Making Thinking Visible: Explicit, Transferable Literacy Practices Across the Curriculum

Abstract

This editorial article introduces the Fall 2025 issue of the Georgia Journal of Literacy, which is themed "Making Thinking Visible: Explicit, Transferable Literacy Practices Across the Curriculum." With AI writing on the rise, new standards, and continued emphasis on science-based reading instruction, teachers are being called on to both teach structured literacy skills and the thinking that drives them. The four articles in this issue show how systematic, explicit, evidence-based instruction, along with modeling metacognition and culturally responsive teaching, can help students make learning visible and transferable across content areas. From reimagining grammar instruction for digital-age learners, to coupling structured literacy with metacognition, to bridging math and storytelling, and using mentor texts to cultivate writing craft, each article highlights how modeling cognitive processes transforms students into strategic, reflective thinkers. The articles here collectively call for literacy instruction that connects creativity, clarity, and structure with equity and thinking with doing.