📖 To read this article, please visit: doi.org/10.1177/2381...

The study: shows awareness of book bans shape participants’ text-selection decisions; highlights their vulnerability within school power structures & institutional pressures; underscores the need for preparation programs to help PSTs navigate censorship pressures & meaningful literacy instruction.

🔍 Brief Synopsis:

With book bans and censorship on the rise in U.S. schools, this study examines how preservice literacy teachers navigate tensions as they move from critical preparation programs into increasingly politicized public school contexts.

📖 To read Mollie V. Blackburn’s Invited Address given at the 2024 Literacy Research Association Conference, visit: doi.org/10.1177/2381...

🤝Created in partnership with @edunowlab.bsky.social

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This work argues for creating spaces where students can engage in challenging conversations alongside shared identities, allowing room to waver, question, & push one another toward deeper understanding.

📖 Read Mollie V. Blackburn’s Plenary Address at: doi.org/10.1177/2381...

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🔍: Through ethnography & teacher research the work explores how 2 students in an LGBTQ+-themed literature class at a queer-friendly Midwest high school use language to understand contrasting views of nationhood in relationship to the US, while leaving space for movement & change. (2/3)

5 Ideas for Turning LRA Presentations into LR:TMP Papers - Bonus Tip: Time flies!

5 Ideas for Turning LRA Presentations into LR:TMP Papers - Tip #5: Use LRA as a resource!

5 Ideas for Turning LRA Presentations into LR:TMP Papers - Tip #4: List ideas to implement in your own article!

5 Ideas for Turning LRA Presentations into LR:TMP Papers - Tip #3: Audit a favorite LR:TMP article!

5 Ideas for Turning LRA Presentations into LR:TMP Papers - Tip #2: Record and transcribe your presentation!

5 Ideas for Turning LRA Presentations into LR:TMP Papers - Tip #1: Use presentation limits as generative constraints!

📖To read the 2024 LRA Student Outstanding Research Award Paper visit: doi.org/10.1177/2381...

Findings show that even when teachers faced little direct pushback, the political climate still weighed on them. Many described how anxiety & fear of potential complaints shaped their pedagogical decisions - as efforts to avoid conflict became one way the legislation was enacted in schools.

This narrative inquiry examines the experiences of Georgia secondary ELA teachers striving to use critical, culturally affirming pedagogies amid new legislation banning “divisive concepts” and easing the filing of curriculum complaints.

📖To read this article please, visit: doi.org/10.1177/2381...

A translanguaging classroom example reveals what becomes possible when teachers validate students’ full linguistic, semiotic, and multimodal practices. By positioning spontaneous translanguaging as pedagogical, the piece reframes language diversity as an asset and a pathway to educational justice.

This article explores how rigid language rules—“puntos y rayas”—function as barriers for language-minoritized students. Using autobiographical reflection & classroom cases, authors show how standardized language expectations can marginalize students & obscure their rich communicative repertoires.