JoLLE Newsletter

Conference Information, Scholars Speak Out, and Take Two for October

Conference Registration is NOW OPEN!

Presentation submissions will be accepted until October 30, 2016.

This month's Take 2 features Suzanne D. Knight’s article, “The Power of Students’ Stories: Narrative Inquiry in English Education.” In this theoretical article, Knight argues for the value of using and analyzing preservice teachers’ narrative writing as a way to understand and form their identities as they navigate the difficult and often tumultuous path from student to teacher. Since we tell stories to make meaning of ourselves and our experiences, engaging in purposeful narrative inquiry has the potential to be valuable for teacher educators as well as teacher candidates. Moreover, narrativizing ourselves is not an individual process, and Knight explores how a person’s identity is, in part, the locus of societal norms, knowledge, and behavior.

Find the author's reflection and link to the article here..

Preparing Doctoral Students to Study the “Knotty Problems” of Literacy Education

By Emily C. Rainey, University of Michigan & Michelle Nguyen Kwok, California State University, San Bernardino

As junior scholars in the field of literacy education who have recently completed our doctoral programs, we ask: To what degree are literacy education doctoral students—tomorrow’s scholars—being prepared to meet the demands of literacy education research that await them? How might doctoral programs more fully prepare novice scholars to ask and answer questions that will meaningfully advance the field?

Read more here