Literacy Research: Theory, Method, and Practice
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Literacy Research: Theory, Method, and Practice
@lrtmp.bsky.social
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Literacy Research: Theory, Method, & Practice, an LRA journal, is a peer-reviewed publication exploring research & theory in literacy & literacy education from the Literacy Research Association.
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📢 Publication Alert!

🧑‍🏫“We Can't Use That Book!”: Navigating Preservice Teacher's Text Selection Under the Specter of Censorship Discourses” by Jessica Murdter-Atkinson, Rachel Ranschaert, Erin Ashcraft, and Lisa Redding is now live at journals.sagepub.com/toc/LRX/curr...
Digital graphic with a red pastel background and rounded corners announcing the article, “We Can't Use That Book!”: Navigating Preservice Teacher's Text Selection Under the Specter of Censorship Discourses” by Jessica Murdter-Atkinson, Rachel Ranschaert, Erin Ashcraft, and Lisa Redding in Literacy Research: Theory, Method & Practice, Volume 74. The layout highlights the title and author with clean typography, includes the Education Now Lab logo, and a QR code inviting readers to explore the issue.
December 15, 2025 at 5:50 PM
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We invite all presenters at the 2025 LRA Conference to submit manuscripts based on their presentations for possible inclusion in LRTMP, Vol. 75.

Due Date: Feb 6, 2026.

📩Submit: mc.manuscriptcentral.com/lrtmp
📖Guidelines: journals.sagepub.com/author-instr...
📧Questions? [email protected]
Promotional graphic for Literacy Research: Theory, Method & Practice, Volume 75. Large red text reads ‘Submissions Open.’ Below, black text invites presenters from the 2025 Literacy Research Association Conference to submit manuscripts based on their presentations for possible inclusion in LR:TMP. Submission deadline is February 6, 2026. Two QR codes appear at the bottom, labeled ‘Manuscript Guidelines’ and ‘Submission Link.’ Contact email listed: LRA_LRTMP@illinoisstate.edu. Design features a cream background with colorful geometric border accents.
December 10, 2025 at 6:56 PM
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🗣️How can meaningful learning happen when we foster talk across differences?

💬 In this carousel for teachers and teacher educators, Dr. Mollie V. Blackburn shares the why and how of creating classroom spaces that invite, affirm, and support careful, nuanced dialogue. 1/2
A group of people smiling and stacking their hands together in front of a large rainbow Pride flag. The image sets a tone of connection and collective care. Overlaid text introduces Mollie V. Blackburn’s ideas about fostering talk across differences. A dotted yellow path leads toward a “next” arrow. Several hands raise a small rainbow Pride flag against a soft sky background. The image visually supports the idea of inviting, affirming, and bolstering talk across differences. Decorative dotted arrows point toward the text explaining what this kind of talk is. An illustrated background filled with diverse faces. The image functions as a visual metaphor for ideological diversity. Overlaid text defines “listening” and “wavering” in the context of fostering talk. A small dotted arrow marks the transition to the section. The same illustrated crowd of diverse faces used as a backdrop. The image continues the metaphor of ideological plurality while the overlaid text explains “pushing” as another conversational stance. A dotted loop guides attention toward the navigation arrow. A child draped in a large Pride flag stands outdoors. The image underscores the stakes of students’ identities and the importance of careful, consequential conversations. Yellow dotted accents move across the slide to connect visually with the text. The back of a person wrapped in a rainbow flag facing an outdoor gathering. The image supports the message about approaching difficult conversations gradually and thoughtfully. A dotted arrow signals movement through the carousel. Two hands holding each other, one wearing a rainbow wristband. The image reinforces the theme of care and thoughtful engagement. Overlaid text lists what educators should provide to students before engaging in these conversations. A gradient background featuring a large QR code that links to Mollie V. Blackburn’s full article. The slide also includes LRTMP’s social media icons and the Education Now Lab logo. This slide functions as the call-to-action for readers to learn more.
December 4, 2025 at 4:47 PM
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📢Mollie V. Blackburn’s Plenary Address given at the 2024 Literacy Research Association Conference - “Wavering and Pushing: Languaging Nationality in a High School LGBTQ+-Themed Literature Course” is now live at journals.sagepub.com/toc/LRX/curr...

