Dr. Jonathan Eakle

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Dr. Jonathan Eakle

Associate Professor, Curriculum and Pedagogy


School: Graduate School of Education and Human Development

Contact:

Office Phone: (202) 994-6821

Dr. Jonathan Eakle is Chair of the Department of Curriculum and Pedagogy. His research, teaching, and doctoral student advising involves the arts and literacies in schools and informal learning environments.

Eakle’s recent and current research projects are with major international museums and address affective dimensions of education, creativity, contemporary philosophy, and post-qualitative methods. His last book is about current debates in education, and he co-edited the newest volume of the 50-year-old series published by the National Council of Teachers of English and the National Conference for Research in Language and Literacy about secondary literacies. For many years, Dr. Eakle was a research professor at Johns Hopkins University and a director of several education programs.

Dr. Eakle has served on major editorial boards, such as The Johns Hopkins University Press and Reading Research Quarterly, where he oversaw international research reports. In addition, he has worked on academic projects for National Science Foundation; the National Gallery of Art, International Literacy Association; Literacy Research Association; Maryland State Department of Education; Corcoran School of Arts and Design; Bill and Melinda Gates Foundation, and the Smithsonian Institution, among others. Eakle is also a member of GW’s Faculty Senate. 


Ph.D., University of Georgia

Eakle, A. J., & Bailey, E. (2021). Playing Baroque Lines through a Museum Landscape with Deleuze, Guattari, and Klee. Qualitative Inquiry, 27(5), 567-579. Article first published online at https://doi.org/1077800420941046

Eakle, A. J., & Sanguinette, T. (2019). Literacies of love, art, sensation and affect in an art museum school. In K. Leander & C. Ehret (Eds.), Affect in Literacy Learning and Teaching: Pedagogies, Politics and Coming to Know. (pp. 92-108) New York: Routledge.

Eakle, A. J. (2017). Baroque, break out, and education without organs. Qualitative Inquiry, 23(9), 711-721.

Eakle, A. J. (2015). Bodies with and without organs: The literacies of a true crime sex and violence drama. In G. Enriquez, E. Johnson, S. Kontovourki, & C. Mallozzi, (Eds.), Literacies and the body: Theories and research on teaching, learning, and embodiment. (pp. 221-235). New York: Routledge.

Eakle, A. J., & Chávez-Eakle, R. A. (2013). Museum literacies in Mexico City: Formations of power, texts, and identities. Teachers College Record, 115(3), 1-36.

Eakle, A. J. (Editor and contributor). (2012). Curriculum and instruction. (Vol. 2 of 10), Debating Issues in American Education: A SAGE Reference Set. Thousand Oaks, CA: Sage Publications. ISBN-13: 978-1412988087

Chávez-Eakle, R. A., Eakle, A. J., & Cruz Fuentes, C. (2012). The multiple relations between creativity and personality. The Creativity Research Journal, 24, 76-82.

Eakle, A. J. (2012). The arts are, and should be, a distraction to public education. [Counterpoint ]. Debating Issues in American Education: A SAGE Reference Set (pp. 150-157). Thousand Oaks, CA: Sage Publications. 

Eakle, A. J. (2012). Whose moral values in public education? [Counterpoint ]. Curriculum and Instruction: Debating Issues in American Education: A SAGE Reference Set (pp. 203-210). Thousand Oaks, CA: Sage Publications. 

Eakle, A. J. (2010). Nomadic science: Lines for conducting and assembling education research and practice. In S. J. Miller and D. Kirkland (Eds.), Change matters: Critical essays on moving social justice research from theory to policy, (pp. 121-130). New York: Peter Lang.

Eakle, A. J. (2009). Museum literacies and adolescents using multiple forms of texts “on their own.” Journal of Adolescent & Adult Literacy, 53(3), 204-214.

Eakle, A. J. (2009). Crossing spaces of in and out-of-school literacies through museum and classroom design, production, and consumption practices. In M. C. Hagood, (Ed.). New literacies practices: Designing literacy learning (New Literacies and Digital Epistemologies, Volume 37) (pp. 58-76). New York: Peter Lang.

Eakle, A. J., & Dalesio, B. (2008). Museum literacies in a second grade classroom. The Reading Teacher, 61(8), 604-613.

