Multiliteracies

Multiliteracies

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

 

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

 

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

 

Embodying and Programming a ‘Constellation’ of Multimodal Literacy Practices: Computational Thinking, Creative Movement, Biology, & Virtual Environment Interactions

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

 

I Hope it Still Counts as Reading: The Cultural Production of Reading(s), Social Relations and Values in a Research Interview

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

 

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

 

Social Justice through Literacy: Integrating Digital Video Cameras in Reading Summaries and Responses

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

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.