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Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice. [ABSTRACT FROM AUTHOR]

Teaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, in structured professional development settings, and in literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers. [ABSTRACT FROM AUTHOR]

This department explores how teachers can sustain students' multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities. [ABSTRACT FROM AUTHOR]

A university's literacy festival can promote reading and foster the idea that books make a difference, especially to undersupported students from Title I schools. A literacy festival featuring a variety of diverse authors presenting hands‐on workshops showcasing their literary craft can enable students from Title I schools to engage with the authors and can motivate students from diverse backgrounds to develop an excitement for reading. It can also motivate teachers and librarians to use literature that reflects their population to engage students in reading and can transform teacher candidates' understanding of students from diverse backgrounds. The authors describe how a university College of Education's literacy festival was implemented and explore how it provided an opportunity for children in low‐socioeconomic‐status communities to be exposed to books and authors of quality children's literature. [ABSTRACT FROM AUTHOR]

There is far more to the digital divide than meets the eye. In this article, the authors consolidate existing research on the digital divide to offer some tangible ways for educators to bridge the gap between the haves and have-nots, or the cans and cannots. Drawing on Aldous Huxley's notion of a 'brave new world,' some digital divide approaches and frameworks require debunking and are strongly associated with first-world nations that fail to account for the differential access to technologies that people who live in poverty have. Taking a closer look at current realities, the authors send out a call to teachers, administrators, and researchers to think more seriously and consequentially about the effect the widespread adoption of technologies has had on younger generations and the role of the digital on knowledge creation and on imagined futures. [ABSTRACT FROM AUTHOR]

This article presents data from a collection of yearlong case studies on resident multilingual writers' college admissions essays. The focal student in this piece revealed the challenges that such writers face in presenting themselves to college admissions officers. Exploring these cultural and linguistic conflicts, this analysis uses Goffman's performance theories, which argue that writers (re)construct identities in response to changing social cues. Literacy educators, researchers, and policymakers can use these insights to help resident multilingual writers balance the demands of academic audiences with their preferred forms of representation. [ABSTRACT FROM AUTHOR]