Archives

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  Vol. 46 No. 1 (2024)

  The Spring 2024 issue of the Georgia Journal of Literacy highlights how traditional teaching methods and innovative practices can be merged to effectively address the needs of today’s diverse student population. The nine articles in this issue deepen understanding and encourage educators to innovate and adapt in ways that improve student engagement and literacy outcomes. The contributors explore topics from the complexities of reading aloud to leveraging community-based literacy projects, each underscoring strategies to create more inclusive and engaging learning environments.

  Editors: Drs. Bethany L. Scullin and Robert A. Griffin, University of West Georgia ([email protected])

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  Vol. 45 No. 2 (2023)

  The fall 2023 issue of the Georgia Journal of Literacy delves into a crucial intersection: the empirically supported science of reading and the ever-present need for diversity, inclusion, and multi-modal literacies in our classrooms. Our contributors approach this conundrum from multiple angles—examining ESOL co-teaching strategies, leveraging picturebook biographies for inspiration, implementing culturally relevant pedagogies, and providing practical teaching tips for diverse classrooms. Through a carefully curated ensemble of articles, we challenge traditional paradigms and advocate for a literacy education that is scientifically rigorous yet deeply sensitive to the rich tapestry of cultural, linguistic, and cognitive diversity in our classrooms.

  Editors: Drs. Robert A. Griffin and Bethany L. Scullin, University of West Georgia ([email protected])

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  Vol. 45 No. 1 (2023)

  The spring 2023 issue of the Georgia Journal of Literacy, “Expanding Literacy Horizons: Inclusive, Diverse, and Innovative Approaches,” aims to inspire and inform K–12 literacy educators, researchers, and stakeholders by offering valuable insights, research, and resources. The issue emphasizes collaboration, creativity, and critical reflection and encourages readers to reflect on how inclusive, diverse, and innovative approaches can be integrated into their practices to create more equitable, dynamic, and engaging learning environments.

  Editors: Drs. Bethany L. Scullin and Robert A. Griffin, University of West Georgia ([email protected])

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  Vol. 44 No. 1 (2021)

  Among the challenges that COVID-19 has put upon educators, there are many things to celebrate. Chief among them are the unsung heroes who led efforts to devise novel ways of teaching literacy online. Each of the articles in this issue highlights the heroes who rose to the many challenges that educators face, not just as a result of unforeseen events like pandemics, but on an everyday basis. We have much to celebrate – our students, our teachers, and our resilience.

  Editor: Dr. Shannon Tovey, Kennesaw State University 

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  Vol. 43 No. 2 (2020)

  The fall 2020 issue is a slightly truncated version of the new format, due to increased demands on some of the planned contributors, reviewers, and technical advisors. Like everyone else these days, we are forging ahead into uncharted territory and trying to adjust to the COVID-19 situation the best we can.

  Editor: Dr. Shannon Tovey, Kennesaw State University

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  Vol. 43 No. 1 (2020)

  Happy spring! As you adjust to a new normal, I hope that you all will take the time to read the latest edition of the Georgia Journal of Literacy. I am honored to take on the role of editor of the Georgia Journal of Literacy, the research journal of the Georgia Association of Literacy Advocates, as longtime editor Dr. Lina Bell Soares steps down.

  Editor: Dr. Shannon Tovey, Kennesaw State University

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  Vol. 42 No. 1 (2019)

  Welcome to the summer edition of the Georgia Journal of Reading. You may have settled into all your summer activities and turned away from all things classroom-related, but I think you will find this edition refreshing for hot summer days. It is my pleasure to offer you three very different but excellent pieces of research that all correspond to the promotion of literacy – our guiding principle.

  Editor: Dr. Lina B. Soares, Georgia Southern University

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  Vol. 41 No. 2 (2018)

  As we approach the days of winter, we are reminded of the wondrous days to come and this edition is just in time to take time out from our busy lives and read the wonderful collection of articles the journal presents. Each article highlights essential literacy components that can be used in our elementary, middle, secondary, and higher education programs.

