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Drawing connections between traditional notions of academic language and literacy and long-standing systems of marginalization and exclusion, in this article, we invite you to (re)read and (re)story early literacy in the pursuit of linguistic justice.

Qualitative data analysis from open‐ended comments written by 206 undergraduates illustrates student attitudes, beliefs, and practices that reveal an academic reading paradox. Consistently, undergraduates report that reading is valuable, yet their noncompliance with reading assignments suggests otherwise. Undergraduates report that they achieve their academic goals with little reading and that they perceive reading as too voluminous and irrelevant to class outcomes. The data highlight a misalignment between conventional academic expectations that undergraduates will read in scholarly ways and their actual academic reading practice. Qualitative analysis illustrates that students do not experience academic reading as a venue for scholarly engagement in disciplinary discourse. Whereas the academic reading literature proposes that students develop along a continuum from novice to expert reader, findings suggest that the undergraduate experience of academic reading is not representative of that continuum.

Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice.Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice.

Student agency is an important dimension of classroom literacy learning. Recent calls have emphasized the need to support student agency in literacy. Despite this interest, the field lacks a viable instrument that can be used to measure student agency with elementary students. The authors share the Student Agency Profile, a survey instrument that can measure student agency in literacy contexts. The authors provide insight into the validation process, which included 1,794 elementary students, and direction on how to administer, score, and interpret results. A central aim is to show how the survey can be used in practice while supporting teachers in their efforts to cultivate student agency in today's diverse classrooms.

Measuring students’ reading motivation is a common practice in literacy classrooms, and results often inform instruction. This mixed‐methods study problematizes this practice, raising tensions between how reading motivation is measured and its enactment in a reading class. Key tensions include reading motivation as competition versus a collective endeavor, reading motivation emphasizing teacher‐directed learning versus student‐led learning, and reading motivation valuing texts as windows versus mirrors. The author suggests that teachers should take a critical lens to reading motivation measurement tools before using them.

This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities.

In this article, the authors describe the impact of a reader response game in an English language arts classroom. They explore the theoretical intersection of game-based learning and “good games” and transactional theory as a framework for this practice. After incorporating a “good game” of reader response in classes, the authors found that the students increased both their volume of texts read and their engagement across text format/type and genre. The authors conclude by discussing the theoretical and instructional implications of using a reader response style game in the English language arts classroom and beyond.

In this study, I explored how a high school English class’s multimodal project broadened student and teacher participation. Previous research has established that multimodal composing expands the nature of classroom texts, opens opportunities for identity expression, and extends access to audiences. Less is known about how affordances work together to increase options for more students and teachers to participate in school-based writing. Informed by affinity space and multimodality frameworks, this article adds to a small pool of classroom affinity space studies. Through grounded theory analysis, findings reveal that a multimodal project provided students opportunities to participate as interactive audience members, pursue less typical routes to status, and express identity; their teacher experienced an opportunity to participate more flexibly. Pertinent to a rise in online learning and increasingly prevalent and complex ways to create multimodal content, findings illuminate classroom affinity space features focused on broadening participation.

An African American teacher and students engaged in meaningful reading and writing that included African American literature. These literacy experiences allowed the development of cultural models through exploring identity, questioning dominant narratives, and building capacity for literary analysis. This study shows how meaningful literacy pedagogy for African American students can be implemented during the school day despite the pressures of a heavily constrained curriculum.

Teaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, in structured professional development settings, and in literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers.