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]


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 for academic journals that have audiences of teachers, researchers, and other stakeholders in education.

I have served 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., University of Pittsburgh
  • M.A., University of Chicago
  • B.A., 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-integrated ELA instruction

Professional Activities

  • Editorial Review Board Member, English Teaching: Practice & Critique
  • Editorial Review Board Member, Journal of Adolescent and Adult Literacy
  • Editorial Review Board Member, The ALAN Review
  • Editorial Advisory Review Board Member, Literacy Research: Theory, Method, and Practice
  • Editorial Review Board Member, Reading Horizons: A Journal of Literacy and Language Arts

Honors and Awards

  • 2014 Nystrand – Offutt Scholar

Professional Memberships

  • American Educational Research Association (AERA)
  • 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

Selected Recent Publications

  • Chisholm, J. S. (2018). Using backchanneling technology to facilitate dialogic discussions of literature. In E. Ortlieb, E. H. Cheek, & P. Semingson (Eds.), Best practices in teaching digital literacies (Literacy Research, Practice, and Evaluation, Vol. 9) (pp. 75-92). Bingley, UK: Emerald Group Publishing Limited.
  • Chisholm, J. S., & Whitmore, K. F. (2018). Visual learning analysis: Using digital photography to analyze middle level students’ social-emotional learning and engagement. Voices from the Middle, 25(4), 34-38
  • Chisholm, J. S., & Whitmore, K. F. (2018). Reading challenging texts: Layering literacies through the arts. New York, NY: Routledge; Urbana, IL: National Council of Teachers of English.
  • Whitmore, K. F., Chisholm, J. S., Baize, J. P. (2018). Standing next to Anne Frank to promote social and emotional learning. English Leadership Quarterly, 40(4), 6-9.
  • Chisholm, J. S., & Olinger, A. R. (2017). "She's definitely the artist one": How learner identities mediate multimodal composing. Research in the Teaching of English, 52(2), 122-155.
  • Chisholm, J. S., Shelton, A. L., & Sheffield, C. (2017). Mediating emotive empathy with informational text: Three students’ think aloud protocols of Gettysburg: The graphic novel. Journal of Adolescent and Adult Literacy, 61(3), 289-298.