Lindy L. Johnson
The University of Georgia
JoLLE Forum: High Stakes Testing and Teacher Evaluations
Elizabeth A. Kahn
This study explored three purposefully-sampled avid adolescent male writers’ experiences at a residential summer writing workshop program. It investigated how the social context of the program influenced the writing of the focal students, the ways that they identified themselves as writers, and the risks that they took in their works. It also examined if the participants’ experiences at the program were influenced by their gender. The study used a cross-case analysis to explore in-common and unique themes in the students’ experiences. The findings address three themes: community, risk-taking, and the perceived influence of gender, indicating the participants experienced these themes in ways that were common in some ways, but also distinct based on the participants’ individual characteristics and the aspects of the Workshop each identified as most significant. Read the full article
Jacqueline B. Koonce
Michigan State University
Current research suggests that it is imperative for researchers and educators to pay more attention to the needs of African American adolescent girls and how their race and gender affect schooling (Fordham, 1993; Morris, 2007). The purpose of this study was to highlight the lived experiences of two African American adolescent girls when they used the African American women’s speech practice, “Talking with an Attitude” (TWA), with their teachers. Using phenomenology and Afrocentric feminist epistemology as methodological and theoretical approaches, interviews were used to collect and analyze data that revealed the nature of their lived experiences. Van Manen’s description of selective highlighting of statements that point to themes was used as a means of analysis. The findings indicate that the girls reappropriated the use of TWA to resist what they perceived to be hostility and disrespect on the part of their teachers. Read the full article
Voices from the Field
Robyn Seglem, Illinois State University
Shelbie Witte, Florida State University
Judy Beemer, Junction City High School
By adopting a multiliteracies stance, educators can reach struggling and disengaged students through popular culture texts. Using the comic book hero Spiderman as a vehicle to illustrate the importance of making connections as a strategy for learning and reading, the authors highlight approaches that teach students how to identify traditional literary elements such as characterization and allusion in the non-traditional texts of cartoons, video games and film. Through an understanding of how to successfully integrate these texts, teachers can bridge popular culture to traditional texts, showing students how to make their own connections and move beyond rote memorization and recall into deeper thinking and reasoning. Read the full article
Assessing new literacies: Perspectives from the classroom.
Saxton, C. (2012). A Review of Assessing new literacies: Perspectives from the classroom. Journal of Language and Literacy Education [Online], 8(2), 66-71.
The Best of the Best: Becoming Elite at an American Boarding School.
Johnson, L. L. (2012). A Review of The Best of the Best: Becoming Elite at an American Boarding School. Journal of Language and Literacy Education [Online], 8(2), 72-77.
Invisible Girls: At Risk Adolescent Girls’ Writing Within and Beyond School.
Shelton, S.A. (2012). A Review of Invisible Girls: At Risk Adolescent Girls’ Writing Within and Beyond School. Journal of Language and Literacy Education [Online], 8(2), 78-83.
Producing success: The culture of personal advancement in an American high school.
Clayton, C. M. (2012). A Review of Producing success: The culture of personal advancement in an American high school. Journal of Language and Literacy Education [Online], 8(2), 84-87.
Urban literacies: Critical perspectives on language, learning, and community.
Wandermurem, L. S. (2012). A Review of Urban literacies: Critical perspectives on language, learning, and community. Journal of Language and Literacy Education [Online], 8(2), 88-92.
Lindy L. Johnson
Stephanie Anne Shelton
Gabriela Del Villar
Stephanie Anne Shelton