Volume 11(1): Embodied & Participatory Literacies
Editor’s Introduction | Featured Articles | Research Articles | Voices from the Field
Academic Book Reviews | CYAL Book Reviews | Poetry and Art | Scholars Speak Out
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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
“You and Me” Art Installation by Zhang Zhaohui/ photo credit: #2 AP Photo/Lee Jin-man
Editor’s Introduction
Michelle M. Falter, Principal Editor, jolle@uga.edu
Rethinking “Cookie Cutter” Literacy Practices
Featured Articles
Multimodal Play and Adolescents: Notes on Noticing Laughter
Lalitha Vasudevan, Teachers College, Columbia University, New York, NY
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“The Power of Our Words and Flesh”: An Experienced Literacy Coach’s Love Letter to Incoming Educators About the Transformational Roles of Relationships and the Body in Learning
Christine Woodcock & Phyllis Hakeem, American International College, Springfield, MA
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Research Articles
Trading Spaces: An Educator’s Ethnographic Exploration of an Adolescents’ Online Role-Play
Stacy Haynes-Moore, University of Iowa, Iowa City, IA
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Spatial Stories with Nomadic Narrators: Affect, Snapchat, and ‘Feeling’ Embodiment in Youth Mobile Composing
Jon Wargo, Michigan State University, East Lansing, MI
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What are the Disciplinary Literacies in Dance and Drama in the Elementary Grades?
Charlotte Frambaugh-Kritzer, Stephanie Buelow, & Jamie Simpson Steele, University of Hawaii at Mānoa, Honolulu, HI
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Participatory Literacy Learning in an African Context: Perspectives from the Ombaderuku Primary School in the Arua District, Uganda
Willy Ngaka & Fred Masagazi Masaazi, Makerere University, Kampala, Uganda
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Testimoniando en Nepantla: Using Testimonio as a Pedagogical Tool for Exploring Embodied Literacies and Bilingualism
Christina Passos DeNicolo, Wayne State University, Detroit, MI, & Mónica Gónzalez, University of Colorado Boulder, Boulder, CO
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Voices from the Field
“Who are our mockingbirds?” Participatory Literacies in a Community-wide Reading Program
Deborah Vriend Van Duinen & Kathryn Schoon-Tanis, Hope College, Holland, MI
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Academic Book Reviews
Xiaoli Hong, Book Review Editor, bookrev@uga.edu
The book reviews in this issue focus on books that help teachers and educators understand embodied/participatory literacies from different approaches. Some of the books present creative pedagogies that enable students to meaningfully interact with their socialites and some discuss research projects or educational phenomena that encourage our thoughts about challenging current educational settings and promoting students’ engagement with the world through embodied /participatory learning experiences.
Katz, M. (Eds.) (2013). Moving Ideas: Multimodality and Embodied Learning in Communities and Schools. New York, NY: Peter Lang.
Review by Carolina Blatt-Gross, Georgia Gwinnett College, Lawrenceville, GA
Jocson, K. (Eds.). (2013). Cultural Transformations: Youth and Pedagogies of Possibility. Cambridge, MA: Harvard University Press.
Review by Mary Elizabeth Hayes, The University of Georgia, Athens, GA
Leavy, P. (2013). American Circumstance. Rotterdam, The Netherlands: Sense Publishers.
Review by Margaret A. Robbins, The University of Georgia, Athens, GA
Four Arrows. (2013). Teaching Truly: A Curriculum to Indigenize Mainstream Education. New York, NY: Peter Lang Publishing.
Review by Timothy J. San Pedro, The Ohio State University, Columbus, OH
Lynch, P. (2013). After Pedagogy: The Experience of Teaching. Urbana, IL: CCCC/NCTE.
Review by Elizabeth Davis, The University of Georgia, Athens, GA
Children & Young Adult Literature (CYAL) Book Reviews
Helene Halstead, CYAL Editor, bookrev@uga.edu
JoLLE reviews children’s and young adult literature in order to support engagement with textual literacy, both for the classroom and the individual learner. The journal reviews newly released and soon-to-be-released texts designed for the pre-K through twelfth grade audience. Books or other texts will include topics related to issues of social justice, providing voices for marginalized youth, fostering discussion regarding children’s concerns, accessibility through low-level but high interests texts, and promoting cross-curricular lessons in the classroom.
High School Books
Giles, G. (2014). Girls Like Us. Somerville, MA: Candlewick Press.
Adult Review by Helene Halstead
Student Review by Stephanie Wallace
Hidier, T. (2014). Bombay Blues. New York, NY: Scholastic.
Educator Review by Helene Halstead
Student Review by Deonna Hensley
Middle Grades Books
Dunkle, E. & Dunkle, C. (2015). Elena Vanishing. San Francisco, CA: Chronicle Books.
Educator Review by Helene Halstead
Student Review by Lindy Buxton
Walton, W. (2015). Anything Could Happen. New York, NY: Scholastic.
Educator Review by Margaret A. Robbins
Student Review by Stacee Dillard
Elementary Level Books
Novak, B.J. (2014). The Book with No Pictures. New York, NY: Dial Books.
Educator Review by Khanh Bui
Student Review by Ja’Saya Muckle
Educator Review by Xiaoli Hong
Student Review by Darwin Gutierrez-Martinez
Poetry & Arts
Margaret A. Robbins, Poetry & Arts Editor, jolleart@uga.edu
We are proud to present a Poetry & Arts section that also reflects the issue and conference theme of Embodied and/or Participatory Literacies. Our selections include such important themes as technology’s influence on modern day society, schools as sources of embodiment, issues of control and conformity in schools, the dreams and imagination of children, and teachers’ encouragement from students to continue in a demanding, but rewarding profession. Many of our poets are also educators, so they understand the importance of encouraging creativity, even in a world where individuality is sometimes stifled. We hope you enjoy these uplifting, thought provoking, and powerful works of art.
The poetry collection “Spinning Straw Into Gold”
Sheryl Lain, Cheyenne, WY
“Blowing and Bursting Bubbles”
Sharon Verner Chappell, CSU Fullerton
“The 451 App”
PL Thomas, Furman University
“Burning Hell” and “Dream”
Blanca Licona Miranda, Buford, GA
“Benjamin”
Rodrigo Joseph Rodriguez, University of Texas at El Paso
“Failing Students”
Allisa Abraham, Rockdale Career Academy
“The Yellow Crayon”
Niki Tulk, Parsons The New School for Design in New York City
Principal Editor
Michelle M. Falter
Managing Editor
Meghan E. Barnes
Production Editor
Albina Khabibulina
Communication Editors
Crystal L. Beach & Jennifer J. Whitley
Poetry and Arts Editor
Margaret Robbins
Academic Book Review Editor
Xiaoli Hong
CYAL Book Review Editor
Helene Halstead
Review Board Members
Faculty Advisor
Peter Smagorinsky