Literacies Across the Lifespan Journal
Through the publication of peer reviewed empirical research, working papers on field-based praxis, and conceptual pieces, Literacies Across the Lifespan contributes to ongoing conversations about literacy across learners’ lives, from early childhood to adulthood, and in contexts across home, school, and community settings. The investigation, exploration, and pedagogizing of non-textual literacies (e.g., artmaking, oral storytelling, digital/media literacies, etc.) is welcome, in addition to studies of textual reading and writing meaning-making practices. Literacies Across the Lifespan seeks to represent diverse and new paradigms, methodologies, and perspectives, and to promote ethical scholarly writing that honors learners and educators. Literacies Across the Lifespan is run by graduate students at UIC’s Center For Literacy.
Volume 1: Issue 1
Volume 1, Issue 1 Description & Links
Thanks for checking out the first issue of Literacies Across the Lifespan! The click the following links to see each article.
- Editors’ Note and Full Issue
- Domínguez-Fret, N. D. (2021). Making research accessible to communities outside of academia: Dual language education, critical language pedagogy, and translanguaging. Literacies Across the Lifespan, 1(1), 3-12
- Diaz, A (2021). Culturally sustaining pedagogy in teacher education. Literacies Across the Lifespan, 1(1), 13-19.
- Nixon, M. D., & Walker, M. E. (2021). Healing homes for Latinx school communities through critical literacy theory. Literacies Across the Lifespan, 1(1), 20-23.
- Nixon, T., Norman, C., & Robledo, E. (2021). Youth-led and youth-centered writing: A practice of healing. Literacies Across the Lifespan, 1(1), 24-28.
- Maxwell, S. (2021). Word sharing that fed our souls. Literacies Across the Lifespan, 1(1), 29-30.
How does the journal review process work?
Please submit manuscripts to Andrea Vaughan at email@example.com. Please specify which category your submission is in, and ensure that your word count aligns with that category. Categories are all mentioned below. All submissions should observe APA 7th edition conventions. Make sure that the text of your manuscript does not contain any identifying information. If needed, use the placeholder “AUTHOR” to anonymize your manuscript and/or the references therein.
- (Peer Reviewed) Empirical Research:
Approximately 4,000-6,500 words, inclusive of references
These manuscripts are examinations of observable phenomena rather than ideology or theory. These manuscripts should include explanation of the author’s phenomenon of interest, theoretical orientation, methods of data collection and analysis, findings, discussion, and implications for theory, research, policy, and/or practice. We would expect these manuscripts to craft an argument situated in extant literature and offer conclusions supported by analysis of data. These manuscripts will be peer-reviewed and the research they analyze should be IRB-approved.
We welcome rigorous study and analysis of literacy in both formal and informal contexts, and across learners’ lifespans. We welcome manuscripts from varied theoretical orientations and using varied methodologies.
- (Peer Reviewed) Connections:
Approximately 1,500-4,000 words
These conceptual pieces push our thinking forward by theorizing new or different approaches to literacy research, teaching, and learning. These pieces should include well-developed examination of relevant literature, clear explanation of the conversation in which this analysis intervenes, rigorous methodology (in cases of literature reviews), discussion, and implications. These pieces should make a clear argument and articulate the significance of their contributions.
Suggestions for these pieces include (but are not limited to): bringing together two seemingly different theoretical stances, interrogating taken-for-granted assumptions in literacy education, applying a conceptual lens to a contemporary issue or current event, or offering a critical examination of the history of a specific phenomenon in literacy education, policy, or research.
These pieces may include (but are not limited to): literature reviews, polished qualifying exam essays, excerpts of dissertations or theses, or excellent term papers completed as part of coursework.
- (Non Peer-Reviewed) Notes From the Field:
Approximately 1,500-4,000 words
These working papers are reflections on literacy pedagogies, curricula, programs, and/or practice. At least one of the authors should be a practitioner analyzing their own context/work. These papers should include explanation of the author’s context, the particular pedagogy/curricula/program, connections to existing literature (if relevant), discussion, and implications. While these manuscripts are not peer-reviewed and do not require IRB approval, authors of accepted pieces that refer to specific individuals or places will be asked to submit signed consent forms from participants represented in these pieces. Participants must know they are being written about and have the opportunity to select a pseudonym if they wish.
Possible topics for exploration include (but are not limited to): a particular unit or lesson sequence, the implementation of a theoretical orientation in specific teaching moves, the incorporation of learners’ perspectives in shaping curricula, innovations in program development and/or evaluation, and analysis of “failures” or re-visioning curricula toward improved teaching and learning.
- (Non Peer-Reviewed) Book Reviews:
Approximately 1,000 – 1,500 words
We publish short reviews of academic books, which include the result of academic research and innovative literacy education across the lifespan. Our intention is to introduce academic resources, which contribute to a field of study, to emergent scholars. We suggest including a brief introduction of the topic addressed in the book, a summary of the book’s content and argument with the author(s)’ basic biographical information, strength, and weakness of the book, and conclusion. We do not consider reviews of books written by your friends or former teachers/students.
In your review, please add the following information at the top of the first page: Title of book, Author/editor/translator/illustrator/photographer, Publishing house and publication year, and ISBN. At the end of your submission, please include your bio of up to 30 words.
Grad students in the College of Education are invited to review for Literacies Across the Lifespan! Serving as a peer reviewer is a great professional development opportunity for those interested in providing critical feedback to their peers or exploring peer reviewing for other journals in the field.
Interested reviewers should submit a CV to the editor, Andrea Vaughan (firstname.lastname@example.org), along with the email address of one faculty reference and 5-10 keywords describing their expertise (e.g., early childhood, digital literacies, teacher education, dyslexia, policy, bilingual education, etc.).
Training will be provided for those who are interested in reviewing. Reviewers will be able to accept or decline potential manuscripts depending on their availability at the time that manuscripts are shared. Please contact Andrea Vaughan (email@example.com) with any questions.
EditorsLiteracies Across the Lifespan is a grad student-run, peer-reviewed research journal. The current editors are Rachel Zein (firstname.lastname@example.org) and Kristine Wilber (email@example.com).
Rachel has just begun their first year of a Masters in English Education at UIC. In addition to coursework, this fall they will be teaching ESL classes with CFL’s FAST program as a graduate assistant. Through their work co-editing the journal, they are eager to explore contemporary (dis)connections between literary theory, pedagogical practices, and literacy studies.Kristine is nearing the end of coursework in the LLC PhD program. Her research focus includes teaching writing in secondary ELA classrooms with inclusivity and joy as a path to confident, habitual, powerful thinkers and writers. She teaches 11th and 12th grade English at Disney II Magnet School in Independence Park. Alongside Rachel Zein and the UIC Center for Literacy, Kristine is looking forward to deepening understanding of literacy in all its forms.Dr. Kira Baker-Doyle and Dr. Andrea Vaughan are advisors to LAL’s editors.