The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to:    -Literacies from preschool to adulthood  -Evolving and expanding definitions of ‘literacy’  -Innovative applications of theory, pedagogy and instruction  -Methodological developments in literacy and language research

The Journal of Literacy Research (JLR) is a peer-reviewed journal dedicated to advancing research related to literacy and literacy education. Current areas of focus include, but are not limited to: - Literacies from preschool to adulthood - Evolving and expanding definitions of 'literacy' - Innovative applications of theory, pedagogy, and instruction - Methodological developments in literacy and language research.

《Journal of Literacy Research》是一本经过同行评审的期刊，致力于推动与识字及识字教育相关的研究。当前的研究重点包括但不限于：- 从学前教育到成年期的识字能力 - 不断演变和扩展的“识字”定义 - 理论、教学法和教学的创新应用 - 识字和语言研究中的方法论发展

Journal of Literacy Research

Eurydice Bauer

Aria Razfar

Allison Skerrett

Christina L. Dobbs

Bong Gee Jang

Seth A. Parsons

Critical Religious Literacy: From Conflict to Convergence

关键宗教素养：从冲突到融合

Special Call Issue “Critical Religious Literacy”

特别专刊“关键宗教素养”

This article uses diverse genres in addressing “The Jewish Question(s),” a phrase with multiple meanings ranging from the antisemitic to the deeply philosophical. The focus is on addressing “The Jewish Question” in literacy research and theory. The article is organized in three parts. The first part, Jewish Literacy Practices and Collapsing Time, troubles linear time, conceptualizing the past, present, and future as interpenetrating and interpellated. The second part, titled “Story,” is a narrative about the thefts of mezuzot from our home and an exploration of collapsing time such that there is no separation among what happens now, what has happened over the past 5,785 years, and what will happen in the next 5,785 years. The third part is a brief reflection on the implications of troubling the ubiquitousness of narrative linearity in theorizing literacy education.

David Bloome

The Jewish Question(s) and Literacy Practices in Time: An Essay

犹太问题与时代中的读写实践：一篇论文

This critical content analysis draws on a dataset of contemporary young adult texts receiving awards between 2012 and 2023 to examine opportunities for religiously informed alterity for readers, which we argue can be a productive experience for building critical religious literacy in young adult readers. We argue that young adult literature can serve as models of critical religious literacies when authors, characters, and historical figures engage in conflicted meaning-making as they experience slippages between their lived experiences and their religious and secular beliefs. The study aims to develop a framework for developing religious literacy that draws specifically on identity-laden and critical theories of literacy common within the English language arts. Furthermore, this study provides literacy scholars and practitioners with a robust set of textual resources that can be employed to support critical religious literacies.

Heidi Lyn Hadley

Christopher Alan Olshefski

Kate E Soules

Critical Religious Literacies and Opportunities for Alterity across YA Literature

青少年文学中的关键宗教素养与异质性机遇

Reluctance to embrace change leaves societies vulnerable to the rise of authoritarian political ideologies, particularly during times of socioeconomic and political crises. Public schools have seen an increase in incidents where fundamentalist groups with differing agendas have attempted to pressure them into adopting curricula whose literacy practices are rooted in a White, northern European Protestant worldview. This essay examines this contemporary phenomenon in public education discourse, which the authors identify as “ethnoreligious nationalism.” It does so by providing a snapshot of current spectacles of ethnoreligious nationalist activism worldwide, discussing how their affective literacy strategies have contributed to the demoralization of public education as a democratic institution. We conclude by proposing potential questions for critical comparative international research on the literacies deployed by ethnoreligious nationalist movements across educational settings.

Sandro R. Barros

Mary Juzwik

Kasun Gajasinghe

Conceptualizing the Dangerous Rise of Ethnoreligious Nationalist Literacies in Education

教育中种族宗教民族主义读写能力危险上升的概念化

短名	J. Lit. Res.
Journal Impact	1.52
国际分区	PSYCHOLOGY, EDUCATIONAL(Q3)
期刊索引	SCI Q2中科院 2 区

ISSN	1086-296X, 1554-8430
h-index	54
国内分区	教育学(2区)教育学教育学和教育研究(2区)教育学心理学教育(2区)

涉及主题	心理学社会学数学教育学政治学数学教育法学哲学经济经济增长语言学读写能力计算机科学阅读（过程）认识论生物艺术
出版信息	出版商: SAGE Publications Inc.，出版周期: ，期刊类型: journal，开源期刊: 否
基本数据	创刊年份: 1974，原创研究文献占比: 95.45%，自引率:7.10%， Gold OA占比: 5.97%

Journal of Literacy Research

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Critical Religious Literacy: From Conflict to Convergence

Special Call Issue “Critical Religious Literacy”

The Jewish Question(s) and Literacy Practices in Time: An Essay

Critical Religious Literacies and Opportunities for Alterity across YA Literature

Conceptualizing the Dangerous Rise of Ethnoreligious Nationalist Literacies in Education

Critical Religious Literacy: From Conflict to Convergence

Special Call Issue “Critical Religious Literacy”

The Jewish Question(s) and Literacy Practices in Time: An Essay

Critical Religious Literacies and Opportunities for Alterity across YA Literature

Conceptualizing the Dangerous Rise of Ethnoreligious Nationalist Literacies in Education