Jonathan Eakle

Jonathan Eakle
Associate Professor, Curriculum & Pedagogy
(202) 994-6821

Dr. Jonathan Eakle's research involves literacy in schools and in informal learning environments with a focus on museums, the arts, and humanities. He guides doctoral and masters of arts education programs in curriculum and instruction in which he teaches interdisciplinary education topics.

For nearly a decade, Dr. Eakle was at Johns Hopkins University where he was an associate research professor, the director of language, literacy, and reading education programs, taught masters of science and doctoral students, and served on the Johns Hopkins University Press.

His most recent research projects are about museum literacies in Mexico City; affective dimensions of terrorism and education, and about literacies, affect, and assemblage; his latest book is about current debates in education; and his recent edited book contributions involve media literacies and true crime drama; and literacies of sensations and affect in a museum school.

He also co-edited the fourth and newest volume of the 50-year-old series titled "Secondary School Literacy: What Research Reveals for the Classroom Practice." published by the National Council of Teachers of English and endorsed by the National Conference for Research in Language and Literacy.

For over three years, Dr. Eakle compiled international research reports for Reading Research Quarterly. In addition, he has worked on projects for the National Science Foundation; Center for Early Reading Achievement; International Reading Association; American Reading Forum; Literacy Research Association; Maryland State Department of Education; Center for Education, Imagination, and the Natural World; Corcoran School of Arts and Design; and the Smithsonian Institution, among others.

Publications

Eakle, A. J., & Sanguinette, T. (in press, anticipated publication 2017). Literacies of love, art, sensation and affect in an art museum school. In K. Leander & C. Ehret (Eds.), “Where did life go?” Recovering affect in literacy research. 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. (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. (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). Literacy spaces of a Christian faith-based school. Reading Research Quarterly, 42, 472-511.

Presentations

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

Eakle, A. J., & Crump, E. (2018, April). Assembling affective non-human literacies for education. Paper to be presented to American Education Research Conference, The Dreams, Possibilities, and Necessity of Public Education. New York, NY.

Eakle, A. J. (2018, April). 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) to be presented to American Education Research Conference, The Dreams, Possibilities, and Necessity of Public Education. New York, NY.

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

Eakle, A. J., & Chávez Eakle, R. A. (2015). The power and literacies of México City street dancing. American Educational Research Association. Toward Justice: Culture, Language, and Heritage in Education Research and Praxis. Chicago, Illinois.

Eakle, A. J. (2014). 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.

In the News

Drs. Tiffany-Rose Sikorski, Maia Sheppard, Curtis Pyke, and Jonathan Eakle were awarded a Collaboration Grant from 100Kin10 for their ongoing work with the Smithsonian National Museum of Natural History and Loyola University Chicago to find better ways to link university-based teacher preparation programs with museums and cultural institutions.