Eakle, A. J. (2008). Museum literacy, art, and space study. In D. Lapp, J. Flood, & S. B. Heath (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (2nd Edition) (pp. 177-186). Mahwah, NJ: Lawrence Erlbaum.

Alvermann, D. E., & Eakle, A. J. (2008). Challenging literacy theories and practices from the “outside.” In J. Lewis and G. Moorman (Eds). Adolescent Literacy Instruction: Policies, Programs, and Promising Classroom Practices (pp. 64-81). Newark, DE: International Reading Association. 

Eakle, A. J. (2007). Literacy spaces of a Christian faith-based school. Reading Research Quarterly, 42, 472-511.

Alvermann, D. E., & Eakle, A. J. (2007). Dissolving learning boundaries: The doing, re-doing, and undoing of school. In D. Thiessen and A.Cook-Sather (Eds.), International Handbook of Student Experience in Elementary and Secondary School, (pp. 143-166). Dordrecht, Netherlands: Springer.

Rush, L., Eakle, A. J., & Berger, A. (Eds.) (2007). Secondary school literacy: What research reveals for classroom practice. Urbana, Ill: The National Council of Teachers of English.

Eakle, A. J. (2007). Epilogue: Literacy research, practice and other never-ending stories. In Rush, L., &, Eakle, A. J., & Berger, A. (Eds.), Secondary school literacy: What research reveals for classroom practice (pp. 289-298). Urbana, Ill: The National Council of Teachers of English (NCTE). 

Rush, L., Eakle, A. J., & Berger, A. (2007). Introduction. In Rush, L., &, Eakle, A. J., & Berger, A. (Eds.), Secondary school literacy: What research reveals for classroom practice (pp. xi-xvii). Urbana, Ill: The National Council of Teachers of English (NCTE). 

Alvermann, D. E., & Eakle, A. J. (2003). Comprehension instruction: Adolescents and their multiple literacies. In C. Snow & A. Sweet (Eds.), Rethinking reading comprehension (pp.12-29). New York: Guilford Press. [Translated into Korean by Hankookmunhwasa Publishing, 2007.]

Eakle, A. J. (2003). A content analysis of second language research in Reading Teacher and Language Arts, 1991-2001. The Reading Teacher, 56, 828-836.

Reinking, D., Eakle, A. J., Hubbard, B., Hung, H., Lim, H., & Park, M. (2003). Commentaries on new technologies of reading and writing: A Database modeling a dynamic, collaborative scholarly resource. Version 1.0. Reading Online, 7 (3). 

Labbo, L. D., Eakle, A. J., & Montero, M. K. (2002). Digital Language Experience Approach (D-LEA): Using digital photographs and creativity software as a Language Experience Approach (LEA) innovation. Reading Online, 5 (8). 

Labbo, L. D., Montero, M. K., & Eakle, A. J. (2001). Learning how to read what’s displayed on school hallway walls -- and what’s not. Reading Online, 5, (3). 

Eakle, A. J., Bailey, E., & *Crump, E. (2022, April). Education movements of a garden, museum, and theatre: A participatory investigation. American Education Research Conference. Cultivating Equitable Education Systems. San Diego California.

Bailey, E. & Eakle, A. J. (2021, April). Digital literacy coaching in the wake of Covid-19. American Education Research Conference, Accepting Educational Responsibilities. Online due to pandemic. 

Eakle, A. J. (2020, April). A geology of morals, migratory flows, and the warmth of other suns in an art museum. In 21st Century Inquiry After Methodology Symposium Session (E.A. St. Pierre, Chair). Accepted to American Education Research Conference, “The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate. 

Eakle, A. J. & *Bailey, E. (2019, April 19). Affective literacies in an art museum and first grade classroom. Presented to American Education Research Conference, Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence. Toronto Canada.

Eakle, A. J. (2018, May 19). Painting and inquiry on a plane of immanence, Paper presented to the 14th Annual International Congress of Qualitative Research. University of Illinois at Urbana-Champaign.   

Eakle, A. J. (2018, April 16). Making love and desire in an art museum school. In Affective Turn in Literacy Research: Theories, Potentials, Difference Symposium session (C. Ehret, K. Leander, chairs) presented to American Education Research Conference, The Dreams, Possibilities, and Necessity of Public Education. New York, NY. 

