, 7(2), 67-84. Available at http://www.coe.uga.edu/jolle/2011_2/kew_given_brass.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
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
#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
Issues of Validity, Subjectivity, and Reflexivity in Multimodal Literacy Research and Analysis
Low, D. E., & Pandya, J. Z. (2019). Issues of validity, subjectivity, and reflexivity in multimodal literacy research and analysis. Journal of Language and Literacy Education, 15(1), 1-22. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/LowPandya_JoLLE2019.pdf
Loud and Clear: Using the Graphic Novel to Challenge the Status Quo in Content Area Literacy
Marlatt, R., & Dallacqua, A. K. (2019). Loud and clear: Using the graphic novel to challenge the status quo in content area literacy. Journal of Language and Literacy Education, 15(1), 1-24. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/05/Marlatt_JoLLE2019.pdf
Moffatt, L. (2014). I hope it still counts as reading: The cultural production of reading(s), social relations and values in a research interview. Journal of Language and Literacy Education, 10(2), 1-16. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Moffatt-I-Hope-it-Still-Counts.pdf
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
Playful Images and Truthful Words: Eight-Graders Respond to Shaun Tan’s Stick Figures
Reid, S.F. (2020). Playful images and truthful words: Eighth-graders respond to Shaun Tan’s Stick Figures. Journal of Language and Literacy Education, 16(1), 1-22. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Reid_JoLLE2020.pdf.
Rong, L., Unger, L., & Scullion, V. (2014). Social justice through literacy: Integrating digital video cameras in reading summaries and responses. Journal of Language and Literacy Education, 10(2), 34-50. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Liu-Social-Justice-through-literacy.pdf
Activist Literacies: Teacher Research as Resistance to the “Normal Curve”
Simon, R. & Campano, G. (2013). Activist literacies: Teacher research as resistance to the “normal curve.” Journal of Language and Literacy Education, 9(1), 21-39. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Teacher-Research.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
Wandera, D. B., & Farr, M. (2018). Interrupting ideologies of cultural deficiency: Illustrating curricular benefits of plurilingualism in a Kenyan classroom. Journal of Language and Literacy Education, 14(1), 1-27. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Wandera_JoLLE2018.pdf