James Chisholm

James Chisholm

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

Dr. Chisholm's curriculum vita [PDF]

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

  • Co-Editor, Literacy Research: Theory, Method, and Practice
  • Special Issue Guest Co-Editor, English Teaching: Practice & Critique
  • 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 Review Board Member, Reading Horizons: A Journal of Literacy and Language Arts

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 (NCTEAR)
    • English Language Arts Teacher Educators (ELATE)
    • Assembly on Literature for Adolescents of the NCTE (ALAN)

Selected Recent Publications

  • Heron-Hruby, A., Chisholm, J. S., & Olinger, A. R. (2020). "It doesn’t feel like a conversation": How digital field experiences disrupt preservice teachers' conceptions of writing response. English Education, 53(1), 72-92.
  • Whitmore, K. F., Chisholm, J. S., & Fletcher, L. (2020). Fostering, activating, and curating: Approaching books about social injustices with the arts. Language Arts, 98(1), 7-19.
  • Foster, M., Halliday, L., Baize, J., & Chisholm, J. S. (2020). The heuristic for thinking about culturally responsive teaching (HiTCRiT). Multicultural Perspectives, 22(2), 68-78.
  • Whitmore, K. F., & Chisholm, J. S. (2020). Emotional engagement as manifested in students' bodies: The visual learning analysis. In K. F. Whitmore & R. J. Meyer, (Eds.), Reclaiming literacies as meaning-making: Manifestations of values, identities, relationships, and knowledge (pp. 23-32). New York, NY: Routledge.
  • Chisholm, J. S., Alford, J., Halliday, L., & Cox, F. (2019). Teacher agency in English language arts teaching: A scoping review of the literature. English Teaching: Practice & Critique, 18(2), 124-152.
  • Chisholm, J. S., Olinger, A. R., & Heron-Hruby, A. (2019). "I didn’t want to make them feel wrong in any way": Preservice teachers craft digital feedback on sociopolitical perspectives in student texts. Contemporary Issues in Technology and Teacher Education, 19(4), 605-639.
  • Chisholm, J. S., & Whitmore, K. F. (2018). Reading challenging texts: Layering literacies through the arts. Routledge & National Council of Teachers of English.
  • 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.