WOW Stories

WOW Stories: Connections from the Classroom is a regular on-line peer-reviewed publication of WOW containing blind, peer-reviewed vignettes written by classroom educators about children’s experiences reading and responding to literature. If you would like to submit to WOW Stories, please see our current call and guidelines.

WOW stories: connections from the classroom
ISSN 2577-0551

Current Issue

Exploring Culture and Art with Young Children; Volume VII, Issue 1 (Fall 2020)

Literacy Communities Exploring Global and Multicultural Literature

Global Literacy Communities: Pursuing Critical Questions using Global Literature; Volume V, Issue 2 (April 2017)

Developing Engagements with Global Literature; Volume IV, Issue 8 (January 2014)

Connecting to Global Cultures through Literature, Art, and Collaboration; Volume IV, Issue 7 (December 2013)

Building Global Understanding through Collaborative Relationships; Volume IV, Issue 6 (November, 2013)

Learning About Ourselves and Others: Developing Intercultural Understandings through Global Literature; Volume IV, Issue 5 (January, 2013)

Global Literacy Communities: Creating Cross-Curricular Connections across Local and Global Cultures; Volume IV, Issue 4 (December 2012)

Global Literacy Communities: Teacher Book Clubs and Global Explorations; Volume IV, Issue 3 (October 2012)

Global Literature and Content Area Literacy: Exploring the Pedagogical Possibilities of Content Area Classrooms; Volume IV, Issue 2 (January, 2012)

Building Intercultural Connections through Literacy Community Explorations of Global and Multicultural LiteratureVolume IV, Issue 1 (November, 2011)

Peer-Reviewed Issues of WOW Stories

Seeing the Possibilities: Global Literature and Cultural Inquiry Across Multiple Contexts; Volume VII, Issue 1 (Spring 2020)

Compassion and Action: Reading and Writing through a Social Justice Lens; Volume VI, Issue 2 (Spring 2019)

Enhancing Experiences with Global Picturebooks by Learning the Language of Art; Volume VI, Issue 1 (November 2018)

Power of Literature In the Classroom and Through Teacher Preparation Programs; Volume V, Issue 4 (Spring 2018)

Opportunities for Inquiry into Critical and Global Issues through Literature; Volume V, Issue 3 (Fall 2017)

Building Bridges Across Multiple Worlds; Volume V, Issue 1 (November 2016)

Stories as Invitation and Transformation: Global Literature Integration across Multiple Contexts; Volume IV, Issue 9 (September 2015)

Exploring Cultural Identity Through Literature; Volume III, Issue 3 (June, 2013)

Becoming Critical Readers through Engagements with International and Multicultural Literature; Volume III, Issue 2 (July 2011)

Exploring the Diversity that Surrounds Us; Volume III, Issue 1 (June, 2010)

Literature as a Means to Facilitate Personal Response and Inquiry; Volume II, Issue 2 (July, 2009)

Creating Connections with Latino Texts; Volume II, Issue 1 (August, 2008)

Issues from Intercultural Project at Van Horne Elementary School

Reading Critically through Global Inquiry; Volume 1, Issue 3 (November, 2009)

Opening the World through Literature; Volume I, Issue 2 (November, 2008)

Developing Intercultural Understandings Through International Children’s Literature; Volume I, Issue 1 (October, 2007)


Editorial Review Board

Editor, Tracy Smiles, Western Oregon University, Monmouth, OR
Editor, Mary Fahrenbruck, New Mexico State University, Las Cruces, NM
Mary Starrs Armstrong, University of Alaska, Anchorage, AK
Deanna Day-Wiff, Washington State University, Vancouver, WA
Charlene Klassen Endrizzi, Westminster College, New Wilmington, PA
Jeanne Fain, Lipscomb University, Nashville, TN
Lauren Freedman, Western Michigan University, Kalamazoo, MI
Andrea García, Hofstra University, Hempstead, NY
Dorea Kleker, The University of Arizona, Tucson, AZ
Julia López-Robertson, University of South Carolina, Columbia, SC
Judi Moreillon, University of Illinois, Urbana-Champaign, IL
Monique Storie, University of Guam, Mangilao, Guam
Melissa B. Wilson, Leeds Trinity University, Leeds, West Yorkshire, UK

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