In this conceptual essay, I argue that radical hope can be fostered through literacies of timeless learning based on student-created literature in literacy and English[...]

This narrative grounded theory study examines 19 US K–12 teachers’ development of pedagogical content knowledge of writing (PCKW) across their careers. Building on wri[...]

The value of children’s literature as a tool for promoting literacy, improving content knowledge, and increasing print motivation is evident. Empirical evidence relati[...]

An authoritative discourse surrounds the current dyslexia legislation and science of reading movement that largely silenced literacy teacher educators’ voices and part[...]

This paper explores the effectiveness of a comprehensive approach to literacy instruction that integrates both the science and art of reading for adolescents. Drawing [...]