2022 Annual Meeting COVID-19 Recommendations

LRA takes the health and safety of its personnel and all guests at events very seriously. We remain mindful that COVID-19 variants and considerations for the health of attendees must be a priority.


To ensure everyone’s health and safety, all attendees are strongly encouraged to take a COVID-19 test prior to attending the conference. 


Please do not attend the event if within ten (10) days preceding the event, you have tested positive or been diagnosed with COVID or other communicable disease; or experienced any new or unexplained symptoms commonly associated with COVID or other communicable disease. 


Although proof of vaccination is not required for attendance this year, in accordance with CDC recommendations, we  encourage attendees to get vaccinated and boosted if eligible and able to do so.


The CDC has recently revised its guidelines for mask wearing based on COVID-19 Community Levels. The current Community Level for Phoenix, Arizona is “Low,” so conference attendees may choose to wear a mask based on personal preference, informed by personal level of risk. 


Similar to last year’s conference, color coded stickers will be available for attendees to place on their badges to indicate their social interaction level.


For example:

  • Green = hugs and handshakes
  • Yellow = elbow and fist bumps
  • Red = air high fives

LRA 2022 Student Outstanding Research Award

Are you a student already looking forward to this year’s LRA Conference? Have you conceptualized a promising paper based on your research? Would you like the opportunity to have your paper published in Literacy Research: Theory, Methods and Practice?


If so, please consider applying for the LRA 2022 Student Outstanding Research Award.


The Student Outstanding Research Award annually honors a student member of LRA in recognition of an outstanding research paper presented at the Annual Conference.


Requirements include the following:

    • The author must hold student status.
    • Research must be conducted by the student.
    • Paper must be written solely by the student or co-authored with students.
    • Paper cannot be co-authored or co-presented with a faculty member.
    • Paper must have been accepted for presentation at the 2022 Conference.
    • Papers representing various forms and genres of research (including conceptual papers)
      are welcome.


To be considered, submit your application to Jud Laughter at
jud.laughter@utk.edu with “LRA 2022 SORA Application” in the subject by 1 September


For more information, visit https://literacyresearchassociation.org/student-outstanding-

Submit Nominations for the 2022 J. Michael Parker Award

If you are a doctoral student or early-career, untenured faculty submitting a proposal on the topic of adult literacy to the 2022 LRA Conference, please consider applying for the J. Michael Parker Award.


LRA awards the J. Michael Parker Award to new scholars for a paper they present at the conference that addresses adult literacy/language development and instruction. The award was established in 2001 in honor of J. Michael Parker, winner of LRA’s Student Outstanding Research Award for his work in community-based adult literacy.


To be true to the spirit of J. Michael Parker’s work, the award recognizes studies that examine ways adults further their own language and literacy development within or outside of formal learning contexts, including different social and cultural contexts for learning. The award is designed to encourage work in adult literacy with a variety of populations, including, but not limited to, learners in formal settings such as adult basic education and ESOL classes, family literacy with an emphasis on the adult, as well as those engaged in literacy practices embedded in diverse cultural settings.


In order to be considered for the J. Michael Parker Award, applicants must meet the following eligibility requirements:

  • All of the author(s) of the paper must be doctoral students or earlycareer, untenured
    faculty at the time of the paper submission (October 1, prior to the Annual Meeting)
  • The paper is based on a proposal accepted for presentation at the 2021 LRA Annual
  • The author(s) of the paper are LRA members in good standing at the time of the paper submission.

Award Details

Recipients of the award receive a small cash award to be used for conference expenses, as well as a plaque commemorating the award. They are also recognized during a general session of the conference. The award is presented to papers with either a single author or multiple authors, wherein all authors must be a doctoral student(s) or earlycareer, untenured faculty. For single authored papers, the recipient will receive $500 and a plaque commemorating the award.


For co-authored papers, the recipients will each receive a plaque and will decide amongst themselves how to divide the $500 award.

Criteria for Consideration for the Award

The LRA member selected for receiving the J. Michael Parker Award should conduct research that is judged capable of making a significant contribution to the theory and/or practice of adult literacy learning and instruction. This means that the paper will be judged by:

  • The overall quality of the research includes consideration of purpose, theoretical
    framing, methodology, findings, and conclusions.
  • How the manuscript addresses the theory and/or practice of adult literacy in community or postsecondary learning and instruction within or outside of formal learning contexts, including different social and cultural contexts for learning.
  • The contribution of the research to the field (e.g., the impact of the research on theory, knowledge, or practice in the field of literacy studies).

Only one award should be given each year (this is to ensure that there are sufficient funds to support participation at the LRA annual conference).