  Editor: Dr. Lina B. Soares, Georgia Southern University

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  Vol. 41 No. 1 (2018)

  As teachers of literacy, we already know the power of reading, but more importantly, we have the unique position to help our students succeed in school and in life. We understand that reading is the most fundamental skill that will enrich the lives of our learners and so we continually strive to find the most effective instructional strategies to implement in our classrooms. On that note, I am pleased to offer the Spring 2018 issue of the Georgia Journal of Reading. This issue is a smart bouquet of research and researched-based instructional strategies that will provide classroom teachers and teacher educators the tools to promote literacy and build knowledge for all of our learners.

  Editor: Dr. Lina B. Soares, Georgia Southern University

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  Vol. 39 No. 2 (2016)

  Malcolm X once said, "Education is the passport to the future, for tomorrow belongs to those who prepare for it today." While these prophetic words were spoken over 50 years ago, they are meaningful and relevant today. As teachers, we need to understand the value of integrating the best practices in literacy to help students develop, expand, and improve the fundamental skills and tasks associated with knowledge construction. The literacy tools students use for reading, writing, listening, speaking, and viewing share a common thread to learning in all disciplines. Christine and I believe this edition of the Georgia Journal of Reading provides classroom teachers with useful resources and instructional strategies they can use to guide instruction and ultimately improve student learning.

  Editors: Drs. Lina B. Soares and Christine A. Draper, Georgia Southern University

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  Vol. 39 No. 1 (2016)

  Nelson Mandela stated, "Education is the most powerful weapon we can use to change the world." As teachers, we need to remember that our arsenals should be filled with valuable tools, methods, strategies, and understandings to ensure that our students are learning and succeeding. This edition of the Georgia Journal of Reading brings you a collection of articles that address literacy issues and topics relevant to Georgia Educators today and that you can add to your teaching arsenal. 

  Editors: Drs. Lina B. Soares and Christine A. Draper, Georgia Southern University

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  Vol. 38 No. 2 (2015)

  I guess like many of you, I have been so busy in the confines of my daily duties in higher education that I neglected to acknowledge the hands of time were moving forward from one season to the next. I paid a visit to my local Starbucks, and there so boldly advertised in typical Starbucks fashion were the words that Pumpkin Spice Lattes have arrived. Ah yes, it was a realization; one that I guess I was taking for granted. With the advent of the autumn season, once again Christine and I are pleased to offer an excellent collection of good reads. Welcome to our fall 2015 edition of the Georgia Journal of Reading.

  Editors: Drs. Lina B. Soares and Christine A. Draper, Georgia Southern University

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  Vol. 38 No. 1 (2015)

  Welcome to the spring 2015 edition of the Georgia Journal of Reading. This time of year often brings rain and cloudy skies but remember as Bing Crosby sang, “Let a smile be your umbrella” on a rainy day. This edition offers a broad range of topics for educators in all fields which can bring a smile to everyone’s face! The editors would like to thank the authors who submitted manuscripts for review, as well as the reviewers who donate their time to provide feedback and revision suggestions for the articles in this publication.

  Editors: Drs. Lina B. Soares and Christine A. Draper, Georgia Southern University

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  Vol. 37 No. 2 (2014)

  In this publication of the Georgia Journal of Reading, Christine and I invite you to open the pages full of surprise because the fall journal offers something inside for everyone. We have an assortment of reading selections—all neatly wrapped like a box of mouthwatering pieces of candy. Every article has been carefully selected to bring our readers smart instruction, innovative research, timely topics in teacher education, and book reviews that feature must-have teaching strategies for all classroom teachers.

  Editors: Drs. Lina B. Soares and Christine A. Draper, Georgia Southern University

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  Vol. 37 No. 1 (2014)

  With this edition of the Georgia Journal of Reading, we seek to inspire all teachers and hope that the articles in this journal will provide resources and quality tools to support diverse learners in their classrooms. We would also like to thank the authors who submitted manuscripts for review, as well as the reviewers who provided feedback for the selection and revision of the manuscripts for this publication.

