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Literacy Research: Theory, Method, and Practice

@lrtmp.bsky.social

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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Literacy Research: Theory, Method, and Practice@lrtmp.bsky.social · 2mo ago

📚How can educators use picturebooks to assess students’ engagement with critical literacy? 📽️ Inspired by Lucero and Sullivan’s work, this video highlights questions teachers can ask to disrupt common assumptions, identify multiple viewpoints, & unpack sociopolitical dimensions of picturebooks.

Literacy Research: Theory, Method, and Practice@lrtmp.bsky.social · 3mo ago

✨ How do Spanish-speaking families do powerful literacy work at home? 💡Inspired by Norma Monsivais Diers’ study this graphic explores parental fears of children losing Spanish, the role of music and family interaction in language learning, and the importance of bilingual and bicultural development.

Image 1 Cover graphic for a Literacy Research: Theory, Method & Practice Volume 74 article by Norma Monsivais Diers examining how English literacy practices at school affect family language policies among Latinx families. Four grayscale backpacks line the bottom of the green background. Image 2 Graphic summarizing a study on how English-language literacy practices in schools affect family language policies among Latinx families. Text highlights parents’ reflections on children’s language choices, the importance of incorporating Spanish into daily routines, and reducing linguistic barriers. Image 3 Graphic discussing parental motivations for sustaining Spanish at home. Text explains that parents believed children would learn English naturally but feared losing Spanish. Grayscale image shows a parent and child using a tablet together. Image 4 Graphic explaining how leaving bilingual programs can halt Spanish literacy development, limit communication, and create linguistic barriers within families. Parents express concern about children losing their home language. Grayscale image shows a parent and child working together. Image 5 Graphic featuring a bilingual parent quotation describing a child’s frustration with not understanding Spanish as well as siblings. English translation appears below. Grayscale images show two children displaying frustration and sadness. Image 6 Graphic describing parents’ belief that schools ignored the important role Spanish played within families and failed to reinforce family language and literacy efforts. Includes a bilingual parent quotation and grayscale image of an adult walking with two children wearing backpacks. Image 7 Graphic discussing how families fostered children’s biliteracy practices at home. Text emphasizes the importance parents placed on children being bilingual, biliterate, and bicultural. Grayscale image shows three smiling children with backpacks. Image 8 Graphic explaining how listening to music in Spanish and visiting family in Mexico helped children learn the language. Includes a bilingual parent quotation about children listening to corridos. Grayscale image shows two children wearing headphones.
Literacy Research: Theory, Method, and Practice@lrtmp.bsky.social · 3mo ago

✨U.S.-based South Asian international graduate students bring a lot to the classroom. 👉 Inspired by Ankhi G. Thakurta & Nyitar M. Msurshima’s study, this graphic highlights how university-based educators can engage students’ full linguistic repertoires & support their literate identity navigation.

Slide 1 (Title Slide) Decorative title slide for Literacy Research: Theory, Method & Practice, Vol. 74. Large centered text reads: “Supporting South Asian International Graduate Students’ Literate Identity Navigations” by Ankhi G. Thakurta and Nyitar M. Msursima. Background is parchment-textured with ornate South Asian-inspired floral and geometric borders in warm orange, red, and gold tones along the bottom. Slide 2 (Context + Map) Slide features a green map of South Asia labeled with countries including India, Pakistan, Afghanistan, Nepal, Bhutan, Bangladesh, Sri Lanka, and Maldives. Text below reads: “While being an increasingly key group in the U.S. higher education landscape, South Asian international graduate students face barriers negotiating their identities on university campuses.” Decorative patterned borders frame the sides. Slide 3 (Study Overview) Text-only slide on a parchment background with a patterned border at the bottom. Text reads: “In their work, Ankhi G. Thakurta and Nyitar M. Msursima show how seven United States-based South Asian international students explored their institutional identities in a hybrid literacy inquiry community.” Slide 4 (Implications for Educators) Slide with centered text on parchment background and patterned side borders. Text explains that university-based educators can center South Asian identities by inviting students to: (1) explore on-campus experiences, including racialization, through free-writes or story-sharing, and (2) re-author themselves and their institutions through multimodal composing, such as educational journey maps. Slide 5 (Free-Writes / Story-Sharing Directions) Slide titled “Directions for Educators to facilitate free-writes or story-sharing.” Text invites students to use writing, drawing, or other forms to explore a critical on-campus incident related to belonging, and to share these compositions in group discussion. Background is parchment-style with decorative side borders. Slide 6 (Journey Mapping Directions) Slide titled “Directions for Educators to facilitate educational journey-mapping.” Text encourages students to use multiple modes (e.g., language, visuals) to map their educational journeys and highlight elements such as people, places, curricula, challenges, and power/resistance. Concludes by inviting sharing in group discussion. Decorative patterned borders frame the slide. Slide 7 (Closing / Call to Action) Closing slide with text: “Learn more in the article ‘Get Your Facts Straight’: A Practitioner Study of U.S.-Based South Asian International Graduate Students’ Literate Identity Navigations” by Ankhi G. Thakurta and Nyitar M. Msursima. Notes availability in Volume 74 of Literacy Research: Theory, Method & Practice. Includes a QR code centered below text, social media icons (Facebook, Instagram, BlueSky) with @LRTMP, and an Education Now Lab partnership logo. Background includes floral decorative borders.
Literacy Research: Theory, Method, and Practice@lrtmp.bsky.social · 5mo ago

❓How do teachers create space for critical literacy in constrained classrooms? 📚 Inspired by Christina Salazar & Cassandra Schroeder’s research, these visuals show how small, intentional actions educators can build relationships, foster curiosity, & invite dialogue to make learning transformative.

Image 1 Left Half Blue graphic: “Finding Space for Critical Literacy in Classrooms,” Vol. 74 header; four grayscale portraits below. Image 1 Right Half Blue graphic: “Everyday, teachers find space to do what matters.” Grayscale portrait of man in glasses on right. Image 2 Left Half Blue graphic: Text on balancing rules shaping teaching; grayscale statue holding scales at bottom left. Image 2 Right Half Blue graphic: Text on preparing students for societal participation; grayscale adult and child working at table. Image 3 Left Half Blue graphic: Teaching Through Constraints study on connection, curiosity, inquiry; grayscale adult reading with child. Image 3 Right Half Blue graphic: Text on relationships starting with parent letters; grayscale adult and two children viewing tablet. Image 4 Left Half Blue graphic: Text on trust-building with families; grayscale image of three adults seated at table. Image 4 Right Half Blue graphic: Text on curiosity through student questions; grayscale adult and child raising hands below.