Literacy Research: Theory, Method, and Practice
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Literacy Research: Theory, Method, and Practice
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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!

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
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📢 Publication alert!

💡 Molly Claire Marek, Vickie C. Godfrey’s article “Elementary Preservice Teachers' Experiences at The Intersection Of Culturally Sustaining and Historically Responsive Pedagogies, Early Literacy, and The Science Of Reading” is now live at journals.sagepub.com/toc/LRX/curr...
Text on a light background of books arranged diagonally Elementary Preservice Teachers' Experiences at The Intersection Of Culturally Sustaining and Historically Responsive Pedagogies, Early Literacy, And The Science Of Reading Molly Claire Marek, Vickie C. Godfrey This phenomenological study focuses on preservice teachers' (PST) experiences mentoring early elementary readers. Thematic results illustrate how PSTs sustained the lifeways of children through literacy as a social practice, created space for code-based and meaning-making skills, and learned to teach responsively. The authors discuss implications for a comprehensive approach to prepare teachers of elementary literacy: one that fosters knowledge of the written code while contextualizing knowledge in children's cultures, communities, and experiences. Literacy Research: Theory, Method & Practice Bluesky @LRTMP Facebook LRTMP Instagram @LR_TMP Created in partnership with the Education Now Lab Check out Volume 73!
January 27, 2025 at 7:29 PM
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📢 Publication alert!

💡 Check out "We Don’t Talk About Race In The Classroom”: Chinese DLBE Teachers’ Raciolinguistic Ideologies, Critical Consciousness Evasion, and Language And Literacy Instructional Practices” by @nuoxu.bsky.social & Verónica E. Valdez at journals.sagepub.com/toc/LRX/curr...
Text on a light background of bookshelves “We Don’t Talk About Race In The Classroom”: Chinese Dual Language Bilingual Education Teachers’ Raciolinguistic Ideologies, Critical Consciousness Evasion, and Language And Literacy Instructional Practices Nuo Xu, Verónica E. Valdez Drawing on a raciolinguistic perspective and theoretical constructs of critical consciousness, this study examines Chinese dual language bilingual education (DLBE) teachers' lived experiences and the raciolinguistic ideologies shaping their perceived language and literacy pedagogy. Findings reveal that teachers' diverse experiences itnfluenced their ideologies toward language, race, and their language and literacy instructional practices. The authors argue for need to support Chinese DLBE teachers' examinations of their raciolinguistic ideologies. Literacy Research: Theory, Method & Practice Bluesky @LRTMP Facebook LRTMP Instagram @LR_TMP Created in partnership with the Education Now Lab Check out Volume 73!
January 23, 2025 at 2:59 PM
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📢 Submissions Open!

2024 LRA Conference presenters- submit manuscripts based on your presentations for possible inclusion in LR:TMP, Vol. 74.

Due date: Feb 7, 2025

📩 Submit: mc.manuscriptcentral.com/lrtmp
📖 Guidelines: journals.sagepub.com/author-instr...
📧 Questions? LRA_LRTMP@illinoisstate.edu
A graphic announcing that submissions are open for Literacy Research: Theory, Method & Practice, Volume 74. The title 'SUBMISSIONS OPEN' is prominently displayed in large red font. Below it reads: 'We invite all presenters at the 2024 LRA Conference to submit manuscripts based on their presentations for possible inclusion in LR:TMP.' The submission deadline is listed as 'February 7, 2025' in bold. Two QR codes are included at the bottom: one labeled 'Manuscript Guidelines' and the other 'Submission Link.' The graphic also includes the email address for questions: LRA_LRTMP@illinoisstate.edu. The background features bookshelves on the sides, framing the content.
January 21, 2025 at 6:01 PM
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📢Publication alert!

📝 Check out “Close to My Heart”: Multi-Duo Autoethnography Into Teacher Educators Building Racial Literacy in Initial Teacher Preparation” by Catherine Lammert, @amytondreau.bsky.social, Xiufang Chen, Rhonda Hylton, Lisa O’Brien, Shuling Yang journals.sagepub.com/toc/LRX/curr...
January 21, 2025 at 4:44 PM
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📢 Publication alert!

