Volume 10(2): Full Issue
Editor’s Introduction | Research Articles | Voices from the Field | Academic Book Reviews |
CYAL Book Reviews | Poetry and Art
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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 JoLLE Editorial Board, Department of Language & Literacy Education, The College of Education, or The University of Georgia
“Urban Hope” photo by Matt Wilson, available under a Creative Commons Attribution-Generic license.
Editor’s Introduction
Michelle M. Falter, Principal Editor, jolle@uga.edu
Questioning Our Practices for a More Hopeful Future
Research Articles
I Hope it Still Counts as Reading: The Cultural Production of Reading(s), Social Relations and Values in a Research Interview
Lyndsay Moffatt, University of Prince Edward Island, Charlottetown, Canada
Funds of (Difficult) Knowledge and the Affordances of Multimodality: The Case of Victor
Ava Becker, University of British Columbia, Vancouver, BC, Canada
Social Justice through Literacy: Integrating Digital Video Cameras in Reading Summaries and Responses
Rong Liu, John A. Unger, & Vicki A. Scullion, Georgia Gwinnett College, Lawrenceville, GA, USA
Labeled Reading Disabled and “Doing Reading”: One College Student’s Reading History
Maryl A. Randel, Michigan State University, East Lansing, MI, USA
“So, Like, What Now?”: Making Identity Visible for Pre-Service Teachers
Laura M. Jimenez, Boston University, Boston, MA, USA
Experiential Learning and Literacy: Preservice Teachers’ Perspectives
Ramona T. Pittman & Theresa Garfield-Dorel, Texas A & M University, San Antonio, TX, USA
Experience is the Best Tool for Teachers: Blogging to Provide Preservice Educators with Authentic Teaching Opportunities
Katie Stover, Furman University, Greenville, SC, USA, Lindsay Sheronick Yearta, University of South Carolina Upstate, Spartanburg, SC, USA, & Rachel Sease, Furman University, Greenville, SC, USA
Literature Discussion: Encouraging Reading Interest and Comprehension in Struggling Middle School Readers
Pamela K. Pittman, North Carolina State University, Raleigh, NC, USA & Barbara Honchell, The University of North Carolina at Wilmington, Wilmington, NC, USA
Voices from the Field
When Guided Reading Isn’t Working: Strategies for Effective Instruction
Heather Wall, Hall County Schools, GA, USA
Academic Book Reviews
Xiaoli Hong, Book Review Editor, bookrev@uga.edu
The book reviews in this issue focus on books that help educators to better address the gap between theory and literacy practices. Most of the books offer research-based classroom examples that educators can use to enhance students’ engagement with language learning and reading. They offer strategies to help students better understand their sociocultural worlds through diverse ways of knowing, including multimodal and arts-based text.
Fisher, D. Frey, N., & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association.
Review by Joanna Anglin, Rockdale County Public Schools
Oczkus, L. D. (2012). Best ever literacy survival tips: 72 lessons you can’t teach without. Newark, DE: International Reading Association.
Review by Chelsey Bahlmann, The University of Georgia
Campos, D. (Ed.) (2013). Educating Latino boys: An asset-based approach. Corwin.
Review by Gabriela del Villar, The University of Georgia
Chappell S. V. & Faltis, C. (Ed.) (2013). The arts and emergent bilingual youth: Building culturally responsive, critical and creative education in school and community contexts. New York, NY: Routledge.
Review by Deavours Hall, The University of Georgia
Dunn, P. A. (2001). Talking sketching moving: Multiple literacies in the teaching of writing. Portsmouth, NH: Heinemann.
Review by Elizabeth Howells, Armstrong State University
Podseva, R. J. & Sharma, D. (Eds.) (2013). Research methods in linguistics. New York, NY: Cambridge University Press.
Review by Nicole Siffrinn & Ruth Harman, The University of Georgia
Children & Young Adult Literature (CYAL) Book Reviews
Helene Halstead, CYAL Editor, bookrev@uga.edu
The editorial staff of JoLLE recognizes the importance of supporting teachers and teacher-educators by providing them with reviews of books that can be used in the classroom or recommended to readers. The CYAL Book Review section provides reviews by scholars and students on texts that are both newly released and upcoming releases. Books include those that promote social justice, give voice to marginalized youth, and foster discussion about children’s concerns. In addition, educators will find books that are low-level/high interest, can be used in cross-curricular settings, and contain subject matter of topical concern.
Elementary Level Books
Roberts, J. (2014). The smallest girl in the smallest grade. Illus. by Christian Robinson. New York: NY: Putnam Juvenile Press.
Adult Review by Chau Nguyen
Student Review by Mattie Pittard (*audio clip)
Javaherbin, M. (2013). Soccer Star. Illus. by Renalto Alarcao. Somerville, MA: Candlewick Press
Adult Review by: Xiaoli Hong
Student Review by: Aidan Martin
Stavans, I. (2013). Golemito. Illus. by Teresa Villegas. Montgomery, AL: New South Books
Adult Review by: Helene Halstead
Student Reviews by: Ziraili Tenas-Balderas and Daisy Jacquet
Elementary to Middle Grades Books
Bowker, P. (2014). Playing pro football. Minneapolis, MN: Lerner Publishing Group
Adult Review by: Helene Halstead
Student Review by: Joel Baker (*audio clip)
Middle Grades Books
Abirached, Z. (2014). I remember Beirut. Minneapolis, MN: Lerner Publishing Group.
Adult Review by: Yunying Xu
Student Review by: Anna Frances Julian
Burg, A (2013). Serafina’s promise. New York: Scholastic Press
Adult Review by: Margaret Robbins
Student Review by: Ashley Doss
Woodson, J. (2014). brown girl dreaming. New York, NY: Nancy Paulsen Books.
Adult Review by Jacqueline Martinez and Helene Halstead
Student Review by: Dasani Baker
High School Books
Yousafzai, M. & McCormick, P. (2014). I am Malala: How one girl stood up for education and changed the world. New York, NY: Hachette Book Group.
Adult Review by: Yunying Xu
Student Review by: Sara Tonks
Farizan, S. (2013). If you could be mine. Chapel Hill, NC: Algonquin Young Readers
Adult Review by: Devon Cristofaro
Student Review by: Tierra Hayes
Poetry & Arts
Margaret Robbins, Poetry & Arts Editor, jolleart@uga.edu
Our poetry and art section features several artistic selections that depict the power of language in our everyday lives. Many of our poets and artists are also educators who convey the importance of learning both inside and outside of the school walls. Their work showcases such issues as social justice in education, the ability to play with language, the evolving state of literacies, interpretations of the literary canon, and understandings of new cultures.
“I Can Climb That”
Sharon Verner Chappell
“/The clouds were pretending to be clouds/and/Goat gone feral comes in where the fence is open…/or How to Get Your Poem Published in The New Yorker”
Janine Certo
“Thick” and “Rock Gold”
Terese Gagnon
“What I Didn’t Learn in Reading in High School, I Try to Teach My Students Now” and “My Canon”
Dante Di Stefano
“Out of the Box”
Jerome Harste
“Reading Neruda”
Melanie Swetz
“Communication in a Foreign Land“
Tammy Cline
“The Border”
Blanca Licona Miranda
Managing Editor
Meghan E. Barnes
Production Editor
John Zyck
Associate Production Editor
Albina Khabibulina
Website Editor
Beth Pittard
Review Board Members
Faculty Advisor
Peter Smagorinsky