Volume 14(2)

Volume 14(2)

Academic Articles | Academic Book Reviews | CYAL Book Reviews | Poetry, Fiction, and Visual Arts

“Stay Woke” by Natalia Rodriguez

Academic Articles

Research Articles

Creating a Third Space through Intertextuality: Using Children’s Literature to Develop Prospective Teachers’ Critical Literacy

Tracy L. Weippert, Lisa M. Domke, Laura Apol



This is What We Do: Emphasizing Discipline-Specific Literacy Practices in Teacher Education

Rick Marlatt




Literate Identity Development in First Grade: A Cross-Case Analysis of Students with Strong and Emerging Decoding Skills

Lindsey Moses, Xue Qiao




Valuing Students’ Responses to Implement a Social Justice Pedagogy: A Descriptive Case Study

Stephanie Anne Shelton and Shelly Melchior



Castle”ing” Whiteness: White Youth and the Racial Imagination

Erin T. Miller, Samuel J. Tanner, Tommie E. Murray




Voices from the Field

“But Isn’t the Teacher Supposed to Tell Us?”: Drawing Out Transactional Reading Processes Through Transmediation

Brady Nash




Engaging Preservice Teachers with Culturally Responsive Pedagogy: Three Model Lessons for Teacher Educators

Christy Howard, Mikkaka Overstreet, Anne Swenson Ticknor



ios9-podcasts-app-tile All podcasts available on iTunes


Academic Book Reviews

The academic book reviews in this issue cover a range of topics relevant to the field of language and literacy education. Reviewers with diverse backgrounds provide summaries and critiques of books focusing on curriculum, instruction, and social equity.

Lacy D. Brice, Academic Book Review Editor, jolle.bookrev@gmail.com


Review of The Socially Responsible Feminist EFL Classroom: A Japanese Perspective on Identities, Beliefs and Practice

Dania Ammar, University of New Mexico







Review of Disrupting Thinking: Why How We Read Matters

Kimberly Bressler, Indiana University of Pennsylvania





Review of Immigrant Children in Transcultural Spaces: Language, Learning and Love

Lina Trigos-Carrillo, Edwin Nii Bonney, and Lisa M. Dorner, University of Missouri





 Review of The Vocabulary Book: Learning and Instruction (2nd Edition)

Katia Ciampa, Jill Marron, & Gwen Quinn, Widener University








Review of (Embarrassment) and the Emotional Underlife of Learning

Jeane Copenhaver-Johnson, Ithaca College








Review of Reading the Rainbow: LGBTQ-Inclusive Literacy Instruction in the Elementary Classroom

Stephen Adam Crawley, Oklahoma State University








Review of Curriculum Windows: What Curriculum Theorists of the 1970’s Can Teach Us about Schools and Society Today

Yasir Hussain, University of Mexico








Review of Rethinking the “Adolescent” in Adolescent Literacy

Dominique S. McDaniel, University of North Carolina at Greensboro








Review of Literacy Lives in Transcultural Times

Erin Spring, University of Calgary








Review of Social Justice Literacies in the English Classroom: Teaching Practice in Action

Jemimah L. Young, University of Iowa
Katie Loomis, University of North Texas
Lauren Martin, University of North Texas






Children & Young Adult Literature (CYAL) Book Reviews

The children and young adult book reviews in this issue welcome the critiques of adult and student reviewers. We are pleased to offer reflections from a pre-service teacher, graduate student and young students from around the globe. We hope these reviews will encourage our readers to add these titles to their own libraries while continuing to embrace the unique joy and adventures that can be experienced through books.

Lacy D. Brice, CYAL Book Review Editor, JoLLE.CYAL@gmail.com


Picture Book Reviews 

Review of Dinosaur Empire!: Journey through the Mesozoic Era Written and Illustrated by Abby Howard

Student Reviewer: Xu Chen

Adult/Educator Reviewer: Tairan Qiu






Review of I am Enough Written by Grace Byers and Illustrated by Keturah A. Bobo

Student Reviewer: Kadence Hannah

Adult/Educator Reviewer: Macy Burgess




Poetry, Fiction, & Visual Arts

In the Fall 2018 issue of JoLLE, we are proud to present a Poetry, Fiction, & Visual Arts section that explores the intertwined and dynamic relationship between language, teaching, and learning in diverse contexts. Our poets, authors, and artists, who are also researchers and educators, provide us both practical inspiration and poetic interpretation of many issues, such as students’ voice and self-discovery, multimodal teaching and learning, and interpersonal communication in education.

Sharon M. Nuruddin, Poetry, Fiction, & Visual Arts Editor, jolle.art.literature@gmail.com



“For the Man Who Loved Dalí and Pink Floyd”



Author: John Timothy Robinson


Title: “Tread”
Author: Joanne L. DeTore


Visual Art:

Title: “Well-Read”
Artist: Jerome C. Harste


Principal Editors 

Stacia L. Long

Managing Editor

Alexandra Lampp Berglund

Production Editor

Merida Lang

Conference Chairs

Tairan Qiu

Academic Book Review Editor

Lacy D. Brice

Poetry, Fiction, & Visual Arts Editor

Sharon M. Nuruddin

CYAL (Children & Young Adult Literature) Editor

Lacy D. Brice

Scholars Speak Out Editor

Kate C. Batson

Communications Editor

Caroline Bedingfield

Digital Content Editor

Alexandra Lampp Berglund

Faculty Advisor

Dr. Peter Smagorinsky


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 Department of Language & Literacy Education, The College of Education, or The University of Georgia.

Please report any issues or questions regarding the website to jolle.webmeister@gmail.com.