💡 Christopher J. Wagner’s article “Revisiting Validity in Research with Multilingual Learners: Moving From a Monolingual to a Multilingual Lens on Research Quality” is now live at journals.sagepub.com/home/lrx
Text on a light background of books arranged diagonally Revisiting Validity in Research with Multilingual Learners: Moving From a Monolingual to a Multilingual Lens on Research Quality Christopher J. Wagner The article explores how current paradigms of validity might be reconceptualized in research with multilingual learners. The author presents three ways that current monolingual paradigms of validity should be expanded in research with multilingual learners to work toward multilingual conceptualizations of research quality. This article then offers guidance to aid other researchers in taking up issues of validity in the design and reporting of research with multilingual learners. Literacy Research: Theory, Method & Practice Bluesky @LRTMP Facebook LRTMP Instagram @LR_TMP Created in partnership with the Education Now Lab Check out Volume 73!
January 15, 2025 at 5:03 PM
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📢 Publication alert!

💡 Heather Dunham, Kerry H. Alexander, and Emily P. McDonald’s article “The Discursive Journey of Meta-Awareness: Literacy (Teacher) Identity Within Preservice Teacher Preparation” is now live at [https://journals.sagepub.com/toc/LRX/current](journals.sagepub.com/home/lrx)
Text on a light background of jigsaw puzzle piece The Discursive Journey of Meta-Awareness: Literacy (Teacher) Identity Within Preservice Teacher Preparation Heather Dunham, Kerry H. Alexander, Emily P. McDonald In this instrumental case study, authors aim to determine the relationship(s) between meta-awareness and preservice literacy teachers' identities through how they demonstrate their knowledge of literacy instruction and envision future literacy practices. The findings include preservice teachers' demonstration of their meta-awareness of literacy by using evaluative language, explicit memories, and content appropriation. The authors discover that recontextualizing one's past experiences as a reader and writer facilitates a move toward agentic redress and responsive 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!
January 13, 2025 at 6:27 PM
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Teacher Educators! How are you supporting teachers in making decisions about their purchases in education marketplaces like TeachersPayTeachers?

Check out @gmertens.bsky.social & Brittany Adams’s article on preparing Ts to navigate education marketplaces.
journals.sagepub.com/toc/LRX/curr...
December 18, 2024 at 8:48 PM
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📢 Publication alert!

💡 @gmertens.bsky.social and Brittany Adams’ article “Evidence of Emergent Expertise in Early-Career Teachers’ Information Literacy Practices on TeachersPayTeachers” is now live at journals.sagepub.com/toc/LRX/curr...
Text on a light background of bookshelves Evidence of Emergent Expertise in Early-Career Teachers’ Information Literacy Practices on TeachersPayTeachers Gillian E. Mertens, Brittany Adams This study analyzed teachers' behaviors as information literacy practices to gain insight into how teachers use their information literacy skills and their knowledge oft pedagogical practices to find supplementary classroom resources in online educational marketplaces. Findings revealed that the teachers were strategic as they searched for resources, and examined if resources were appropriate for their students, feasible to implement, and formatted in, ways that students could process. Literacy Research: Theory, Method & Practice Bluesky @LRTMP Facebook LRTMP Instagram @LR_TMP Created in partnership with the Education Now Lab Check out Volume 73!
December 16, 2024 at 5:36 PM
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📢 Publication alert!

