Faculty Awards and Leadership Positions in the Areas of Research, Teaching, and Service.

Melisa Cahnmann-Taylor, an associate professor in language and literacy education,  has begun a new blog to promote her work and that of her students titled,  “Teachers Act Up!”

Check out this new publication by TWLE doctoral student, Stephanie Baker: Baker, S. (2011). Creating a space for critical talk, writing, and action in the elementary classroom. Radical Teacher, 91, 41-49.

11/3 Thursday Reading: 7pm Ciné, 234 West Hancock Avenue

Description: Waldman will present a range of her own poetry in performance. She draws on ideas of “modal structure” and Sprechstimme (speak-singing) in performance.

11/5 Friday Athica
Socratic Rap:  & Q&A
A presentation on collaborations with visual artists.
AW has worked with visual artists for a number of years, and produced collaborations with George Schneeman,Joe Brainard, Red Grooms, Elizabeth Murray, Susan Rothenberg,  Kiki Smith, Donna Dennis,
Richard Tuttle, and Pat Steir. She will read from the work, and talk about the process. Her most recent collaboration is with painter at Steir entitled “CRY  STALL GAZE” which is being produced by the Brodsky Center at Rutgers University. Her SOLDATESQUE  (“Soldiering”) with friezes by Noah Saterstrom will be on view at the Poetry Ceter in Tucson, Arizona this fall. SOLDATESQUE is being published by BLAZEVox  (2011)in conjunction with this show. The celebrated GRANARY BOOKS has produced the editions with Schneeman, Rothenberg and Dennis.

11/7 Monday Lecture 4pm, The Art Museum

Lecture Title:  Outrider: The Role of the Poet as Activist

Description: A talk or “feminafesto” about the role of the poet, drawing on Waldman’s investigative studies, her performative poetry and creative work in “public space”. And her poetics of empathy in the Manatee/Humanity project and her anti-war Iovis epic. She proposes notions of “gift exchange” for artistic cultures and the practice of “sousvelliance”.

With Q & A.

Jennifer Wooten just won the 2011 American Educational Research Association Second Language Research Special Interest Group Dissertation Award!!!

Both Writing in the Dialogical Classroom: Students and Teachers Respond to the Texts of Their Lives (NCTE) and Teaching for the Students: Habits of Heart , Mind, and Practice in the Engaged Classroom (Teachers College Press) focus on the possibilities and complications of teaching in dialogical ways within literacy classrooms.

The Journal of Language and Literacy Education (ISSN #1559-9035) is a peer-reviewed online journal based in the Department of Language and Literacy Education at the University of Georgia. Since its inception in 2004, JoLLE has provided a space for scholars to engage readers in a broad spectrum of issues related to the field. JoLLE’s purpose is to promote the interchange of ideas among local, national, and international members of the language and literacy education community.

• Georgia Children’s Awards and Conference on Children’s Literature

• Student Publications