This study examines the use of family dialogue journals as a third space, resulting in critical conversations a multilingual classroom community wove into daily lessons.
This piece explores using digital stickers to engage multilingual learners in joyful literacy-play, fostering creativity, translanguaging, and equity through inclusive, multimodal meaning-making in classrooms.
Even in a highly managed educational climate, novice teachers craft their look at the nuances, conditions, and rapport necessary to joyful and playful literacy learning.
Featuring the experiences of first-year teachers as they try to navigate the tension between the beliefs and practices they developed in college and the mandates that awaited them as they entered the classroom.
Grounded in notions of Vivian Gussin Paley’s storytelling curriculum, this article describes the author’s experiences working with preservice teachers and their community partners in a field-based early literacy course.
Integrating the science of reading’s five pillars with justice-oriented pedagogies demonstrates their complementarity, offering classroom exemplars that position literacy as foundational to critical inquiry, civic engagement, and advocacy.
Grounded in Bakhtin’s heteroglossia and Rosenblatt’s reader response theory, this semester-long case study of one kindergarten classroom examined students’ transactions with nonfiction picturebooks through play.
Through interviews and observations, this article explores the community cultural wealth operating in two schools to identify literacy practices to support children’s literacy learning.
Fostering play(ful) writing in upper elementary classrooms can reestablish the cohesion and connection that are often missing across a school day for students.
Playful translanguaging through picturebooks fosters meaningful, equitable learning by honoring children’s language practices, affirming their linguistic brilliance, encouraging curiosity about languages, and creating joyful classrooms for learners and educators.
This qualitative case study examines how young children’s playful languaging shapes literacy acquisition during a ninety-minute literacy block in a kindergarten classroom.
In this article we share a framework for digital publishing to help teachers use web-based digital tools to publish students’ writing to authentic audiences.
The article illustrates how the areas of antibias education— identity, diversity, justice, and action—emerged in read-aloud lessons with We Are Water Protectors.
This year we are focusing on the experiences of first-year teachers as they navigate the tension between the beliefs and practices they developed in college and the mandates that awaited them as they entered the classroom. In this piece, Emma Miller and her college professor write about the critical texts they created together to help her integrate civic learning into her mandated curriculum.
In this column, we examine how recent works of children’s literature can function as tools to support radical hope in these turbulent times and to nurture what are called “wide-awake” encounters, that is, moments of heightened awareness and imaginative engagement that disrupt what’s often taken for granted.
Literacy play can crack open a little space in science of reading blocks, allowing teachers to comply with reading mandates while providing more agency for children.
This article supports early childhood educators’ understanding of how preschoolers’ social interactions during bookmaking encourage peer teaching and learning, showcasing the benefits of peer interaction.
Through a transnational pen pal exchange, writing emerges as connection and possibility, moving beyond monolingual norms to honor children’s translanguaging repertoires and identities.
