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2017 January English Journal, v106.3

Non-Member Price: $12.50

NCTE Member Price: $4.25

Issue Theme: Reading and Composing Digital Video

Level(s): Middle, Secondary

ISBN/ISSN: 0013-8274


Issue Theme: Reading and Composing Digital Video

Call for Manuscripts

From the Editors
Julie Gorlewski and David Gorlewski

High School Matters: Revising Expectations: Taking Advantage of Technologies
Ann Marie Quinlan
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

Speaking My Mind: Turn the Page
Leila Christenbury
Abstract: “Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.

EJ in Focus: Welcome to the 21st Century: New Literacies Stances to Support Student Learning with Digital Video Composing
Suzanne Miller and David Bruce
Abstract: Guest editors Suzanne Miller and David Bruce discuss multimodality and its place in the classroom and introduce the articles in this themed issue.

Using Short Videos to Enhance Reading and Writing in the ELA Curriculum
Lori Ayotte and Cathy Collins
Abstract: This piece explores the potential classroom effectiveness of digital film and animation creation services for facilitating reading and writing instruction, specifically analyzing poetry, building interdisciplinary connections, and teaching writing strategies.

“Standing at the Crossroads”: Content Creation in the 21st-Century English Classroom
James Cercone
Abstract: This article details how English classrooms might be reconceptualized as content creation sites where digital video composing enhances workshop approaches to English instruction.

Telling the Story of America: Digital Storytelling Projects in American Literature
Dana Huff
Abstract: The author describes how, as our abilities to combine image and text have become more sophisticated and ubiquitous, digital storytelling is a powerful means for students to share their stories and explore the ways they fit in the narrative of American society today.

New Literacies and Digital Video Poems in a Seventh-Grade Classroom
Leah M. Reed
Abstract: Through a case study of a seventh-grade ELA teacher, this article examines New Literacies pedagogy and more specifically a digital video project amid high-stakes testing pressures that often place limitations on teaching and learning.

Through a New Lens: Students as Primary Researchers
Lisa Beckelhimer
Abstract: This article describes methods for facilitating student understanding of primary research through digital composition, thus increasing students’ confidence in their abilities as primary researchers and producing new primary sources through the resulting videos.

“Welcome to My House”: Using a New Literacies Stance to Promote Critical Literacies
Jill Perttula with Deborah Bertlesman
Abstract: The author details how new literacies create spaces for student voices to be heard and how, by valuing video as a medium for expression, students are able to critically engage with their world and the world outside of the classroom.

Embracing the Messiness of Research: Documentary Video Composing as Embodied, Critical Media Literacy
Candance Doerr-Stevens
Abstract: One group of high school students uses documentary video composition to research public transportation, paying special attention to embodied learning.

Life Moments in Texts: Analyzing Multimodal Memoirs of Preservice Teachers
William Kist
Abstract: This study analyzes more than 100 “multimodal autobiographies” that have been created as videos or PowerPoint presentations by preservice teachers.

Teachers First: Hands-On Professional Development with Digital Writing
Sunshine Sullivan and Tim Clarke
Abstract: This article describes a professional development workshop where teachers from a largely rural region explored writing with video, using iMovie as a template.

Poem: Explain Yourself, Young Man
Scott T. Hutchison

Poem: Perpetual Motion Machine
Robert Jean LeBlanc

Poem: Turning to Hall Building
Beth Haverkamp Powers

Book Reviews
Ken Lindblom

Lingua Anglia: Bridging Language and Learners Supporting Multilingual Learners as Readers: Lessons from Eye Movement Miscue Analysis
Maria Perpetua Socorro U. Liwanag, Prisca Martens, Raymond L. Martens, and Christina Y. Pelatti
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Speaking Truth to Power: Building Automatons: Fait Accompli for Urban Schools
Stacey Hill
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.

Under Discussion: Teaching Speaking and Listening: Beyond “Rock and Roll”: How Teachers Reimagine Their Responses during Classroom Discussion
Lisa M. Barker
Abstract: This column seeks to provide a forum in which we can lean on each other to investigate and improve the quality of our classroom discussion leadership.

Soft(a)ware in the English Classroom: Below the Screen: Why Multiliteracies Research Needs to Embrace Software
Tom Liam Lynch
Abstract: “Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.

Carpe Librum: Seize the (YA) Book: One Among Many: Isolation and Uncertainty in Today’s YA Literature
Elizabeth Knowlton Sullivan; Nick Ellis; Alise Cremonini; Kara Thomas
Abstract: This column serves 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.

Continuous Becoming: Moving toward Mastery: Developing as a Writer, Growing as a Teacher: Dual Purposes for Participating Online
Luke Rodesiler and Brian Kelley
Abstract:  “Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own roadmaps toward mastery.

Reframing Readiness: “Where Do You Fall?” A High School Teacher’s Investigation into College-Level Engagement and Curiosity
Chris Vander Ark; Duane Roen
Abstract: The Framework for Success in Postsecondary Writing (Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project) describes experiences and habits of mind that will equip students for success in college writing. This column highlights examples of the values espoused by the Framework and aims to increase understanding of this statement, advocating for its rich conception of writing.  

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