• Assessment ;
  • Comprehension ;
  • Content literacy ;
  • Digital/media literacies ;
  • Family literacy ;
  • Fluency ;
  • Language learners ;
  • Literature ;
  • Motivation/engagement ;
  • Oral language ;
  • Policy ;
  • Research methodology ;
  • Strategies ;
  • methods ;
  • and materials ;
  • Struggling learners ;
  • Teacher education ;
  • professional development ;
  • Theoretical perspectives ;
  • Vocabulary ;
  • Writing ;
  • To learners in which of the following categories does your work apply? ;
  • Early adolescence ;
  • Adolescence ;
  • College/university students ;
  • Adult


  1. Top of page
  2. Abstract
  3. References
  4. Biography

This editorial lays out the editors’ vision for Volume 57 of the Journal of Adolescent and Adult Literacy: to provide rich research, review a variety of print and digital texts for adolescents and adults and highlight diverse perspectives across departments regarding literacies learning and education. Also, the JAAL editors continue to cultivate active engagement of JAAL readers as both consumers and producers in the JAAL community through JAAL's Facebook page. Further, editors continue the inclusion of multimedia material through feature article video clips and podcasts.

In Volume 57 of JAAL, we continue our mission to provide significant content and timely topics regarding literacies learning for adolescents and adults. Each issue's lineup will present rich research, a variety of text recommendations, and diverse views across departments regarding literacies learning and education. According to Kushner and Pigozzi's (2013) content analysis of JAAL feature articles in the 2012 calendar year, the most highly represented topics in the journal presented the following trends of research focus: identity (19%), reading (14%), writing (14%), and out-of-school literacies (11%). In the coming volume, we solicit more submissions regarding disciplinary literacies, adult literacies, producing literacies (e.g., writing, designing, speaking), and global perspectives on literacy practices. We seek qualitative studies that provide deep, rich description of the literacies of various groups. We also encourage quantitative and mixed-methods submissions.

We continue to expand our emphasis on digital literacies alongside print-based literacies by providing formats inclusive of the multiple modalities available in JAAL consumers' everyday lives. As in Volume 56, feature articles will be accompanied by a podcast interview with the article's author(s), made available when the table of contents for each issue is posted online. We also encourage writers to include video clips with their articles to illustrate and extend their data (e.g., Fisher & Lapp, 2013; Kelly, 2012).

Our focus on strengthening JAAL's professional and academic network is beginning to be realized in the active discussions on our JAAL Facebook page, where readers share their insights in response to journal content and post their inquiries. Please join us around this virtual water cooler and contribute to the conversation.

By including digital texts such as podcasts and video clips for subscribers' consumption, and creating social networking contexts such as the journal's Facebook page, we hope subscribers will engage in the JAAL community as producers and not just consumers of information regarding the ties between literacies research and practice.

Throughout the volume, we highlight the voices of stakeholders—adolescent and adult teachers and learners in various contexts. In this issue, in celebration of Anti-Censorship Month, we open with a commentary written by Jen Denzin, a veteran English teacher. She reflects on her mixed feelings regarding her assignment of a controversial text and her students' reading of provocative topics. Next month, you will find an essay about the perks of e-readers contributed by Alleigh Sanders, a seventh grader and our first adolescent author for Literacy Lenses. The cover art of Issue 1 is designed by Jennifer Smalarz, a teacher of deaf students who uses the art of zentangle to engage her students with ADHD. Please consider sharing your expertise and the experiences of the students you teach by submitting a Literacy Lens essay (, cover image artwork (, or both for an upcoming issue.

We are thankful to have the following department editors returning to edit bimonthly columns: Jesse Gainer (Pop Culture/Digital Literacies), Fenice Boyd (Policy and Advocacy), Gloria Jacobs (Multiliteracies), and Zhihui Fang (Content Area Literacies). We are also grateful to James Blasingame for his continued service as editor of Print-Based Text Reviews for Adolescents and Adults. Many thanks to Gwynne Ash, who set the stage for JAAL's inclusion of visual and digital text reviews while serving as the department editor of Visual and Digital Text Reviews for Adolescents and Adults during Volume 56. We welcome Stergios Botzakis as the new editor of the Visual and Digital Text Reviews for Adolescents and Adults. Thanks also to Roni Jo Draper for her longtime commitment to JAAL as department editor of Professional Resources for Adolescents and Adults. We also welcome Marcelle Haddix as the new editor of Professional Resource Reviews for Adolescents and Adults.

We look forward to a productive volume year! We welcome your comments and feedback via e-mail or JAAL's Facebook page.


  1. Top of page
  2. Abstract
  3. References
  4. Biography


  1. Top of page
  2. Abstract
  3. References
  4. Biography
  • Emily Neil Skinner and Margaret Carmody Hagood are coeditors of JAAL September 2012 through May 2016. Both teach at the College of Charleston, South Carolina, USA; e-mail and