Integrating Conventional and Innovative Practices: Enhancing Literacy Education in Diverse Contexts

Authors

DOI:

https://doi.org/10.56887/galiteracy.141

Keywords:

innovative literacy practices, literacy strategies, culturally responsive literacy, inclusive literacy

Abstract

The Spring 2024 issue of the Georgia Journal of Literacy highlights how traditional teaching methods and innovative practices can be merged to effectively address the needs of today’s diverse student population. Articles within this issue advocate for a dynamic approach to literacy instruction, combining decades of research with contemporary classroom realities. The contributors to this issue explore topics from the complexities of reading aloud to leveraging community-based literacy projects, each underscoring strategies to create more inclusive and engaging learning environments. The issue also examines the importance of empirical data in developing effective literacy practices and offers practical strategies that apply research findings to enhance teaching and learning. The nine articles in this issue deepen understanding and encourage educators to innovate and adapt in ways that improve student engagement and literacy outcomes.

Author Biographies

  • Dr. Bethany L. Scullin, University of West Georgia

    Dr. Bethany L. Scullin, Associate Professor, Department of Early Childhood through Secondary Education and Reading, University of West Georgia, Carrollton, GA; email [email protected].

  • Dr. Robert A. Griffin, University of West Georgia

    Dr. Robert A. Griffin, Associate Professor and Assistant Department Chair, Department of Early Childhood through Secondary Education and Reading, University of West Georgia, Carrollton, GA; email [email protected] (https://orcid.org/0000-0002-3128-7687).

Integrating Conventional and Innovative Practices (Scullin & Griffin, 2024)

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Published

05/15/2024

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How to Cite

Scullin, B., & Griffin, R. (2024). Integrating Conventional and Innovative Practices: Enhancing Literacy Education in Diverse Contexts. Georgia Journal of Literacy, 46(1), 1–3. https://doi.org/10.56887/galiteracy.141

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