💡 Donna Y Ford’s invited address “Beyond Lip Service: Decolonizing Children’s Literature for Promoting Racial Pride, Equity, Achievement, and Liberation (REAL)*” is now live at journals.sagepub.com/toc/LRX/curr...
Text on a light background of books arranged diagonally Beyond Lip Service: Decolonizing Children’s Literature for Promoting Racial Pride, Equity, Achievement, and Liberation (REAL)* Donna Y. Ford This article discusses the importance of gifted and talented education (GATE) students being taught Black history and culture that centers diverse literature that recognizes, respects, and celebrates similarities and differences within and across cultures. Many GATE students are avid readers and can benefit from an education that includes diverse literature. The author uses Racial Pride, Equity, Achievement, and Liberation (REAL) to underscore the monumental need for multicultural children's literature and articulates that it can and must be decolonized. Literacy Research: Theory, Method & Practice Bluesky @LRTMP Facebook LRTMP Instagram @LR_TMP Created in partnership with the Education Now Lab Check out Volume 73!
December 13, 2024 at 9:58 PM
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✅LINK FIXED!: Kierstin Giunco, @kpsinedu.bsky.social, and @wargojon.bsky.social's article “In-Service Educators Making Sense of Risky Literature: The Cultural Politics of Positioning (Con)Texts During a Yearlong Antibias, Anti-Racist Book Club” is now live at journals.sagepub.com/toc/LRX/curr...
Text on a light background of bookshelves In-Service Educators Making Sense of Risky Literature: The Cultural Politics of Positioning (Con)Texts During a Yearlong Antibias, Anti-Racist Book Club Kierstin Giunco, Kyle P. Smith, Jon M. Wargo Drawing on positioning theory, the authors illustrate how the broader national movement to ban books and censor particular topics has manifested in localized storylines shaping teachers' engagement with so-called risky children's literature. In response, they call for facilitators of anti-bias, anti-racist professional learning to collaborate with educators in order to understand how these narratives can be positioned as both barriers to and opportunities for institutional change. Literacy Research: Theory, Method & Practice Bluesky @LRTMP Facebook LRTMP Instagram @LR_TMP Created in partnership with the Education Now Lab Check out Volume 73!
December 13, 2024 at 5:32 PM
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📢 Publication alert!

💡 Kierstin Giunco, @kpsinedu.bsky.social, and @wargojon.bsky.social's article “In-Service Educators Making Sense of Risky Literature: The Cultural Politics of Positioning (Con)Texts During a Yearlong Antibias, Anti-Racist Book Club” is now live at journals.sagepub.com/home/lrx
Text on a light background of bookshelves In-Service Educators Making Sense of Risky Literature: The Cultural Politics of Positioning (Con)Texts During a Yearlong Antibias, Anti-Racist Book Club Kierstin Giunco, Kyle P. Smith, Jon M. Wargo Drawing on positioning theory, the authors illustrate how the broader national movement to ban books and censor particular topics has manifested in localized storylines shaping teachers' engagement with so-called risky children's literature. In response, they call for facilitators of anti-bias, anti-racist professional learning to collaborate with educators in order to understand how these narratives can be positioned as both barriers to and opportunities for institutional change. Literacy Research: Theory, Method & Practice Bluesky @LRTMP Facebook LRTMP Instagram @LR_TMP Created in partnership with the Education Now Lab Check out Volume 73!
December 9, 2024 at 5:23 PM
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4/4 💻 Learn more and read Ling Hao’s article “Uplifting the Voices of Asian American Parents Through an Online Family Book Club: Elicited and Silenced Cultural Knowledge” at journals.sagepub.com/home/lrx
#LRA24 #LRA2024 #literacies

@edunowlab.bsky.social
A carousel post comprised of eight slides. Slide 8 - QR code to the journal LRTMP with the text Check Out Literacy Research: Theory, Method & Practice Instagram @LRA_LRTMP Facebook @LRTMP Bluesky @LR_TMP Created in partnership with the Education Now Lab about.illinoisstate.edu/edunowlab
December 7, 2024 at 6:30 PM
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3/4 💡What is a family book club? How do you set one up? How could we do it in a culturally relevant way?

👉 Dr. Ling Hao shares why and how educators can support culturally relevant family book clubs. Please share with parents and educators today!

