The authors examine photovoice projects created by students and teacher candidates who explored issues of gender in response to a young adult novel and co-researched that process. In this article, the photovoice projects the authors feature emerged from an ongoing initiative between the Ontario Institute for Studies in Education of the University…

The authors used vocabulary activities, photographs, group work, and writing with tenth-grade students to unpack a commission report on violence associated with housing desegregation in 1950s Chicago to deepen students' engagement with Hansberry's "A Raisin in the Sun."

In two projects described in this article, the authors discuss the use of Photovoice and Elder Interviews to draw upon visual and spoken forms of community-based literacy, generate ideas for written projects, promote a connection to community and culture, and engage students in critical analysis of writing process. Both projects took place in…

Applying his experiences teaching photography to teaching English, high school teacher J. Scott Shields cultivates students' original writing by promoting imitation. Students learn to develop their literary voices by crafting verse-narratives that mimic the character, plot, and stylistic devices of Dante and Chaucer.

Kristien Marquez-Zenkov and James A. Harmon encouraged urban students to take photographs that illustrate the purposes of school, factors that support success in school, and barriers to success. The authors analyzed students' photos and written reflections on the photos to form recommendations regarding teaching approaches that encourage students'…

In a one-week voluntary summer course, students aged twelve to seventeen eagerly take ownership of their composing processes, learning to connect terms such as focus and point of view to the visual and verbal acts of photography and writing. High school teacher Mike Stracco grapples with how to channel the vitality of his summer course into…

Suggests numerous sources where photographic materials are available to teachers, including magazines, local camera shops, and professional organizations. (RB)

Suggests ways in which the English teacher, with little or no media background, can use media creatively in the typical classroom with no additional budget and borrowed equipment. (RB)

Shows how photography and photographic processes can be used as a metaphor for describing writing and writing processes and, thus, can be a useful teaching tool. Discusses subject, focus, arrangement, and style. Describes how a writing teacher can use all this as a means of illustrating various aspects of the writing process. (SR)

Describes how a teacher overcame her students' reluctance to write poetry by showing them slides of people, places, and things in their school. Describes how small groups of students brainstormed ideas and wrote simple poems. (RS)

A student-produced slide-tape show on a local author was a valuable exercise in both historical research and creativity. (JH)

Twelve English teachers relate their personal experiences with using and learning to use audiovisual aids. (RL)

Describes an interdisciplinary high school course that covers the development of human history, literature, and culture from the earliest civilizations to the present, with particular emphasis on Western civilization. Provides course outlines and objectives. Highlights the content coverage, and reviews student responses to the course. (TB)