Beyond the Page: Reimagining Literacy Across Media, Cultures, and Classrooms

Abstract

The Spring 2025 issue of the Georgia Journal of Literacy, themed “Beyond the Page: Reimagining Literacy Across Media, Cultures, and Classrooms,” challenges, expands, and reimagines what literacy means in modern classrooms. This issue explores a mix of literacy practices, from digital texts and AI tools to dialect use and blending across different genres and fields. The opening research articles invite readers to consider early literacy through the lens of multimodality, social-emotional development, and teacher identity. A bridging article explores how AI can personalize literacy instruction for students with autism, and the teaching-focused pieces offer classroom-ready strategies that celebrate linguistic diversity and integrate literature with science instruction through blended genres. These contributions together illustrate how literacy is not confined to the printed page but lived, embodied, and continuously reshaped by the media we use, the identities we affirm, and the worlds we seek to understand.