Civic Place Literacies: Tracing Urban Migrant Girls' Democratic Meaning‐Making Through Virtual Transnational Practitioner Research

2024-9-16

Chronotopes of Transnational Literacies: How Youth Live and Imagine Social Worlds in their Digital Media Practices

2024-9-7

Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension

2024-9-5

“It's Like They Are Using Our Data Against Us.” Counter‐Cartographies of <scp>AI</scp> Literacy

2024-9-2

To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy

2024-9-2

Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms

2024-8-28

Skewed Artificial Intelligence: Flagging Embedded Cultural Practices in Children's Stories Featuring “<i>Alice and Sparkle</i>”

2024-8-18

White Christian Nationalism, Biblical Proof Texting, and Literacy Curriculum and Instruction

2024-8-14

Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy

2024-8-8

Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1

2024-8-6

The Next Word: A Framework for Imagining the Benefits and Harms of Generative <scp>AI</scp> as a Resource for Learning to Write

2024-8-6

Multiple‐Text Comprehension and Evaluation: The Influence of Reading Goal, Belief Consistency, and Argument Type

2024-8-5

The Complex Relationship between Teachers' Instructional Practices and Students' Reading Amount

2024-7-31

Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence

2024-7-27

Reading Begets Reading? Disentangling the Dynamic Interplay Between Reading Competence and Reading Exposure with a Special Focus on Gender Differences

2024-7-24

Hebrew–Russian Bilingual Children's Early Literacy Skills: The Roles of the Home Literacy Environment and Mothers' Writing Support

2024-7-24

How Anne Frank Became a Writer: Revelations from the “Tales and Events” Notebook

2024-7-18

Literary reading as a socially responsive practice: Implications for literature pedagogy at higher education

2024-7-16

Making an Influence: Sponsorship and Creolization on Social Media

2024-7-14

“Nepantla is a Place Just Like the Ocean”: Bilingual Teachers Explore their Identities through Multimodal and Artifactual Testimonio

2024-7-3

Issue Information

2024-7-1

Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets

2024-7-1

A Metasynthesis of Family Literacy Scholarship: Countering and Constructing Narratives about <scp>BIPOC</scp> Families and Communities

2024-6-27

A Bigger Picture of Early Literacy and Biliteracy Acquisition in Abugidas: Perspectives from Asian and African Languages

2024-6-24

Word Learning Opportunities in Preschool Storybook Apps

2024-6-18

“Gotta Love Some Human Connection”: Humanizing Data Expression in an Age of <scp>AI</scp>

2024-6-14

Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum

2024-6-12

Learning to Read Connections—Sensitivity to Collocation Frequency Links Vocabulary Size and Reading Comprehension in Middle Childhood

2024-6-12

Being Human in the Age of Generative <scp>AI</scp>: Young People's Ethical Concerns about Writing and Living with Machines

2024-6-11

Love and Learning in the Age of Algorithms: How Intimate Relationships with Artificial Intelligence May Shape Epistemology, Sociality, and Linguistic Justice

2024-6-10

Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students

2024-6-4

Is There a Genetic Confound in the Relation of Home Literacy Environment with Children's Reading Skills? A Familial Control Method Approach

2024-6-2

A Tale of Two Gophers: Re/Storying for Re/Worlding

2024-5-31

<scp>AlgoRitmo</scp> Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine <scp>AI</scp> Systems

2024-5-27

Structural Complexity in Adapted Reading Materials: A Study Based on the Amount of Information

2024-5-23

Denaturalizing “Intelligence” in Higher Education: <scp>AI</scp> as a Rupture to Imagining and Manifesting Sustainable and Anti‐colonial Literacies

2024-5-21

Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction

2024-5-19

Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts

2024-5-13

The Internet Doesn't Exist in the Sky: Literacy, <scp>AI</scp>, and the Digital Middle Passage

2024-5-9

Seeking Language<i>less</i>ness: Maker Literacies Mindsets to Disrupt Normative Practices

2024-4-10

The Extrema of Japanese Literacy: Beyond the Bounds of Average Reading

2024-4-4

World‐Making Through a Feminist Abolitionist Lens in a <scp>STEAM</scp> Middle School Program

2024-4-3

Issue Information

2024-4-1

Speculative Capture: Literacy after Platformization

2024-4-1

Toward Culturally Digitized Pedagogy: Informing Theory, Research, and Practice

2024-3-26

Correction to ‘“I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage’

2024-2-13

What Do So‐Called Critical Race Theory Bans Mean for Elementary Literacy Instruction?

2024-2-13

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions

2024-1-31