Applicants are required to submit a proposal of their research to the LRA 2021 Conference. If the proposal is accepted, a full research paper (see guidelines below) based on the accepted proposal, must be submitted electronically via email to the chair Mikel W. Cole (mikel.w.cole@gmail.com) by October 1, 2022.


Required Materials Due October 1, 2022, sent via email to mikel.w.cole@gmail.com:

  • A full research paper should be no longer than 25 pages (doublespaced and 12point font), excluding references and appendices. The research paper should be blinded with no identifying information. It should be sent in a Microsoft Word or PDF format.
  • A onepage cover letter should include the following information:
  • Status (doctoral student or untenured faculty) of each author
  • Information about LRA presentation: Date/time/type of session
  • A paragraph addressing how the paper meets the award criteria
  • If the paper is a small part of a larger study, describe the context and methodology
    of the larger study. Also, describe this research in relation to being part of
    work conducted by an advisor/tenured faculty member.


Potential applicants are encouraged to contact the award chair (Mikel W. Cole, (mikel.w.cole@gmail.com) to discuss how their research may fit with the intentions of the award and to make inquiries

2022-2024 STAR Cohort Announced!

STAR (Scholars of color Transitioning into Academic Research institutions) Mentoring Program

In 2008, the Ethnicity, Race, and Multilingualism (ERM) Committee proposed the creation of a pipeline for promising emerging scholars of color who will continue the strong tradition of leadership, research, and service within our organization and who will commit and dedicate themselves to addressing issues of ethnic, linguistic, and racial diversity within our organization and within the literacy field. This resulted in the establishment of the STAR (Scholars of color Transitioning into Academic Research institutions) program–a selective mentoring program for scholars of color who are beginning their careers as literacy researchers. The objectives of the STAR program are to:

  • Help instill a strong professional stance within scholars of color,
  • Increase their knowledge of our organization’s rich history and traditions,
  • Inspire them to continue its legacy of scholarship, leadership, and service, and
  • Increase the pool of viable scholars of color who have been mentored by our organization

The STAR program is a two-year cohort model for eight scholars of color in the first two years of a tenure-track literacy appointment. Fellows are then matched with senior scholars of color in our field and organization. As part of the STAR program, fellows and mentors participate in a series of mentoring and research sessions at two annual conferences and in a spring writing retreat. Fellows also present at a STAR Research Showcase session at the conference in their first year of the program and in an alternative session the second year.

Since 2009, the STAR program has mentored cohorts of emerging scholars of color, committed to conducting research on the literacy education and development of students from ethnically, linguistically, and racially diverse backgrounds; who have the capacity to successfully navigate the tenure and promotion process at predominantly White research institutions; and who are active and productive leaders within our organization and in the literacy profession.


2022 – 2024 Cohort


Marcus Croom

Dr. Marcus Croom

Mentor: Dr. Patricia Edwards

Marcus Croom is Assistant Professor in Literacy, Culture, and Language Education at Indiana University in Bloomington. As a race critical researcher, his inquiries focus on race and literacies within educator preparation and educator development in American schooling, specifically teaching and learning as practiced with the post-White orientation. He typically generates knowledge through practice of race theory (PRT), case study, and qualitative methods, especially race critical practice analysis. His mission is to cultivate more human fulfillment and mitigate human suffering. Holistically, his work involves using research and experience to help individuals and groups develop racial literacies, which thereby advances the justice, diversity, equity, and inclusion efforts of schools, universities, businesses, organizations, and communities.



Dr. Tala Karkar Esperat

Dr. Tala Karkar Esperat

Mentor: Dr. Pamela Mason

Tala Karkar Esperat is Assistant Professor of Curriculum and Instruction at Eastern New Mexico University. Her research agenda as an international literacy scholar focuses on enhancing ability of teachers to cultivate racially literate justice through new literacies, multiliteracies, and pedagogical literacy practices. She studies teacher pedagogical content knowledge of new literacies and traditional literacies in the classroom. Dr. Esperat wishes to contribute to the scholarship surrounding racial inequalities in classroom contexts to empower teachers, schools, organizations, and communities to fully utilize the assets of learners, oppose linguistic deficiencies, and empower racialized students.




Dr. Jin Keong Jung

Dr. Jin Kyeong Jung

Mentor: Dr. Vaughn Watson

Jin Kyeong Jung is Assistant Professor in Language, Diversity, and Literacy Studies at Texas Tech University. She earned a Ph.D. in Literacy, Culture, and International Education at the University of Pennsylvania’s Graduate School of Education. Her interdisciplinary research agenda lies at the intersection of literacy, language, and technology to promote equity, access, inclusion, and diversity. She is particularly interested in digital literacies, youth civic engagement, education in global contexts, and linguistically and culturally diverse youth including transnational adolescents and racially marginalized students who often wrestle with and may feel excluded from standardized curriculum and instruction. She employs qualitative participatory research methodologies and ethnographic and multimodal approaches.




