📖 To read this article, please visit:
journals.sagepub.com/toc/LRX/curr...

🔍 This study highlights how seven U.S.-based South Asian international graduate students use literacy to navigate racialized identity expectations in universities. Findings show how students (re)author selves & institutions, offering implications for justice-oriented literacy research & practice.

Digital graphic with a yellow pastel background and rounded corners announcing 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. Msurshima in Literacy Research: Theory, Method & Practice, Volume 74. The layout highlights the title and author with clean typography, includes the Education Now Lab logo, and a QR code inviting readers to explore the issue.

📢 “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. Msurshima is now live at journals.sagepub.com/toc/LRX/curr...

Sage Journals: Discover world-class research Subscription and open access journals from Sage, the world's leading independent academic publisher.

📖 To learn more and read this article, please visit:
journals.sagepub.com/toc/LRX/curr...

Slide 1 (Title) Carousel introduction posing a question about moving teacher education beyond classrooms into multilingual community contexts. Slide 2 (Purpose) Slide outlining the FLOA initiative, which integrates community-based observation into teacher education to center multilingual families’ linguistic and cultural resources.

Slide 3 (Framing the Challenge) Slide highlighting the gap between monolingual teacher preparation models and the multilingual realities of contemporary classrooms. Slide 4 (What Preservice Teachers Learn) Slide describing how FLOA supports preservice teachers’ critical thinking and pedagogical development through engagement with multilingual families.

Slide 5 (Ongoing Challenge) Slide discussing persistent challenges in implementing asset-based approaches, including dominant language ideologies and limitations of field placements. Slide 6 (Call to Action) Slide emphasizing the need for community-based learning and raciolinguistic inquiry as core components of teacher preparation programs.

Slide 7 (Reflective Prompt) Slide prompting educators to consider what fundamental change in teacher education might look like to support epistemic justice and inclusive literacies. Slide 8 (Article Information) Slide providing article title, publication details for Volume 74 of Literacy Research: Theory, Method & Practice, and a QR code for access.

❓ What happens when teacher education moves into multilingual communities?

👉 Inspired by Min-Seok Choi and Jungmin Lee’s study, this graphic shows how preservice teachers learn from families, rethink literacy, and challenge monolingual assumptions through community-based experiences.

📖 To read this article, please visit:
journals.sagepub.com/toc/LRX/curr...

🔍 Brief Synopsis: This study explores the FLOA project, where preservice teachers learn from multilingual families in community spaces. While PST’s understanding deepened, deficit and raciolinguistic assumptions persisted—highlighting the need for asset-based, multilingual teacher preparation.

Digital graphic with a blue pastel background and rounded corners announcing the article, “Integrating Multilingualism and Asset-Based Pedagogies in Literacy Education: Preparing Preservice Teachers Through Family Learning” by Min-Seok Choi and Jungmin Lee in Literacy Research: Theory, Method & Practice, Volume 74. The layout highlights the title and author with clean typography, includes the Education Now Lab logo, and a QR code inviting readers to explore the issue.

📢 “Integrating Multilingualism and Asset-Based Pedagogies in Literacy Education: Preparing Preservice Teachers Through Family Learning by Min-Seok Choi and Jungmin Lee is now live at journals.sagepub.com/toc/LRX/curr...

📖 To read this article, please visit:
journals.sagepub.com/toc/LRX/curr...

🔍 This article shows how public writing can resist “divisive concepts” legislation. Using reconstructive discourse analysis, authors analyze an op-ed showing how writers position themselves & challenge policy logic - offering insights for researchers & educators committed to racial justice.

Digital graphic with a red pastel background and rounded corners announcing the article, “A Reconstructive Stance to Analyzing Op-Ed Writing as Resistance to ‘Divisive Concepts’ Legislation” by Melissa Schieble, Michiko Hikida, Laura Taylor, Amy Vetter, Kristen Hodnett, and Kushya Sugarman in Literacy Research: Theory, Method & Practice, Volume 74. The layout highlights the title and author with clean typography, includes the Education Now Lab logo, and a QR code inviting readers to explore the issue.

📢 “A Reconstructive Stance to Analyzing Op-Ed Writing as Resistance to ‘Divisive Concepts’ Legislation” by Melissa Schieble, Michiko Hikida, Laura Taylor, Amy Vetter, Kristen Hodnett, and Kushya Sugarman is now live at
journals.sagepub.com/toc/LRX/curr...

❓What does it really take to learn a new language—not just in class, but in life? YouTube video by Education Now Lab

🎥 Watch this short video inspired by Wickramaarachchi’s research examining how everyday moments, real conversations, & even setbacks became powerful opportunities for learning English:

youtu.be/RlH09wNXVmU?...

Image 5 Left Half Blue graphic: Text on small acts of courage in teaching; grayscale portrait of adult holding book. Image 5 Right Half Blue graphic: Text on reflection, empathy, action over time; grayscale portrait of adult with folded arms.

Image 6 Left Half Blue graphic: Text on conversations beyond lesson plans; grayscale adult with two children reading or writing. Image 6 Right Half Blue graphic: Study on navigating restrictive policies and relationships; grayscale adult working with four children.

Image 7 Blue graphic: Article title, Vol. 74 info, QR code, @LRTMP icons, Education Now Lab partnership logo.

✨ Even within limits, learning can be honest, humane, and transformative.

💻 Learn more and read “Teaching Through Constraints: How Educators Foster Critical Literacy in Contested Classrooms” at journals.sagepub.com/toc/LRX/curr...

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.

❓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.

📖 To read this article, please visit:
journals.sagepub.com/toc/LRX/curr...