  Editors: Drs. Lina B. Soares and Christine A. Draper, Georgia Southern University

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  Vol. 36 No. 2 (2013)

  In our third publication since becoming editors, Christine and I are pleased to offer readers a diverse group of articles—articles that are as eclectic as the autumn season. While each contribution is borne from research, framed in theory, and specifically informs classroom instruction, each article does so in a uniquely different manner. Yet, each article we present is ultimately bound by the continued commitment to maintain the journal’s integrity and focus—a forum for authors who understand the important role literacy plays in the lives of elementary, middle, secondary, and higher education students. 

  Editors: Drs. Lina B. Soares and Christine A. Draper, Georgia Southern University

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  Vol. 36 No. 1 (2013)

  We would like you to think of this spring’s journal as your personal re-awakening. Our authors have provided strategies, tools, and insights that you can utilize in a wide variety of educational levels and settings. It is through these articles that you can add more to your personal teaching toolbox and find even more ways to help your learners continue to bloom and grow! 

  Editors: Drs. Lina B. Soares and Christine A. Draper, Georgia Southern University

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  Vol. 35 No. 1 (2012)

  This edition of the Georgia Journal of Reading begins the journey with a belief that literacy transcends all curricula, and thus, our reading takes a look at a variety of sound, research-based literacy practices for both struggling and achieving readers and writers. It is our intention that you walk away from this edition with an even broader understanding of various literacy practices and research that can inform our classrooms on a variety of levels.

  Editors: Drs. Lina B. Soares and Christine A. Draper, Georgia Southern University

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  Vol. 34 No. 1 (2011)

  You will find in this edition, six articles that focus on a variety of topics that will hopefully appeal to a wide range of Georgia educators. Content area reading, media literacy, high stakes testing, literacy in rural Georgia, and reading strategy groups, we have incorporated something for everyone in this edition!

  Editors: Dr. Beth Pendergraft, Augusta State University, and Dr. Sheryl Dasinger, Valdosta State University

   

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  Vol. 33 No. 2 (2010)

  As we look to a new decade, the Georgia Journal of Reading is pleased to bring you a collection of articles that address issues of relevance to Georgia educators today. The articles provided address a broad range of topics that are appropriate for all instructional levels. 

  Editors: Dr. Beth Pendergraft, Augusta State University, and Dr. Sheryl Dasinger, Valdosta State University

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  Vol. 33 No. 1 (2010)

  Welcome to the spring 2010 edition of the Georgia Journal of Reading. This edition offers a broad range of topics for educators in all fields. This edition is the first for the new editorial team of Sheryl Dasinger and Beth Pendergraft. Sheryl is the past president of the Georgia Reading Association and is currently a professor at Valdosta University. Beth was the guest editor of the fall edition of the Georgia Journal of Reading and is currently an associate professor at Augusta State University. Our goal is to provide the readers of Georgia Journal of Reading with relevant, timely information that can be used by all educators.

  Editors: Dr. Beth Pendergraft, Augusta State University, and Dr. Sheryl Dasinger, Valdosta State University

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  Vol. 32 No. 2 (2009)

  Approximately two years ago the University System of Georgia Reading Consortium members proposed the topic of a themed issue of the Georgia Journal of Reading based on the topic of "Literacy Theory into Practice: What Works." A call was sent out to Consortium members who would be interested in writing on this topic. What notable programs and innovative teaching approaches are being used in the schools in our state? This themed issue is the culmination of that effort. You will learn about successful practices that are occurring across the state of Georgia at the K-12 and university level.

  Editor: Dr. Elizabeth Lilly, Mercer University

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  Vol. 32 No. 1 (2009)

  This is the spring 2009 issue of the Georgia Journal of Reading.

  Editor: Dr. Elizabeth Lilly, United Way of Metropolitan Atlanta

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  Vol. 30 No. 2 (2007)

  This is the fall 2007 issue of the Georgia Journal of Reading.

  Editor: Dr. Elizabeth Lilly, Smart Start GA