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Digital graphic with a yellow pastel background and rounded corners announcing Mollie V. Blackburn’s Invited Address given at the 2024 Literacy Research Association Conference - “Wavering and Pushing: Languaging Nationality in a High School LGBTQ+-Themed Literature Course” in Literacy Research: Theory, Method & Practice, Volume 74. The layout highlights the title and author with clean typography, includes the Education Now Lab logo, and a QR code inviting readers to explore the issue.
December 3, 2025 at 10:04 PM
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5 Ideas for Turning LRA Presentations into LR:TMP Papers - Bonus Tip: Time flies!
December 1, 2025 at 4:56 PM
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5 Ideas for Turning LRA Presentations into LR:TMP Papers - Tip #5: Use LRA as a resource!
December 1, 2025 at 4:56 PM
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5 Ideas for Turning LRA Presentations into LR:TMP Papers - Tip #4: List ideas to implement in your own article!
December 1, 2025 at 4:56 PM
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5 Ideas for Turning LRA Presentations into LR:TMP Papers - Tip #3: Audit a favorite LR:TMP article!
December 1, 2025 at 4:56 PM
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5 Ideas for Turning LRA Presentations into LR:TMP Papers - Tip #2: Record and transcribe your presentation!
December 1, 2025 at 4:56 PM
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5 Ideas for Turning LRA Presentations into LR:TMP Papers - Tip #1: Use presentation limits as generative constraints!
December 1, 2025 at 4:56 PM
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📢 Publication Alert!

The 2024 Student Outstanding Research Award Paper “Where Is the Line? Narratives of Justice and Equity-Oriented Pedagogies in a Conflicted Sociopolitical Climate” by Jennifer Ervin is now live at journals.sagepub.com/toc/LRX/curr...
Digital graphic with a blue pastel background and rounded corners announcing the 2024 Student Outstanding Research Award Paper “Where Is the Line? Narratives of Justice and Equity-Oriented Pedagogies in a Conflicted Sociopolitical Climate” in Literacy Research: Theory, Method & Practice, Volume 74. The layout highlights the title and author with clean typography, includes the Education Now Lab logo, and a QR code inviting readers to explore the issue.
November 28, 2025 at 6:15 PM
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📢 Calling All Literacy Scholars!

@lrtmp.bsky.social, a journal of the Literacy Research Association, is seeking reviewers for Vol. 75 (2026)!

👉 Reviewers evaluate no more than 2 (two) manuscripts between February 11 and March 13, 2026.

Learn more & sign up here: about.illinoisstate.edu/lrtmp/
Bright, inviting graphic with a teal grid background announcing a Call for Reviewers for Literacy Research: Theory, Method & Practice, Volume 75. A bold orange banner centers the call, with the review window listed below and a large QR code providing direct access to details. The bottom text notes that doctoral students are also welcome to volunteer.
November 25, 2025 at 9:48 PM
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📢 Publication Alert!

The 2024 Distinguished Scholar Lifetime Achievement Award Address Paper titled “Beyond Puntos y Rayas: Translanguaging Pedagogy for Language Minoritized Students” by Ofelia García Otheguy and Loukia K. Sarroub is now live at journals.sagepub.com/toc/LRX/curr...
Digital graphic with a red pastel background and rounded corners announcing he 2024 Distinguished Scholar Lifetime Achievement Award Address Paper “Beyond Puntos y Rayas: Translanguaging Pedagogy for Language Minoritized Students” in Literacy Research: Theory, Method & Practice, Volume 74. The layout highlights the title and author with clean typography, includes the Education Now Lab logo, and a QR code inviting readers to explore the issue.
November 19, 2025 at 2:54 PM
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📢 Publication alert!

