Language Arts - Volume 102, Issue 1, 2024

Using the framework of critical writing pedagogy, this study explores how five elementary students utilized craft moves from postmodern picture books in their own writing.

Using literacies of the body and critical literacy lenses, this article examines an author visit and possibilities for centering the body in text-based discussions with children.

This article will outline how literacy leaders can engage their community through empowering conversations and composition that center the body as knowledge and text.

This article focuses on Ezra Jack Keats’s books and the ways these books enhance the literary experience through the richness of the peritextual features. Keats’s picture books have the potential to assist with comprehension building while providing a glimpse inside complex racialized spaces over a span of years.

As the final piece of our yearlong inquiry asking “What does it mean to prepare students for civic engagement?” Tiffany Livingston Palmatier shares how she scaffolds her kindergarten and first-grade students from talk to action.

We explore writing and assessment of writing as a way to raise awareness of how to engage in the work of expanding literacies from a both and perspective, one that acknowledges students’ translanguaging repertoires and identities.

In this Research and Policy column, the authors define what it means for teachers and students to take a critical stance when reading children’s literature. They offer a framework teachers can use to enact a critical stance when reading picture books with their students and provide suggestions for how teachers might teach students about the world using children’s literature as a tool.