Theoretical Perspectives
Anderson, A. W., Branscombe, M., & Nkrumah, T (2015). Crossing blocked thresholds: Three stories of identity, embodied literacy, and participatory education. Journal of Language and Literacy Education, 11(2), 170-185 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Anderson_Template-11-22.pdf
‘It Happened to Me’: Third Grade Students Write and Draw Towards Critical Perspectives
Flint, A. S., Allen, E., Nason, M., Rodriguez, S., Thornton, N., & Wynter-Hoyte, K. (2015) “It happened to me”: Third grade students write and draw toward critical perspectives.
Journal of Language and Literacy Education, 11(2), 23-43 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-2_Flint.pdf
Trading Spaces: An Educator’s Ethnographic Exploration of Adolescents’ Digital Role-Play
Haynes-Moore, S. (2015). Trading spaces: An educator’s ethnographic exploration of adolescents’ digital role-play. Journal of Language and Literacy Education, 11(1), 34-46. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/HaynesMoore_Final.pdf
Empowering the Foreign Language Learner Through Critical Literacies Development
Keneman, M. (2016). Empowering the foreign language learner through critical literacies development. Journal of Language and Literacy Education, 12(2), 84-99. Available at http://jolle.coe.uga.edu/wp-content/uploads/2016/11/84-99_JoLLE2015_173_Keneman-1.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
Myths about Critical Literacy: What Teachers Need to Unlearn
Lee, C. J. (2011). Myths about critical literacy: What teachers need to unlearn. Journal of Language and Literacy Education, 7(1), 95-102. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/7_1_7_lee.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
Marlatt, R., & Barnes, M.E. (2021). “The voice lies within them”: Teacher candidates’ conceptions of literacy and social justice pedagogy. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/04/Marlatt_JoLLE2021.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.
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.
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
Symmetrical or Asymmetrical Scaffolding: Piagetian vs. Vygotskyan Views to Reading Comprehension
Pishghadam, R., & Ghardiri, S. (2011). Symmetrical or asymmetrical scaffolding: Piagetian vs. Vygotskyan views to reading comprehension. Journal of Language and Literacy Education, 7(1), 49-64. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/7_1_4_pishghadam_ghadiri.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
Playing a Double Game: Authorial Reading and the Ethics of Interpretation
Smith, M.W. & Rabinowitz, P.J. (2005). Playing a Double Game: Authorial Reading and the Ethics of Interpretation. Journal of Language and Literacy Education, 1(1), 9- 19. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Smith-and-Rabinowitz.pdf
Wargo, J. (2015). Spatial stories with nomadic narrators: Affect, snapchat, and feeling embodiment in youth mobile composing. Journal of Language and Literacy Education, 11(1), 47-64. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Wargo_Final.pdf
Collage Praxis: What Collage Can Teach Us about Teaching and Knowledge Generation
Whitelaw, J. (2021). Collage praxis: What collage can teach us about teaching and knowledge generation. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/05/Whitelaw_JoLLE2021.pdf