🗒️The Integrative Research Review titled “Good Trouble, Necessary Narratives: The 2024 LRA Integrative Research Review Panel” is now live!
Digital graphic with a yellow pastel background and rounded corners announcing The Integrative Research Review article “Good Trouble, Necessary Narratives: The 2024 LRA Integrative Research Review Panel” in Literacy Research: Theory, Method & Practice, Volume 74. The layout highlights the title and author with clean typography, includes the Education Now Lab logo, and a QR code inviting readers to explore the issue.
November 17, 2025 at 5:37 PM
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📢 Publication alert!

🗒️Dr. Alfred Tatum’s Presidential Address “Troubling the Dark: Un(bounded) Black Male Literacy Development” is now live!

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Digital graphic with a soft teal background and rounded corners announcing Alfred W. Tatum’s article “Troubling the Dark: Un(bounded) Black Male Literacy Development” in Literacy Research: Theory, Method & Practice, Volume 74. The layout highlights the title and author with clean typography, includes the Education Now Lab logo, and a QR code inviting readers to explore the issue.
November 13, 2025 at 11:48 AM
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📢 Publication Alert!

Volume 74 of Literacy Research: Theory, Method, and Practice is now live at: journals.sagepub.com/toc/LRX/curr...

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November 5, 2025 at 11:06 PM
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✨ The Friendly Review sign-up deadline has been extended to October 31! ✨

If you’re an author looking for mentorship & feedback before submitting to LR:TMP, this initiative connects you with experienced literacy scholars who can help strengthen your work.

➡️ Sign up: about.illinoisstate.edu/lrtmp/
Graphic announcing the Friendly Review for Literacy Research: Theory, Method & Practice, Volume 75. The header reads “Literacy Research: Theory, Method & Practice, Volume 75.” Large green text in the center says “FRIENDLY REVIEW.” Below it, the section titled “Author Eligibility” lists: Grad Student or Early Career Scholar Presenting at 2025 LRA Conference Plan to submit work for LR:TMP, Vol. 75 Never before published in LR:TMP A red banner across the bottom reads: “Due Date extended to Friday, Oct. 31.” At the bottom of the image, there’s a note: “For more info / to sign up visit https://about.illinoisstate.edu/lrtmp or scan,” followed by a QR code on the right. The design features soft green and tan abstract shapes along the bottom.
October 27, 2025 at 9:48 PM
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Want to know what the Friendly Review Process entails?

In this video, Dr. Sonia Kline explains how this mentoring initiative connects emerging scholars and mentors to strengthen manuscripts and foster a generous, caring feedback culture.

Learn more and sign up ➡️ about.illinoisstate.edu/lrtmp/
October 16, 2025 at 4:47 PM
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Seeking mentors! Editors of LR:TMP are continuing the Friendly Review process for grad students & early career scholars (e.g. pre-tenured) for Vol. 75. We are seeking mentors to support these authors. To sign up/learn more please click: about.illinoisstate.edu/lrtmp/
A graphic which states “Call for Mentors” for Volume 75 of Literacy Research: Theory, Method, Practice. A and a QR code linking to a sign-up page is provided. Also listed is a link to sign up https://about.illinoisstate.edu/lrtmp/
October 15, 2025 at 2:16 PM
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Exciting news! Editors of LR:TMP, Vol. 75 invite grad students & early career scholars (pre-tenured) to join the Friendly Review process for Vol. 75. To sign up/learn more about the participation criteria, please click here: about.illinoisstate.edu/lrtmp/
A graphic providing information about Friendly Review processes for Volume 75 of Literacy Research: Theory, Method, Practice. A list of author eligibility criteria, a QR code linking to a sign-up page is provided. Also listed is a link to sign up https://about.illinoisstate.edu/lrtmp/
October 15, 2025 at 2:16 PM
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📢 Publication alert!

