Visual Literacy & Visual Rhetoric,
| Ph.D., Educational Drama/Children's Literature/Multiliteracy Studies, The Ohio State University
M.A., Children's Literature/Educational Drama, The Ohio State University
M.Ed., English Education, The University of Chicago
B.A., Cultural Anthropology, Antioch University
B.A., Theater Arts, Webster College
|Marcel Proust said the real voyage of discovery lies not in seeking new landscapes, but in having new eyes with which to perceive them (Proust, The Captive, 1956). This idea of viewing the world from more than one perspective -- through new eyes -- is one that I have lived my professional life by, and one which I share with my students at every opportunity. For me, the process of discovery is made much more meaningful when we understand that how we teach and learn is not wholly limited by the ways we were taught to view the world and its landscapes, but rather, by our ability to understand the subtleties that are often voiced between the lines of another's point of view.
I teach students to actively listen, openly dialogue, and thoughtfully reflect about and voice their opinions with others. I also teach them to relocate this knowledge into other forms of knowing so that they get fresh perspectives on their original ideas. I draw from three theoretical frameworks: critical theory (Freire, Giroux, Foucault, McLauren, et al), multiliteracy theory (Harste, Short, Burke, Schofield, Rogers, et al) and my own theoretical construct, which I call arts-based activism (Long, 2003-2008).
Within this theoretical construct, literature exploration becomes a multi-faceted way to understand the world's many perspectives and points of view through reading, writing, reflecting, drawing, inquiry, and symbolizing knowledge in historical and contemporary contexts (Harste, Short & Burke, 1996; Harste et al, 2000; Fox, 1993; Gallego & Hollingsworth, 2000; Long, 2001-08; Long & Gove, 2003-04). By creating classroom sites in which urban public school teachers and students take action based on what they explore critically together through literature, I have also found an excellent way to navigate and support diversity in its broadest sense (Banks, 1991, 1996, 1997; Ladson-Billings, 1995; hooks, 1993; Nieto, 1992; Katz, Noddings & Strike, 1999; Simonson & Walker, 1988).
The way I have chosen to distinguish ELA and literature as a teaching scholar is by developing a practice that not only includes reading and writing, but also incorporates -- among broader aspects -- questioning, solitary and social reflection (Kroll, Cossey, Donahue, Galguera, Kuhler LaBoskeyu, Richert, and Tucher, 2005), critical interpretation of the visual as one of many texts (Long, 2006; 2007, 2008, 2012), and transmediating what I have learned -- that is, taking one form of knowledge and recasting it in another to see many perspectives on the same idea (Berghoff, Egawa, Harste & Hoonan, 2000; Harste, Short & Burke, 1996).
|Language Arts Methods in Middle School, Cleveland State University
Literature-Based Reading Methods for Young Adults (YA Lit.), Cleveland State University
Literature-Based Reading Methods for Children (Children¿s Lit.), Cleveland State University
Practicum and Seminars in Middle School, CEHS, Cleveland State University
Student Teaching and Seminars in Middle School, CEHS, Cleveland State University
Seminar in Literacy Research, Cleveland State University
Foundations of Literacy, Cleveland State University
Teaching and Learning with Drama, P-5, The Ohio State University
The World Classics Curriculum, Antioch University
Professional Methods, Antioch University