Secondary Education
A Look at Problem-Based Learning in High School Classrooms to Promote Student Activism
Baker, A.R.L. (2011). A look at problem based learning in high school classrooms to promote student activism. Journal of Language and Literacy Education, 7(2), 105-110. Available at http://www.coe.uga.edu/jolle/2011_2/baker.pdf
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.
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
Benge, C. & Robbins, M.E. (2009). Using keyword mnemonics to develop secondary students’ vocabularies: A teacher’s action research. Journal of Language and Literacy Education, 6(1),93-104. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Benge_mneumonics.pdf
Ctrl F: A Scholar’s Tips for Delving into the World of Creative Writing
Berchini, C. (2016). Ctrl f: A scholar’s tips for delving into the world of creative writing. Journal of Language and Literacy Education, 12(2), 1-8. Available at http://jolle.coe.uga.edu/wp-content/uploads/2016/11/1-8_JoLLE2016_185_Berchini.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.
Canady, F., Scott, C.E., & Hicks, T. (2020). “Walking a thin line”: Exploring the tensions between composition curriculum and students’ lives as digital writers. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Canady_JoLLE2020.pdf.
“But She Didn’t Scream”: Teaching About Sexual Assault in Young Adult Literature
Colantonio-Yurko, K. C., Miller, H., & Cheveallier. (2018). “But she didn’t scream”: Teaching about sexual assault in young adult literature. The Journal of Language and Literacy Education 14(1), 1-16. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Coloantonio-Yurko_JoLLE2018.pdf
Coles, J.A. (2019). The black literacies of urban high school youth countering anti-blackness in the context of neoliberal multiculturalism. Journal of Language and Literacy Education, 15(2), 1-35. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/11/Coles_JoLLE2019.pdf.
Coles, J.A. (2019). The black literacies of urban high school youth countering anti-blackness in the context of neoliberal multiculturalism. Journal of Language and Literacy Education, 15(2), 1-35. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/11/Coles_JoLLE2019.pdf.
Cook, M. P., & Sams, B. L. (2018). A different kind of sponsorship: The influence of graphic narrative composing on ELA pre-service teachers’ perceptions of writing and literacy instruction. Journal of Language and Literacy Instruction, 14(1), 1-25. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Cook_JoLLE2018.pdf
“These Are Normal People”: White High School Students’ Responses to Interracial Literary Fiction
Findora, J., & Hammond, T.C. (2021). “These are normal people”: White high school students’ responses to interracial literary fiction. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/04/Findora_JoLLE2021-3.pdf
“We’re Rural Not Dumb”: An Examination of Literacy Sponsorhip
Franzak, J.K., Porter, H.D., & Harned, C. (2019). “We’re rural not dumb”: An examination of literacy sponsorship. Journal of Language and Literacy Education, 15(2), 1-22. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/11/Franzak_JoLLE2019.pdf.
Trusting Students’ Voices in Critical English Education
Gordon, C. T. (2019). Trusting students’ voices in critical English education. Journal of Language and Literacy Education, 15(1), 1-32. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/Gordon_JoLLE2019.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
A Qualitative Analysis of High School Students’ Engagement with Poetry and Social Justice
Malo-Juvera, V., & Spears-Bunton, L. (2015). A qualitative analysis of high school students’ engagement with poetry and social justice. Journal of Language and Literacy Education, 11(2), 1-22 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-1_Malo-Juvera.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
Class Discussions: Locating Social Class in Novels for Children and Young Adults
McLeod, C. A. (2008). Class discussions: Locating social class in novels for children and young adults. Journal of Language and Literacy Education, 4(2), 73-79. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/class.pdf
Riley, K. (2015). What teachers bring: The intellectual resources of adolescent literacy educators in an era of standardization. Journal of Language and Literacy Education, 11(2), 151-169 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-8_Riley.pdf
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.
Park, J. (2015). Learning In/Through Collaborative Poetry Translation: Documenting the Impact of Poetry Inside Out with High School-Aged English Language Learners. Journal of Language and Literacy Education, 11(2), 134-149 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-7_Park.pdf
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
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.
Taking Scissors to Shakespeare
Sheahan, A., & Dallacqua, A.K. (2020). Taking scissors to Shakespeare. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Sheahan_JoLLE2020.pdf.
Shelton, S.A., & Brooks, T. (2019). “We need to get these scores up”: A narrative examination of the challenges of teaching literature in the age of standardized testing. Journal of Language and Literacy Education, 15(2), 1-17. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/11/Shelton_JoLLE2019.pdf.
Moving Toward a Method for YAL in Secondary English Teacher Education
Strickland, T.H. (2020). Moving toward a method for YAL in secondary English teacher education. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Strickland_Jolle2020.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
“We Gotta Change First”: Racial Literacy in a High School English Classroom
Vetter, A., & Hungerford-Kressor, H. (2014). “We gotta change first”: Racial literacy in a high school English classroom. Journal of Language and Literacy Education, 10(1), 82-99. Available at http://jolle.coe.uga.edu/wp-content/uploads/2014/04/We-gotta-change-first-Vetter.pdf
The Case for Studying Character(s)
White, B. & Haberling, J. (2006). The Case for Studying Character(s) in the Literature Classroom. Journal of Language and Literacy Education, 2(2), 1-21. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/White-and-Haberling.pdf
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
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