💡Gretchen S. Goode, Laurie MacGillivray, Margie Sauceda Curwen, Amy Lassiter Ardell, and Leslee K. Bailey-Tarbett’s article “Flattening Hierarchies and Encouraging Reflection: Systems Maps as a Local Literacy Practice” is now live at journals.sagepub.com/toc/LRX/curr...
Text on a light background of jigsaw puzzle piece Flattening Hierarchies and Encouraging Reflection: Systems Maps as a Local Literacy Practice Gretchen S. Goode, Laurie MacGillivray, Margie Sauceda Curwen, Amy Lassiter Ardell, Leslee K. Bailey-Tarbett In this study, authors explore systems thinking maps as a local literacy practice in a systems thinking professional development institute for PreK-8 teachers. Employing a case study approach, the authors investigated the mapping of literacy events. Their findings highlight the potential of systems thinking maps to foster collective understandings of systems thinking, deepen understandings via the co-construction of dynamic texts, and imagine pedagogical possibilities. Literacy Research: Theory, Method & Practice Bluesky @LRTMP Facebook LRTMP Instagram @LR_TMP Created in partnership with the Education Now Lab Check out Volume 73!
February 24, 2025 at 7:39 PM
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💡How can dialogue, culture, & community shape student comprehension?

📝Janet Kim Outlaw & Jill F. Grifenhagen share insights from rural teachers on dialogic ELA during digital learning.

💻 Read: “Theorizing Digital Dialogic Comprehension Pedagogy” at journals.sagepub.com/toc/LRX/curr...
An infographic titled "Theorizing Digital Dialogic Comprehension Pedagogy with Rural Primary Teachers: A Relational Praxis of Knowledge, Space, and Time" by Janet Kim Outlaw and Jill F. Grifenhagen. It presents five key discussion points, each in a colored box with matching icons: 1. Green box (with dialogue icon): “Comprehension is more than a product of reading, but is a process of co-constructing knowledge plurality through dialogic discourse.” 2. Orange box (with circular community icon): “Culture and community are integral in forming dialogic discourse for individual and collective transformations.” 3. Blue box (with puzzle piece and book icon): “Pedagogical synergies exist between talk, reading, comprehension, and writing.” 4. Red box (with four interlocking hands icon): “Professional development on participatory and community-engaged approaches for dialogic pedagogies is needed.” 5. Purple box (with layered discourse lines icon): “Dialogic comprehension pedagogy is a praxis of perceiving and enacting upon multiple voices and knowledges within sociocultural particularities.” Below the discussion points, a flowchart displays two processes: • “Perceiving Dialogism in Comprehension: Espousing Dialogic Stances” (linked to comprehension, knowledges, and voices). • “Enacting Dialogism in Comprehension: Responding to Particularities” (linked to instructional contexts, digital discourses, and pandemic times). At the bottom, text encourages viewers to explore Literacy Research: Theory, Method & Practice with a QR code and social media handles (@LRTMP on BlueSky, Facebook, and Instagram). The graphic credits the Education Now Lab at Illinois State University. The background is soft yellow with colorful, rounded rectangles for each discussion point.
February 21, 2025 at 4:36 PM
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📢 Publication alert!

📝Janet Kim Outlaw and Jill F. Grifenhagen’s article “Theorizing Digital Dialogic Comprehension Pedagogy with Rural Primary Teachers: A Relational Praxis of Knowledge, Space, and Time” is now live at journals.sagepub.com/toc/LRX/curr...
Text on a light background of jigsaw puzzle piece Theorizing Digital Dialogic Comprehension Pedagogy with Rural Primary Teachers: A Relational Praxis of Knowledge, Space, and Time Janet Kim Outlaw, Jill F. Grifenhagen This grounded theory study explored how primary-grade teachers perceive and enact dialogic English Language Arts (ELA) comprehension pedagogy in the novel context of pandemic-induced digital learning. By collecting digital artifacts of ELA comprehension instruction and conducting virtual interviews with nine diverse rural primary teachers teaching digitally during the coronavirus disease pandemic, the authors present an emergent substantive theory which represents connected, iterative processes of teachers perceiving and enacting dialogic, digital instruction. Literacy Research: Theory, Method & Practice Bluesky @LRTMP Facebook LRTMP Instagram @LR_TMP Created in partnership with the Education Now Lab Check out Volume 73!
February 19, 2025 at 5:35 PM
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💡How can teachers use culturally sustaining & historically responsive pedagogies to mentor emergent readers in code-based aspects of literacy?