#LRA24 #LRA2024 #literacies
A carousel post comprised of eight slides. Slide 6 How do we host a culturally relevant book club? Image of Asian American mother pointing to something her daughter is writing on a table. Mother is mouth is open like she is saying something. Text reads: • Parents and educators connect to plan a series of book club sessions. • Educators work with parents to select culturally relevant books which highlight various aspects of culture including but not limited to cultural and family traditions and language. • Educators plan guidance and prompts in the pre-, during-, and after-reading phases of the reading sessions. A carousel post comprised of eight slides. Slide 7- Image on the bottom of the slide with Asian American daughter and father sitting on a bed with a large picture book smiling while they read. Text reads: • In pre-reading, the educator can help set the stage for the discussion by highlighting specific cultural themes or language aspects from the book. • In during-reading, the educator can help prepare questions to encourage families to share their connections. • In after-reading, parents can contextualize elements or themes from the books to the child's specific experiences.
December 7, 2024 at 6:30 PM
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2/4: 💡What is a family book club? How do you set one up? How could we do it in a culturally relevant way?

👉 Dr. Ling Hao shares why and how educators can support culturally relevant family book clubs. Please share with parents and educators today!

#LRA24 #LRA2024 #literacies
A carousel post comprised of eight slides. Slide 4 - Half of an image finished on the next slide. Image of an Asian American mother and child reading a book with the child pointing to something on the page. Half of the title of How Would We Host a Culturally Relevant Book Club Text reads: In this study, Dr. Ling Hao facilitated parent-child conversations within six Chinese or Chinese American families in an Online Family Book Club using culturally relevant fictional texts that depicted Chinese cultural practices and heritage and/or Asian people. The texts addressed Chinese culture, tradition, customs, or Chinese written language and explored holidays, foods, language, family traditions, and cultural heritage. In each session, parents assisted their children and interacted with them as Dr. Hao read the book aloud. The use of Chinese and English during these sessions encouraged parents' and children's translanguaging practices. A carousel post comprised of eight slides. Slide 5 Second half of the title of How Would We Host a Culturally Relevant Book Club? Image has a father with a laptop and daughter sitting on the floor looking up at father with a large drawing in front of her. Text reads: • Culturally relevant family book clubs can help children recognize parents as cultural resources and reading partners. • Children can seek help from their parents to support them to make personal and cultural connections. • Families can utilize and share their home resources with each other. • Educators can provide structure and facilitate parent-child dialogues about culturally relevant books.
December 7, 2024 at 6:30 PM
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1/4 : 💡What is a family book club? How do you set one up? How could we do it in a culturally relevant way?

👉 Dr. Ling Hao shares why and how educators can support culturally relevant family book clubs. Please share with parents and educators today!

#LRA24 #LRA2024 #literacies
A carousel post comprised of eight slides. Slide 1- Asian American parents and a child reading a book together. The text reads Culturally Relevant Family Book Clubs: Uplifting the Voices of Asian American Parents Through an Online Family Book Club: Elicited and Silenced Cultural Knowledge Vol. 73 Literacy Research: Theory, Method & Practice Dr. Ling Hao A carousel post comprised of eight slides. Slide 2 - Half of a picture that is continued on the next slide. It is of an Asian American girl eating a piece of candy and reading a small book. Text reads: What are Culturally Responsive Family Book Clubs? In culturally relevant online family book clubs, parents and children sit together, read culturally relevant picture books, and discuss the books after reading. The parents are encouraged to share their heritage culture, emotional and cultural connections with the children, and support the children's translanguaging practices. A carousel post comprised of eight slides. Slide 3 - Second half of a picture from the last slide of a father reading a book next to his daughter on the other image on the last slide. Text reads: In this study, Dr. Ling Hao facilitated parent-child conversations within six Chinese and Chinese American families in an Online Family Book Club using culturally relevant fictional texts that depicted Chinese cultural practices and heritage and/or Asian people. The texts addressed Chinese culture, tradition, customs, or Chinese written language and explored holidays, foods, language, family traditions, and cultural heritage. In each session, parents assisted their children and interacted with them as Dr. Hao read the book aloud. The use of Chinese and English during these sessions encouraged parents' and children's translanguaging practices.
December 7, 2024 at 6:30 PM