James Chisholm

James Chisholm

Associate Professor, English Education
Department of Middle and Secondary Education
Room 292 - College of Education and Human Development
jschis01 @ exchange.louisville.edu

Dr. Chisholm's curriculum vita [PDF]


Although I grew up in Cleveland, Ohio, I have lived in a number of places before I landed in Louisville, KY (Lünen, Germany; South Bend, IN; Innsbruck, Austria; Chicago, IL; Salt Lake City, UT; Pittsburgh, PA; and Morehead, KY). I am married and have three children and a miniature Schnauzer dog named Fritz. We all enjoy college football season.

My hobbies include running, golfing, and gardening. I completed my first marathon last year (Kentucky Derby Marathon). My favorite golf course in the Louisville area is Nevel Meade, a links-style course in Oldham County. As a gardener, I have been experimenting recently with colocasia (elephant ears) and allium, along with different varieties of crape myrtles.

I am a relatively big fan of the Louisville Trivia scene. My strengths include music from the 1960s through the 1990s, visual culture, and literature/literary figures of the 20th century. I depend on good friends to know everything else!

At the University of Louisville, I work with prospective and practicing English language arts teachers and emerging researchers to study and address issues related to language and literature instruction in U.S. middle and high schools. My teaching and research interests converge on the following topics: multimodality, identity, inquiry, and critical literacies pedagogy. I typically teach the following courses in the Department of Middle and Secondary Education: English Methods, Capstone, Teaching Adolescent Readers, Literacy Research and Theory, and Classroom Discourse Analysis.

I conduct classroom-based research with middle grades and secondary students, teachers, graduate students, and colleagues. We present our findings at national conferences sponsored by the National Council of Teachers of English (NCTE), the Literacy Research Association (LRA), and the American Educational Research Association (AERA). And we write up our research findings for academic journals that have audiences of teachers, researchers, and other stakeholders in education.

I'm currently serving on NCTE's Secondary Section Nominating Committee and work as Kentucky's ALAN (Assembly on Literature for Adolescents of the NCTE) State Representative. In those roles, I promote the innovation of English language arts instruction that reflects the diversity of the field and the increasingly multimodal, digital, and multilingual nature of work in English studies, literacy, and language arts.

Educational Background

  • Ph.D., English Education, University of Pittsburgh
  • M.A., Germanic Studies, University of Chicago
  • B.A., Psychology, German, University of Notre Dame

Teaching Areas

  • Adolescent Literacy
  • English Methods
  • Young Adult Literature
  • Qualitative Research Methods

Research Interests

  • Classroom discourse
  • Inquiry-based discussions of language and literature
  • Multimodal literacy practices
  • Arts-infused ELA instruction

Professional Activities

  • Editorial Review Board Member, Journal of Adolescent and Adult Literacy
  • Editorial Review Board Member, The ALAN Review
  • Editorial Advisory Review Board, Literacy Research: Theory, Method, and Practice
  • Ad Hoc Manuscript Reviewer, English Education

Honors and Awards

  • 2014 Nystrand – Offutt Scholar

Professional Memberships

  • American Educational Research Association (AERA)
    • Language and Social Processes SIG
  • International Literacy Association (ILA)
  • Literacy Research Association (LRA)
  • National Council of Teachers of English (NCTE)
    • Assembly for Research
    • Conference on English Education
    • Assembly on Literature for Adolescents of the NCTE
    • Kentucky Council of Teachers of English

Selected Publications

  • Chisholm, J. S., Whitmore, K. F., Shelton, A., & McGrath, I. (in press). Moving interpretations: Using drama-based arts strategies to deepen learning about The Diary of a Young Girl. English Journal, 105(5), 35-41.
  • Chisholm, J. S., & Shelton, A. L. (in press). Backchanneling technology: Transforming students' participation during discussions of If I Grow Up. The ALAN Review, 43(3), 22-34.
  • Chisholm, J. S., & Loretto, A. (2016). Tensioning interpretive authority during dialogic discussions of literature. L1: Educational Studies in Language and Literature, 16, 1-32. doi: http://dx.doi.org/10.17239/L1ESLL-2016.16.02.04
  • Chisholm, J. S., & Whitmore, K. F. (2016). Bodies in space/bodies in motion/bodies in character: Adolescents bear witness to Anne Frank. International Journal of Education and the Arts, 17(5), 1-31. Retrieved from http://www.ijea.org/v17n5/.
  • Chisholm, J. S., & Quillen, B. (2016). Digitizing the fishbowl: An approach to dialogic discussion. English Journal, 105(3), 88-91.
  • Flaherty, S. E., & Chisholm, J. S. (2015). An analysis of text complexity in young adult literature. Kentucky English Bulletin, 64(2), 5-13.
  • Chisholm, J. S. (2014). The roles of time and task in shaping adolescents' talk about texts. In C. Compton-Lilly & E. Halverson, (Eds.), Time and space in literacy research (pp. 152-165). New York, NY: Routledge.
  • Chisholm, J. S., & Trent, B. (2013). Digital storytelling in a place-based composition course. Journal of Adolescent & Adult Literacy, 57(4), 307-318. doi: 10.1002/JAAL.244.
  • Loretto, A., & Chisholm, J. S. (2012). Learning to teach generative meaning- making through multimodal inquiry. English Teaching: Practice and Critique, 11(1), 136-149.
  • Chisholm, J. S. (2011). A profile of three high school students' talk about literature during multimodal instructional activities and whole-class text-based discussions. In P. J. Dunston, L. B. Gambrell, S. K. Fullerton, V. R. Gillis, K. Headley, & P. M. Stecker, (Eds.), 60th Yearbook of the Literacy Research Association (pp. 245-262). Oak Creek, WI: Literacy Research Association.