Academic Articles | Scholars Speak Out |Academic Book Reviews| CYAL Book Reviews | Poetry, Fiction, and Visual Arts
I am [Not] by Cristina Valencia Mazzanti
Editor’s Introduction: Navigating Through the Challenges
By Jennifer Ervin, Principal Editor
Academic Articles
Research Articles
Applying an Intersectional Framework to the Literacy Worlds of Preservice Teachers
Heather Dunham & Kerry Alexander
Jason Mizell and N’Dyah McCoy
Jennifer C. Mann
Benjamin Lathrop and Christy Wessel Powell
Neoliberalism, Critical Literacy, and the Everyday: A Post-Qual Informed Multi-Genre Inquiry
Maverick Y. Zhang
Considering Collective Motivation to Read: A Narrative, Inquiry
Mark D. McCarthy
The Influences of Teacher Knowledge on Qualitative Writing Assessment
Scholars Speak Out
We are excited to announce that our Scholars Speak Out feature, previously published in our monthly newsletters, will now be published in our fall and spring issues. We believe this move will bring greater visibility to the important contributions of scholars, whose editorials provide unique perspectives on a broad spectrum of issues related to language and literacy education.
Do You Want to Make a TikTok? Is It Time to BeReal?: Gen Z, Social Media, and Digital Literacies
Written by Trevor Boffone, University of Houston
Written by Joshua Cuevas, University of North Georgia
Towards Linguistic and Disability Justice in Education
Written by Jennifer Phuong, Swarthmore College, & Karla M. Venegas, University of Pennsylvania
A Critical Pedagogy for Love and Healing Toward Anti-Asian Racism and Xenophobia
Written by Ting Yuan, CUNY College of Staten Island
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.
Naanhee Kim, Academic Book Review Editor, jolle.bookrev@gmail.com
Review of The Anti-racist Writing Workshop: How to Decolonize the Creative Classroom
Reviewer: Honor McElroy, Salisbury University, Salisbury, MD
Reviewer: Molly Buck, University at Albany-State University of New York, Albany, NY
Children & Young Adult Literature (CYAL) Book Reviews
The Journal of Language and Literacy Education (JoLLE) reviews recently published or soon-to-be-published Children’s and Young Adult Literature (CYAL). At JoLLE, we value students’ voices and creativity in reflecting their understanding and evaluation of the literature that is written for them.
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 parents, teachers, and young children from around the globe. We hope these reviews will encourage our readers to add these titles to their libraries while continuing to embrace the unique joy and adventures that can be experienced through books.
We thank the students, teachers, and caregivers who have participated in our Children and Young Adult Literature book reviews. We hope to see more reviews from children and adults around the globe.
Brittany Pope, CYAL Book Review Editor, jolle.cyal@gmail.com
Review of Better Than We Found It
Emma Morrow, Student Reviewer
Jennifer Garner, Adult/Educator Reviewer
Review of Straw House, Wood House, Brick House, Blow
Student Reviewer: Alexandra Green, 9th Grade
Adult Educator Reviewer: Antonia Alberga Parisi, Assistant Administrator
Review of Goodnight Little Bookstore
Adult Reviewer: Jan Butterworth
Student Reviewers: Kyle Butterworth, Kindergarten and Jake Butterworth, 2nd Grade
Adult Reviewer: Jessica Tanner
Student Reviewers: Sloane Tanner, 2nd Grade
Adult/Educator Reviewer: Yang Wang, University of South Carolina
Student Reviewers: CoCo Li 李师杨, 3rd Grade
Review of Smashie McPerter and the Shocking Rocket Robbery
Adult/Educator Reviewer: Shelby Gordon, Gifted Coordinator
Student Reviewers: Blakelee Evans, 4th Grade
Poetry, Fiction, & Visual Arts
In the Fall 2022 issue of JoLLE, we are proud to present a Poetry, Fiction, & Visual Arts section that shares contextual experiences of visceral, instinctive, intellectual, evoked and responsive enactments of language and literacy. Collectively, these artistic renderings prompt considerations for the engagement of language, literacy, teaching, and learning in diverse contexts.
Our visual artists and poets, who are also researchers, educators, and professional artists, inform and expand our conceptions of language and literacy through their varied modes of representation. The art/research works in this issue exemplify the dynamic nature of meaning making and its socio-cultural influences. The voices presented in each work invite us to honor the multimodality of language and literacy in the classroom and throughout education.
Frankie Avalos , Poetry, Fiction, & Visual Arts Editor, jolle.art.literature@gmail.com
Visual Art
Life Cycle of Language: From Child to Adult
Kelli Garguilo
Poetry
Title: Master Teacher: American History X & I Don’t Wanna Teach No More
Jonathan Tunstall
Institution: University of Wisconsin-Madison
American History X- Spoken Word:
I Don’t Wanna Teach No More- Spoken Word:
Current JoLLE Board
Principal Editor
Jennifer Ervin
Managing Editor
John Williams
Production Editor
Amanda Deaton
Conference Co-Chairs
Casey Boersma, Haley Allen, Jisang Yoo
Academic Book Review Editors
Naanhee Kim (she/her), Adam Díaz (he/him),
Poetry, Fiction, & Visual Arts Editor
Frankie Avalos
CYAL Book Review Editor
Brittany Pope
Communications Editors
Pamela Kimario, Bailey Broome
Scholars Speak Out Editor
Ashley Brumbelow
Digital Content Editors
Lauren Corley, Adam Díaz
Faculty Advisor
Usree Bhattacharya