Social Context & Community
Adenekan, O.K. (2020). Navigating the linguistic terrain: Immigrants’ personal stories of aspiration, access, identity, and acclimation. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Adenekan_JoLLE.pdf.
What About Linguistic Identity?
Andrews, M. (2010). What about linguistic identity? Journal of Language and Literacy Education, 6(2), 85-102. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Andrews_Linguistic.pdf
Funds of (Difficult) Knowledge and the Affordances of Multimodality: The Case of Victor
Becker, A. (2014). Funds of (difficult) knowledge and the affordances of multimodality: The case of Victor. Journal of Language and Literacy Education, 10(2), 17-33.
Meeting of Two Minds: Research-Based Literacy Activities in Practice
Borgia, L. G., & Jackson, J. (2009). Meeting of two minds: Research-based literacy activities in practice. Journal of Language and Literacy Education, 5(1), 74-83. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Borgia-L.G-and-Jackson-J1.pdf
Creating Connections in Foreign Language Education: A Teacher’s Perspective
Bridges, J. (2008). Creating connections in foreign language education: A teacher’s perspective. Journal of Language and Literacy Education, 4(1), 91-97. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/04/Bridges-J..pdf
“We Don’t Wanna Strait-Jacket You”: Community, Curriculum, and Critical Literacy in Urban Debate
Cridland-Hughes, S. (2018). “We don’t wanna strait-jacket you”: Community, curriculum, and critical literacy in urban Ddebate. Journal of Language and Literacy Education, 14(1), 1-30. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Cridland-Hughes_JoLLE0218.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.
“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.
Men Writing Their Lives: Situating the Authoring Processes of Zinesters
Guzzetti, B., & Zammit, K. (2019). Men writing their lives: Situating the authoring processes of zinesters. Journal of Language and Literacy Education, 15(2), 1-24. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/04/Guzzetti_JoLLE2019.pdf.
Grass Houses: Representations and Reinventions of Social Class through Children’s Literature
Jones, S. (2008). Grass houses: Representations and reinventions of social class through children’s literature. Journal of Language and Literacy Education, 4(2), 40-58. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/representations.pdf
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
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
Constructing a Pedagogy of Comedy: Sarcasm and Print Codes as Social Literacies in Winnie-the-Pooh
Kohn, L. & Yarbrough, W. (2010). Constructing a pedagogy of comedy: Sarcasm and print codes as social literacies in Winnie-the-Pooh. Journal of Language and Literacy Education, 6(1), 58- 74. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Kohn_sarcasm2010.pdf
“Oh, Those Loud Black Girls!”: A Phenomenological Study of Black Girls Talking with an Attitude
Koonce, J. B. (2012). “Oh, Those Loud Black Girls!”: A Phenomenological Study of Black Girls Talking with an Attitude. Journal of Language and Literacy Education, 8(2), 26-46. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/06/Loud-Black-Girls.pdf
“I Feel Normal Here”: The Social Functions of a Book Club in a Residential Recovery Program
MacGillivray, L., Ardell, A. L., Curwen, M. S., & Wiggin, S. (2019). “I feel normal here”: The social functions of a book club in a residential recovery program. Journal of Language and Literacy Education, 15(1), 1-23. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/MacGillivray_JoLLE2019.pdf
Latino Media and Critical Literacy Pedagogies: Children’s scripting Telenovelas discourses
Medina, C. L., & Costa, M. del R. (2013). Latino media and critical literacy pedagogies: Children’s scripting of Telenovelas discourses. Journal of Language and Literacy Education, 9(1), 161- 184. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Latino-Media.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
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
Justice for Justyce: Using Dear Martin and Founding Documents to Create Revolutionary Remixes
Ovitt, B., & Rice, M.F. (2020). Justice for Justyce: Using Dear Martin and founding documents to create revolutionary remixes. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Ovitt_JoLLE2020.pdf.
What is Literacy? – A Critical Overview of Sociocultural Perspectives
Perry, K. (2012). What is Literacy? –A critical overview of sociocultural perspectives. Journal of Language and Literacy Education, 8(1), 50-71. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/06/What-is-Literacy_KPerry.pdf
Using the Classics to Speak to the World: A New Teacher’s Perspective
Pickens, C. (2008). Using the Classics to speak to the world: A new teacher’s perspective. Journal of Language and Literacy Education, 4(1), 98-103. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/04/Pickens-C..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
Rubinstein-Ávila, E. (2009). Reflecting on the challenges of conducting research across national and linguistic borders: Lessons from the field. Journal of Language and Literacy Education, 5(1), 1-8. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Rubinstein-Avila-E.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
Vygotsky, “Defectology,” and the Inclusion of People of Difference in the Broader Cultural Stream
Smagorinsky, P. (2012). Vygotsky, “Defectology,” and the Inclusion of People of Difference in the Broader Cultural Stream. Journal of Language and Literacy Education, 8(1), 1-25. Available at http://jolle.coe.uga.edu/wpcontent/uploads/2012/05/Vygotsky-and-Defectology.pdf
Rethinking the New Literatures of Childhood: Cultural Models of Gender in Popular Websites
Stone, J. C., & Veth, E. S. (2008). Rethinking the new literatures of childhood: Cultural models of gender in popular websites. Journal of Language and Literacy Education, 4(2), 21-39. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/rethinking.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
Seeing and Nurturing Young Children’s Reading Identities
Wagner, C.J. (2020). Seeing and nurturing young children’s reading identities. Journal of Language and Literacy Education, 16(1), 1-14. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Wagner_JoLLE2020.pdf.