BLTN Bibliography

For a complete list of BLTN Journal citations, curated by Caroline Eisner, MA ’91, please visit this link.

A Call for BLTN Publications

-by Rachel Joslyn MacGregor, BLTN Research Assistant, MA ’14

From its inception, the Bread Loaf Teacher Network has been about connection, support, and sharing among teachers in an efficient online setting, nationally and globally. In the summer of 2012, BLTN embarked on a new advancement of this networking by introducing a bibliography of all publications from BLTN members and affiliates. This is not only another great way for teachers to connect with each other; it also offers the entire network a large and useful repository of sources related to teacher research, curriculum design, project planning, education reform, and much more.  Offering easy access, this searchable online bibliography encourages and inspires teachers to foster their own independent research and teaching pursuits.

So far, there are hundreds of publications cited in the BLTN Bibliography that showcase Bread Loaf teachers as theorists, writers, designers, videographers, editors, researchers, and artists. Our vision for the BLTN Bibliography is for it to become a library oasis where teachers meet to share their publications and to engage other teachers with independent research. Please consider submitting your work to the bibliography!

Below are some highlights you will find in the bibliography:

“Byte-ing into Medieval Literature” by John Fyler, (1999).
An insightful view of one of Bread Loaf’s long-time faculty members collaborating with a Bread Loaf student and his students.

“Circles of Influence: My Research Journey into Culturally Engaged Instruction,” by Renee Moore, (2005).
Shows how one teacher had to learn the importance of her students’ “cultural context” to get them to understand the importance of the grammar lessons she provided. Published by Teachers College Press.

“Giving Their Words Back to Them: Cultural Journalism in Eastern Kentucky” by Carol Stumbo, (1996).
A brilliant and moving account of what young people can do as researchers and writers, published in Harvard Education Review.

Rural Communities, Gangs, and School Violence: Writing for a Local and an Electronic Community” by Rosie Roppel, (2001).
A superb essay that explains how Roppel and her Ketchikan, Alaska, students working with students in several communities plagued by youth gangs moved from writing online to taking action in their communities to stem the growing problem.

 Sustainable Partnerships: New Ideas for Professional Development” by Scott Christian, (2000).
Claims the need to “promote experiences for teachers that are challenging, interactive, sustained, and guided by the same sound philosophy of pedagogy that works best with students. . . . build[ing] upon our specific teaching contexts, teaching philosophies, interests, and dispositions as human beings.”

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Accessing the Bibliography:



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