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Journal of Literacy Research is a peer-reviewed journal published by SAGE, covering Literacy, Media, and Education, Reading and Literacy Development, Multilingual Education and Policy.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Journal of Literacy Research, 12(3), pp. 45–58.
Formats any DOI in Journal of Literacy Research style. No sign-up. |
| Publishes research in | Literacy, Media, and Education Reading and Literacy Development Multilingual Education and Policy Educator Training and Historical Pedagogy Teacher Education and Leadership Studies |
| ISSN | 1086-296X |
| Citation impact (2-yr) | 1.6 |
| h-index | 78 |
| i10-index | 440 |
| Total citations | 24,097 |
| Top institutions publishing here | The University of Texas at Austin |
| Journal website | journals.sagepub.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
This essay reflects on how the social practice model of literacy, an approach that defines reading and writing as situated, social practices, under-theorizes certain aspects of literacy, making it hard to account fully for its workings in local contexts. We trace this theoretical blind spot to the ways that the social practice model was formulated…
In this article, we explore our concern with the way youth identities and literacy research and practices are framed through a dominant conceptual paradigm in new literacy studies, namely, as articulated in the 1996 New London Group’s “A Pedagogy of Multiliteracies: Designing Social Futures.” More than any other text, “A Pedagogy of Multiliteracies” streams powerfully…
This article, written for a general audience, focuses on the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high school level. It is a slightly revised version of a position paper that the Board of Directors of the National Reading Conference (NRC) commissioned this past…
This theoretical review builds on the idea that social constructivism offers implications for reshaping schooling in ways that may correct the gap between the literacy achievement of students of diverse backgrounds and that of mainstream students. A diverse social con-structivist perspective may encourage literacy educators to progress from a mainstream orientation toward a serious consideration…
The purpose of this study is to describe educationally relevant differences in literacy use among three subject-matter disciplines—history, chemistry, and mathematics. These analyses were drawn from an investigation of the teaching of disciplinary literacy in high schools. The purpose of the overall project was to improve the literacy-teaching preparation in a secondary preservice teacher education…