📝Molly Claire Marek & Vickie C. Godfrey share steps teachers can take.

👉 Share with teachers & teacher educators today!

💻 Read their article in LRTMP.
A green slide with a wavy design with text that reads “Elementary Preservice Teachers’ Experiences at the Intersection of Culturally Sustaining and Historically Responsive Pedagogies, Early Literacy, and the Science of Reading by Molly Claire Marek & Vickie C. Godfrey.” The right side of the slide contains text “. How can teachers sustain the lifeways of children and communities? Young learners' literacy experiences are informed by their relationships with family, and individual interests. So, teachers can: Recognize learners' identities and interests as important for designing instruction. Learn and center instruction around learners' families and lives. Attend to aspects of individual interests and collective elements of learners' cultures. On a green slide with a wavy design, there is a picture of a teacher in a classroom, sitting on the floor with an alphabet book, as three children lay on their floor with their elbows. The text reads: How can teachers create space for code-based and meaning-making skills? Young learners make sense of their world through print text, images, stories, art, etc. simultaneously. So, teachers can: Foster knowledge of the written code embedded in authentic texts and meaningful activity. Direct attention to code-based aspects of language, embedding phonics skill development within meaning-making practices. Draw on a full range of children's meaning-making resources, which is key for emergent readers and emergent bilingual youth. Open space for multimodal and playful meaning-making by de-centering print text. On a green slide with a wavy design, there is a picture of a teacher in a classroom, pointing to a book on a table where two children are sitting. The text reads: How can educators teach responsively? Comprehensive approaches to teaching literacy informed both by reading sciences and sociocultural perspectives and responsive to learners' full meaning-making resources are found to be most effective. So, teachers can: Engage in adaptive teaching practices to infuse initial lesson plans with young learners' preferences and meaning-making resources. Remain flexible to make shifts from initial instructional plans to support student learning. On a green slide with a wavy design, there is a picture of a teacher in a library, surrounded by children. The text reads “To learn more about the culturally sustaining and historically responsive pedagogies taken up by pre-service teachers while mentoring emergent readers in code-based aspects of literacy, check out” There is an arrow pointed to the right. On the right side, the text reads “Literacy Research: Theory, Method & Practice Bluesky @LRTMP Facebook LRTMP Instagram @LR_TMP Created in partnership with the Education Now Lab. There is a QR code which links to the journal page.
February 4, 2025 at 7:26 PM
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🚨 Due Date Extended! 📢 LR:TMP v. 74 submissions now due Feb. 11, 2025.

🌍 Published works will be considered for the More Just World Award, honoring literacy research that dismantles harmful status quos.

🔗 Submit: mc.manuscriptcentral.com/lrtmp
🔗 Learn More: about.illinoisstate.edu/lrtmp/
A digital announcement for Literacy Research: Theory, Method & Practice, Volume 74 displays a Due Date Extended! message in large, bold text. It invites presenters from the 2024 LRA Conference to submit manuscripts for possible inclusion in the journal. The new submission deadline is emphasized in red: Monday, February 10, 2025. Below the text, two QR codes are labeled Manuscript Guidelines and Submission Link. At the bottom, a contact email for questions is provided: LRA_LRTMP@illinoisstate.edu. The background is a soft textured gray, and the text is styled in a professional serif font.
February 3, 2025 at 7:16 PM