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Several literacy professors and current and former students from the School of Teaching Learning and Curriculum Studies were published in the summer/fall 2022 issue of the "Ohio Journal of English Language Arts" (OJELA).

“What an incredibly powerful presence in a highly respected language arts publication,” said James Hannon, dean of the College of Education, Health and Human Services. “Such an achievement speaks directly to the excellence of our faculty and students. Congratulations to everyone involved.”

Three stories appear under the publication’s theme, “The Power of Story.”

First, Assistant Professor of Early Childhood and Literacy Education, Jackie Ridley, Ph.D., has a narrative titled "Can I Tell You ����ɫ��ҹ My Story?: Supporting Bi/Multilingual Students Through Informal Writing Conferences."

Professor of Literacy Education Denise Morgan and doctoral student Kristen Evans co-authored a piece titled, "Supporting Initial theme Discussions with Elementary Students."

Lastly, Professor, Ph.D., William Bintz’s article is called, "Using Crossover Picturebooks to Tell Stories that are Difficult to Tell."

"Ohio’s Dyslexia Guidebook: A Critique" appears under OJELA’s "Teaching Matters" department. The guidebook was a co-authored submission from Literacy Education Professor and Ph.D., Timothy Rasinski; and Sue Corbin and Allison Baer, former doctoral students.

Corbin is a professor of literacy and chairs the Division of Professional Education at Notre Dame College in South Euclid, Ohio. She has published in international, national, and state journals, and has presented at numerous conferences on the topics of children’s literature and literacy. Corbin was recently elected as a board member-at-large for the International Literacy Association.

Baer is a professor of literacy education at Findlay University. Her research interests include social justice issues, anti-racism work, struggling readers, and children’s and young adult literature, areas where she has presented and published extensively.

Two submissions appear in "The Conference Room" section of the magazine.

First is an article titled, "Responding to Student Voice and Choice in Text Selection in the Middle School ELA Classroom." It was co-authored by Associate Professor of Literacy Education Denise Morgan, Ph.D.; Lori Wilfong, Ph.D., associate professor/coordinator of the Undergraduate Education Program at the Stark Campus; and Assistant Professor Erica Eckert, Ph.D., who also serves as assistant dean for Assessment and Accreditation.

The second installment in The Conference Room is called, "Covid Connections: How English Language Arts Teachers Used Digital Tools in Support of Online Learning," co-authored by Kristine Pytash, Ph.D., program coordinator for the Secondary Integrated Language Arts Teacher Preparation program; and then Integrated Language Arts undergraduates Cassandra Benamati and Kayla Perez.

The official journal of the Ohio Council of Teach­ers of English Language Arts, the "Ohio Journal of English Language Arts" is published twice annually and is distributed to some 2,000 language arts teachers of elementary, secondary, and college students. Within its editorial columns, departments, and feature articles, the journal publishes contributions pertaining to all aspects of language arts learning and teaching.

The journal's editor, Beth Walsh-Moorman, earned her Ph.D. from ����ɫ��ҹ.