Selected Scholarship—Children’s Literature Research
Weippert, T., Domke, T., & Apol, L. (in press). Creating a third space through intertextuality: Using children’s literature to develop prospective teachers’ critical literacy. Journal of Language and Literacy Education.
Domke, L., Weippert, T., & Apol, L. (2018). Beyond school breaks: Reinterpreting the uses of film in classrooms. The Reading Teacher, 72(1), 51-59.
Apol, L. Making poetry their own: The evolution of poetry education. The Conversation, March 2017.
Apol, L. & Macaluso, K. (2016). Using the Author-Out writing workshop to counter students’ assumptions and anxieties about reading and writing poetry. English Journal, 105 (6), 31-36.
Damico, J. & Apol, L. (2008). Using testimonial response to frame the challenges and possibilities of risky historical texts. Children’s Literature in Education, 39 (2), 141-158.
Brenner, D. & Apol, L. (2006). Constructing readers and reading: Depictions of learning to read in children’s literature. Journal of Children’s Literature 32 1, 37-50.
Apol, L., Sakuma, A., Reynolds, T., & Rop, S. (2003). “When can we make paper cranes?”: Examining pre-service teachers’ resistance to critical readings of historical fiction. Journal of Literacy Research, 34 (4), 429-464.
Apol, L. (2003). Shooting bears, saving butterflies: Ideology of the environment in Gibson’s Herm and I (1894) and Klass’ California Blue (1994). Children’s Literature, 31, 90-115.
Apol, L. (2002). The power of text: What a 19th century periodical taught me about reading and the reader’s response. Journal of Children’s Literature, 28 (1), 53-60.
Apol, L. (2002). Reappearing fathers, reappearing pasts: History, gender and identity in Hamilton’s Plain City and Myers’ Somewhere in the Darkness. The ALAN Review (Assembly on Literature for Adolescents), 29 (2), 21-25.
Apol, L. (2001). In search of a woman’s voice: A revisionist reading of Youth’s Companion serials set in the west, 1880-1910. Children’s Literature Association Quarterly, 26 (1), 39-51.
Apol, L. (2000). Tamings and ordeals: Depictions of female and male coming of age in turn-of-the-century Youth’s Companion serials. The Lion and the Unicorn: A Critical Journal of Children’s Literature, 24 (1), 61-80.
Apol, L. (1998). “But what does this have to do with kids?”: Literary theory in the children’s literature classroom. Journal of Children’s Literature, 24 (2), 32-46.
Apol-Obbink, L. (1992). Feminist theory in the classroom: Texts, voices and questions. English Journal, 81, 38-43.
Apol-Obbink, L. (1992). “The book needs you”: Gary Paulsen’s The Winter Room as a writerly text. The New Advocate, 5, 175-185.
Selected Scholarship—Writing/Poetry Research
McCarthy, M., Apol, L., & Roue, B. (2018). “But I’ve never been to Lebanon…” and other reflections on “unrelatable” texts. Worlds of words stories, 5(4).
Apol, L. (2017). Writing poetry in Rwanda: A means for better listening, understanding, processing, and responding. Journal of Poetry Therapy: The Interdisciplinary Journal of Practice, Theory, Research and Education, 30 (2), 71-83. Online 2016: http://www.tandfonline.com/doi/full/10.1080/08893675.2017.1266188
Apol, L. (2014). Language lessons: Poems from Rwanda. Journal of Language and Literacy Education, 10 (1), 1-17.
Certo, J.L., Apol, L., Wibbens, E., & Hawkins, L. (2012). Living the Poet’s Life: Using an Aesthetic Approach to Poetry to Enhance Preservice Teachers’ Poetry Experiences and Dispositions. English Education, 44(2), 102-146.
Certo, J., Apol, L., Yoon, S., & Wibbens, E. (2010). The Most Neglected of the Neglected R: Poetry Research We Have; Poetry Research We Need. In G. Troia, R. Shankland & A. Heinz (Eds.), Writing Research in Classroom Practice. New York: Guilford Press, (275-289).
Apol, L. & Certo, J. (2010). A burgeoning field or a sorry state: U.S. poetry for children, 1800-present. In S. Wolf, K. Coats, P. Encisco & C. Jenkins (Eds.), Handbook of Children’s and Young Adult Literature. New York: Routledge Press.
Apol, L. (2005). Poetry: The magic wand for reading ills. The State of Reading in the State of Michigan 37 (2), 61-62.
Apol, L. (2002). Why Stafford? Why Children? Why Poems? English Quarterly, 32 (1 & 2), 3-8.
Apol, L. (2002). “What do we do if we don’t do haiku?” Seven suggestions for writers and teachers. English Journal, 91 (3), 89-97.
Apol, L. & Kambour, T. (1999). Telling stories through writing and dance. Language Arts, 77 (2), 106-117.
Apol, L. & Harris, J. (1999). Joyful noises: Creating poems for voices and ears. Language Arts, 76 (4), 314-322.
Apol-Obbink, L. (1990). The primacy of poetry: Oral culture and the young child. The New Advocate, 3, 227-234.