Apol, L. & McCarthy, M.D. (in press). “Pedagogy, poetry and politics: Using poetic inquiry to convey, challenge and co/create a response to literature.” In S. Faulkner & A. Cloud (Eds.) Poetry and Social Justice, Wilmington: Vernon Press.
Apol, L. (in press). “Stories as change: Using Writing to Facilitate Healing Among Genocide Survivors in Rwanda.” In N. Hitchcott (Ed.) Rwanda after 1994: Stories of Change.
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. & 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.
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.
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 Research on Children’s and Young Adult Literature. New York: Routledge Press.
Apol, L. (2002). “What do we do if we don’t do haiku?” Seven suggestions for teachers and writers. English Journal, 91 (3), 89-97.
Apol, L. & Harris, J. (1999). Joyful noises: Creating poems for voices and ears. Language Arts, 76 (4), 314-322.
Children’s/Young Adult Literature
Wargo, J. & Apol, L. (in press). “But I can’t use this in a classroom!” or, Teaching “risky/risqué” young adult literature in a College of Education. In M. Cadden, K. Coats & R. Trites (Eds.), Options for Teaching YA Literature.
Weippert, T., Domke, T., & Apol, L. (2018). Creating a third space through intertextuality: Using children’s literature to develop prospective teachers’ critical literacy. Journal of Language and Literacy Education, 14(2), 1-23.
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., 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. (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. (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.
Apol-Obbink, L. (1990). The primacy of poetry: Oral culture and the young child. The New Advocate, 3, 227-234.
Delia Koo Global Faculty Endowment (2019). Project: The Role of Children’s Literature in an Indonesian Context: Curriculum Development, Research and Outreach (funded).
MSU Humanities and Art Research Program (2018). Project: Whose Poem is it Anyway?: The Challenge and Responsibility of Poet as Scholar and Witness (funded).
Creating Inclusive Excellence Grant (2018). Project: Remembering the Rwanda Genocide Against the Tutsi Twenty-five Years Later. Role: Co-PI with Erik Ponder, African Studies Librarian, Jean Kayitsinga, University Outreach and Engagement, and Jean Pierre Nshimyimana, Fisheries and Wildlife , Michigan State University (funded).
MSU Humanities and Art Research Program (2014). Project: In Rwanda/In Kinyarwanda: Translation, Production and Distribution (funded).
MSU Teacher Education Faculty Fellowship (2014). Project: The Role of Language in Genocide: A Poet’s Perspective (funded).
Creating Inclusive Excellence at MSU Grant Program (2012-2013). Project: Evaluating the Privilege and Oppression Seminar Series with Dr. Beth Herbel-Eisenmann, Associate Professor, Teacher Education (funded).
Fulbright-Hays Project Abroad (US Department of Education) (2012). Project: Understanding, Interpreting and Teaching Africa in the World Through the Humanities and Social Studies: Case Study of Tanzania for Pre-Service and Mentor Teachers. Role: curriculum consultant (PI Dr. John Metzler, Dr. Margo Glew) (funded).