Eakle, A. J., & *Crump, E. (2018, April 15). Assembling Affective Non-Human Literacies for Education.  Paper presented to American Education Research Conference, The Dreams, Possibilities, and Necessity of Public Education. New York, NY.

Eakle, A. J., *Crump, E., *Harrington, C., *McInerney, K., *Short, M.E., *Talbert, R. & *Yang, B. (2018, April 13). A Multi-Vocal Review of AERA’s Handbook on Teaching. Paper presented to American Education Research Conference, The Dreams, Possibilities, and Necessity of Public Education. New York, NY.

Eakle, A. J. (2016, April). Affects of sensational true crime sex and violence texts. Affect Theory (Symposium session with E. Dernokis, N. Lesko, and A. Niccolini). American Educational Research Association. "Public Scholarship to Educate Diverse Democracies.” Washington, DC. 

Eakle, A. J. & Niccolini, A. (2016, April). Literacies of terror. Paper presented to American Educational Research Association. "Public Scholarship to Educate Diverse Democracies.” Washington, DC. 

Niccolini, A. & Eakle, A. J. (2016, May). Terror walks: Moving subjects and states of perception. 12th Annual International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign.   

Eakle, A. J. (2014, October 10). Becoming artist and literacies in and out of school. Paper presented to the 35Th Annual Bergamo Conference on Curriculum Theory and Classroom Practice. Dayton, Ohio. 

Eakle, A. J. (2012, May). Museum literacies and pan-institutional possibilities for  creating other education spaces. Presentation to the Culture, Language, and Media Seminar Series. Malmö University School of Education, Malmö, Sweden. 

Eakle, A. J. (2011, April 8). Re-imagination of language-based and visual literacies with The Bluest Eye. Paper presented to the American Educational Research Association. Inciting the Social Imagination: Education Research for the Public Good. New Orleans, Louisiana.

Eakle, A. J., & Chavez-Eakle, R. A. (2009, December 4). Museum literacies in Mexico City: An examination of texts, spaces, and practices of expert designers. Pape presented to the 59th annual meeting of the National Reading Conference, Albuquerque, New Mexico. 

Eakle, A. J. (2008, December 3). Figures, rings, and escape lines: Using the logic of sensation and art in conducting, deconstructing, and assembling literacy education research. Paper presented to the 58th annual conference of  the National Reading Conference. Orlando, Florida. 

Eakle, A. J. (2008, May 3). Museum literacies as lines of escape for adolescents and educators. Paper presented to the 53rd annual conference of the International Reading Association. Atlanta, Georgia. 

Eakle, A. J. (2007, December 8). The abstract diagram and reading comprehension: Mapping movements between the actual and virtual. Paper presented to the 28th annual conference of the American Reading Forum. Sanibel Island, Florida.

Eakle, A. J. (2007, November 28). Adolescents and multiple literacies in art museums. Paper presented to the 57th annual conference of the National Reading Conference. Austin, Texas. 

Eakle, A. J. (2007, May 15). Museum literacy, art, and space study. Paper presented to the 52nd Annual Conference of the International Reading Association. Montreal, Canada. 

Eakle, A. J. (2004, November). Literacy in the art museum: Examining the theories, text, and spaces for multimodal literacy learning and subject formation. Paper presented to the 54th annual meeting of the National Reading Conference. San Antonio, Texas. 

Eakle, A. J., & Stahl, K. D. (2002, May). The effect of word study instruction in a second grade classroom. Paper presented to the 45th annual conference of the International Reading Association, San Francisco, California. 

Labbo, L. D., & Eakle, A. J. (2002, March). CTELL Anchor Cases: The construction and components of principle-based anchor cases. Paper presented to the annual convention of American Educational Research Association, New Orleans, Louisiana.

Labbo, L. D., Eakle, A. J., & Montero, M.K. (2001, December). Computer composing and classroom snapshots: Young children’s multimedia opportunities for literacy development. Paper presented at the 51st annual convention of the National Reading Conference, San Antonio, Texas.

Labbo, L. D., Montero, K., & Eakle, A. J. (2000, November). Computer center conversations: Purpose of children’s talk during kindergarten computer-center literacy-related work. Paper presented at the 50th annual meeting of the National Reading Conference, Scottsdale, Arizona.