Synopsis: This study shows how educators committed to critical literacy navigate restrictive policies through resistance literacies. Authors identify pedagogical strategies of connection, resistance, & transcendence help teachers sustain justice-oriented teaching in contested classrooms.

Digital graphic with a blue yellow background and rounded corners announcing the article, “Teaching Through Constraints: How Educators Foster Critical Literacy in Contested Classrooms” by Christina Salazar and Cassandra Schroeder in Literacy Research: Theory, Method & Practice, Volume 74. The layout highlights the title and author with clean typography, includes the Education Now Lab logo, and a QR code inviting readers to explore the issue.

📢 “Teaching Through Constraints: How Educators Foster Critical Literacy in Contested Classrooms” by Christina Salazar and Cassandra Schroeder is now live at
journals.sagepub.com/toc/LRX/curr...

📖 To read this article, please visit:
doi.org/10.1177/2381...

🔍 Synopsis: This case study follows Eric, an adult ESL learner living in a rural U.S. context, and shows how his lived experiences, reflections, and everyday practices became powerful learning resources; offering important insights for asset-based approaches to adult ESL instruction.

Digital graphic with a blue pastel background and rounded corners announcing the article, “The bilingual/biliteracy journey of an adult English as a second language learner: Insights from a student-generated funds of knowledge approach” by Thilina Wickramaarachchi in Literacy Research: Theory, Method & Practice, Volume 74. The layout highlights the title and author with clean typography, includes the Education Now Lab logo, and a QR code inviting readers to explore the issue.

📢 “The bilingual/biliteracy journey of an adult English as a second language learner: Insights from a student-generated funds of knowledge approach” by Thilina Wickramaarachchi is now live at
journals.sagepub.com/toc/LRX/curr...

💻 These media were made in collaboration with authors of Volume 74 and the @edunowlab.bsky.social with Dr. @anna-phd.bsky.social , Gokul Dhamodaran, and Viraj V. Patel.

🔔Stay tuned! Over the next few months, we will announce articles in Volume 74 alongside companion public media pieces created for youth, parents, educators, and policymakers.

Pastel Orange graphic with black text announcing Volume 74 Public Scholarship Initiative by Literacy Research: Theory, Method & Practice and Education Now Lab. Headshots of Dr. Anna Smith, Gokul Dhamodaran, and Viraj V. Patel appear centered. Facebook, Instagram, and BlueSky icons for LRTMP and Education Now Lab logo displayed at the bottom.

✨ The co-editors of @lrtmp.bsky.social and the @edunowlab.bsky.social are pleased to announce the launch of our Public Scholarship Initiative of articles in Literacy Research: Theory, Method & Practice, Volume 74.

💻 These media were made in collaboration with authors of Volume 74 and the @edunowlab.bsky.social with Dr. @anna-phd.bsky.social, Gokul Dhamodaran, and Viraj V. Patel.

🔔Stay tuned! Over the next few months, we will announce articles in Volume 74 alongside companion public media pieces created for youth, parents, educators, and policymakers.

Want to know what happens after you submit your article for LR:TMP? One of our Lead Co-Editors Dr. Sonia Kline shares the processes after you click submit!

Graphic with a light tan background and teal decorative shapes announces “Submissions Open” for Literacy Research: Theory, Method & Practice, Volume 75. The header reads “Literacy Research: Theory, Method & Practice, Vol. 75.” Body text invites all presenters at the 2025 Literacy Research Association Conference to submit manuscripts based on their presentations for possible inclusion in LR:TMP. A bold red notice states “Due Date Extended!!! Manuscripts Now Due: Feb 9, 2026.” Two QR codes appear near the bottom, labeled “Manuscript Guidelines” (left) and “Submission Link” (right). Contact information at the bottom reads “Questions? Email: LRA_LRTMP@illinoisstate.edu"

We invite all presenters at the 2025 LRA Conference to submit manuscripts based on their presentations for possible inclusion in LRTMP, Vol. 75.

Due Date Extended: Feb 6, 2026.

Submit: mc.manuscriptcentral.com/lrtmp

Guidelines: journals.sagepub.com/author-instr...

?s: LRA_LRTMP@illinoisstate.edu

A navy-blue announcement graphic with bold yellow text reading “Submissions Open” for Literacy Research: Theory, Method & Practice, Volume 75. Supporting text invites 2025 LRA Conference presenters to submit manuscripts based on their presentations, with a submission deadline of February 6, 2026. Two QR codes appear near the bottom, one labeled “Manuscript Guidelines” and the other “Submission Link.” An email address for questions is listed along the bottom. Decorative curved lines and subtle wave patterns frame the text.

We invite all presenters at the 2025 LRA Conference to submit manuscripts based on their presentations for possible inclusion in LRTMP, Vol. 75.

Due Date: Feb 6, 2026.

Submit: mc.manuscriptcentral.com/lrtmp

Guidelines: journals.sagepub.com/author-instr...

Questions? LRA_LRTMP@illinoisstate.edu

An orange announcement graphic for Literacy Research: Theory, Method & Practice, Volume 75, featuring a large teal banner reading “Call for Reviewers.” Text below lists the review window as February 11 to March 13, 2026. A large QR code links to the reviewer sign-up page, with a web address provided as an alternative. The graphic notes that doctoral students are also welcome to volunteer. A faint illustrated pattern of diverse faces appears in the background as a decorative element.

📢 Calling All Literacy Scholars!

@lrtmp.bsky.social, a journal of the Literacy Research Association, is seeking reviewers for Vol. 75 (2026)!

👉 Reviewers evaluate no more than 2 (two) manuscripts between February 11 and March 13, 2026.

Learn more & sign up here: about.illinoisstate.edu/lrtmp/

📖 To read this article, please visit: doi.org/10.1177/2381...