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2014 March English Journal, v103.4

Non-Member Price: $12.50

NCTE Member Price: $4.25

Issue Theme: Literacy and Literature: Making Meaning in English Classrooms

Level(s): Secondary, Middle

ISBN/ISSN: 0013-8274


English Journal
Volume 103, Number 4, March 2014
Issue Theme: Literacy and Literature: Making Meaning in English Classrooms

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From the Editors
David Gorlewski and Julie Gorlewski

Contexts, Codes, and Cultures: An Interview with NCTE President Ernest Morrell
Abstract: EJ editors Julie Gorlewski and David Gorlewski interviewed NCTE President Ernest Morrell in April 2012 at the Equity and Social Justice Conference at SUNY New Paltz.

High School Matters: Beyond Single Literacy Stories
Kimberly N. Parker
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

EJ in Focus: Cross-Literate Digital Connections: Contemporary Frames for Meaning Making
Sandra Schamroth Abrams and Hannah R. Gerber
Abstract: This article considers adolescents’ contoured meaning making with videogames and related texts and suggests that such cross-literate experiences can be part of contemporary English classrooms.

Read Books. Every Day. Mostly for Pleasure
Tim Pruzinsky
Abstract: The author advocates for the inclusion of independent reading as a significant element of any high school English curriculum.

Is a Picture Worth a Thousand Words? Determining the Criteria for Graphic Novels with Literary Merit
Michael Pagliaro
Abstract: This article describes a rubric by which graphic texts can be evaluated for literary merit.

The Common Core of Literacy and Literature
Mariam Karis Cronin
Abstract: The writer describes how the Common Core State Standards in the English classroom can improve the teaching of literature as well as the teaching of literacy.

What Matters: Meeting Content Goals through Teaching Cognitive Reading Strategies with Canonical Texts
Mary E. Styslinger, Julianne Oliver Ware, Charles W. Bell, and Jesse L. Barrett
Abstract: This article shares the findings of a project focused on integrating comprehension-oriented cognitive reading strategies to meet content goals with canonical texts.

Reading for Teaching: What We Notice When We Look at Literature
Chandra L. Alston and Lisa M. Barker
Abstract: Two teacher educators design a tool to support new teachers in “reading for teaching,” or reading literature with an eye toward the skills and strategies one might teach.

Teach the How: Critical Lenses and Critical Literacy
Beth Wilson
Abstract: This article suggests how to introduce literary theory in high school as a means of negotiating the many messages students receive in our media-drenched society.

Urban Youth Use Twitter to Transform Learning and Engagement
Jevon D. Hunter and Heidie Jean Caraway
Abstract: The authors draw from classroom experiences to illustrate how youth attending an urban high school use Twitter to transform literacy learning and literature engagement within an English classroom.

Approaching Young Adult Literature through Multiple Literacies
Adrienne M. Costello and Thomas J. Reigstad
Abstract: The authors demonstrate how current understandings of literacy learning can be integrated with traditional teaching strategies in the study of literature.

The 2012 Honor List in a Digital Age
James Blasingame Jr., Alleen Pace Nilsen, and Don L. F. Nilsen
Abstract: EJ readers are offered a look at some of the best YA books of 2012.

Poem: Pronouns Are Dangerous
Edna Brown

Poem: Transoceanic Twitter
Alex Dreppec

Poem: Portal
Jonathan Andersen

Disabling Assumptions: Can You Drink through a Straw? Confronting Disabling Assumptions
Katie Roquemore
Abstract: This column explores how paying attention to disability—both to the rich contributions made by people with disabilities and to the sometimes negative attitudes in society that can interfere with those contributions—can foster classroom interactions that are more democratic, more inclusive, and more equitable.

Lingua Anglia: Bridging Language and Learners: English Learners and Morphology in the Secondary English Classroom: Tools for Teachers
Tarie Lewis and Michael Reiter
Abstract:“Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Soft(a)ware in the English Classroom: Can You Here Me Now? Speech Recognition Software in Educational Settings
Lee Mountain
Abstract:“Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.

Speaking Truth to Power: Literacy Lessons: The Politics of “Basics First”
Robert Jean Leblanc
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.

Carpe Librum: Seize the (YA) Book: Let’s Hear It for the Girls: Resilient and Remarkable Women in Today’s YA Literature
Pauline Skowron Schmidt
Abstract: This column hopes to serve as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them.

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