An on-campus pharmacy has always been available to students, but over the summer it joined other health and wellness services within the newly constructed Barnes Center at The Arch. The new full-service pharmacy is now in an accessible and centralized…
Hinchman, Chandler-Olcott named co-editors of Journal of Adolescent & Adult Literacy
The International Literacy Association (ILA) has announced the appointment of Kelly Chandler-Olcott and Kathleen A. Hinchman as new co-editors of The Journal of Adolescent & Adult Literacy (JAAL), the leading peer-reviewed journal for educators of literacy learners ages 12 and older. Their editorship will begin on June 1 and run through May 31, 2021.
Chandler-Olcott is professor and chair of the Reading and Language Arts Center of the School of Education. A former secondary English and social studies teacher, she now teaches undergraduate and graduate courses in content literacy and English methods. Chandler-Olcott’s research interests include adolescents’ technology-mediated literacy practices, classroom-based inquiry by teachers and inclusive approaches to literacy instruction. She has co-authored five books, the most recent being “Tutoring Adolescent Literacy Learners: A Guide for Volunteers,” co-authored with Hinchman (Guilford Press, 2005), and “A Land We Can Share: Teaching Literacy to Students with Autism” (Brookes, 2007).
Hinchman is professor in the Reading and Language Arts Department and associate dean for academic affairs of the School of Education. A former middle school teacher, she now teaches literacy methods courses and doctoral seminars. Her research explores adolescents’ and teachers’ perspectives toward literacy, with a recent focus on literacy-related secondary school reform. Hinchman has published several books, including “Reconceptualizing the Literacies in Adolescents’ Lives” (Routledge, 2012) and “Best Practices in Adolescent Literacy Instruction” (Guildors Press, 2014).
“The Journal of Adolescent & Adult Literacy is unique in that it is the only literacy journal published exclusively for teachers of older learners,” says Marcie Craig Post, executive director of the International Literacy Association. “This requires a distinctive perspective on the literacy practices of adolescents and adults, an area that Kelly and Kathleen have dedicated their careers to as both educators and researchers.”
Chandler-Olcott’s and Hinchman’s research has been featured prominently in the Journal of Adolescent & Adult Literacy, as well as other leading literacy journals, including The Reading Teacher and Reading Research Quarterly.
The Journal of Adolescent & Adult Literacy reflects current theory, research and practice in support of effective literacy instruction. In addition to middle school, secondary and postsecondary classroom teachers, its readership includes university researchers and scholars, literacy consultants, administrators and policymakers.