Dr. Jungmin Kwon

Dr. Jungmin Kwon

Mentor: Dr. Wan Shun Eva Lam

Jungmin Kwon is Assistant Professor of Language and Literacy in the Department of Teacher Education at Michigan State University. Her research focuses on the areas of language and literacy, immigrant children and families, transnational migration, and teacher preparation for linguistically and culturally diverse students. She is the author of “Understanding the Transnational Lives and Literacies of Immigrant Children” (Teachers College Press, 2022). Her work has appeared in International Journal of Bilingual Education and Bilingualism, Bilingual Research Journal, Language and Education, Language Arts, and others.





Jason Mizell

Dr. Jason D. Mizell

Mentor: Dr. Aria Razfar

Jason D. Mizell is an Assistant Professor in the Department of Teaching and Learning at the University of Miami. His research, teaching, and service are filtered through a cross-pollination of Systemic Functional Linguistics and Culturally Sustaining pedagogies in order to apprentice pre-and in-service teachers, minoritized youth, and wider community(ies) to (1) value, nurture, and critically examine racialized community languaging and literacies practices, (2) critically examine and deconstruct dominating languaging and literacies practices, (3) learn to remix languages and literacies critically in order to meet the needs of racialized youth and their accomplices in a multilingual and pluralistic society, and (4) to help subject area teachers make content-specific instruction anti-racist and accessible.




Dr. Rosa Nam

Dr. Rosa Nam

Mentor: Dr. Kyung Sung

Rosa Nam is Assistant Professor of English Education at Colorado State University. Her research centers on critical literacy, contemporary diverse adolescent literature, and AsianCrit in education. Before joining CSU, Dr. Nam worked with pre-service teachers in university and alternative certification programs and was a high school English teacher in Houston, TX. She is currently an assistant editor of The ALAN Review until 2023.









Lakeya Omogun

Dr. Lakeya Omogun

Mentor: Dr. Patriann Smith

Lakeya Omogun is an Assistant Professor of Language, Literacy, and Culture at The University of Washington. Raised between her Nigerian and Black American cultures, her hybrid identity is reflected in her work that focuses on Black African immigrant youth. Specifically, her research explores the role of language, literacy, including digital literacies, in Black African immigrant youth identity constructions and negotiations across school, community, and digital spaces. She pays particular attention to the intersection of racialization and socialization processes that influence Black African immigrant youth identities. Lakeya draws on her lived experiences, the wisdom of her former middle school students, and the arts to inform her creative approach to shifting static ideas about identity, culture, and language in schools and society at large.




Crystal Wise

Dr. Crystal Wise

Mentor: Dr. Maneka Brooks

Crystal N. Wise begins a new position as an assistant professor in elementary literacy at the University of Minnesota in the fall. Her scholarship focuses on the early literacy development of African American children and children living and attending schools in low-socioeconomic communities. Her current work focuses on vocabulary instruction and assessment, culturally responsive instructional practices, project-based learning, and African Americans’ use of literacy as resistance and liberation. She is also a former kindergarten and second grade teacher.

The Impact of Gunther Kress on Social Semiotics and Education

The Impact of Gunther Kress on Social Semiotics and Education: An AERA Semiotics SIG Panel
followed by a Graduate Student Networking Event
is 3 weeks away!

Have you registered yet? If not, see below!


Open to all! Join the Semiotics in Education SIG on Tuesday, June 28, 2022 at 9:00 a.m. – 10:15 a.m. Eastern Time for an exciting panel featuring the work and legacy of Gunther Kress.


Panelists Jeff Bezemer, Carey Jewitt, Jennifer Rowsell, and Theo van Leeuwen will consider the influence and impact of the work of Gunther Kress in social semiotics and education. Sponsored by the AERA Social Semiotics in Education SIG, the panel is in honor of the newly created Gunther Kress Scholarly Impact Award. The Panel will be followed by an informational event for Graduate Students. All are welcome.

Register in advance for this meeting:


After registering, you will receive a confirmation email containing information about joining the meeting.


If you have any questions about the event, contact:

Mary McVee (mcvee@buffalo.edu), AERA SIG Chair of Social Semiotics in Education: Signs, Meanings, and Multimodality

Edward B. Fry Book Award Call for Nominations

The purpose of the Edward B. Fry Book Award is to recognize LRA members who author a book on literacy research and practice. The award was established by Edward B. Fry who contributed a fund to support it. The first award was presented in 1995. An award seal was designed and used for the first time in 2000.


Eligibility for the award is limited to current members of LRA who have written or been one of several authors of a book. The book must have a copyright date within 5 years of the date when the award is made. The book that receives the award will:
• Advance knowledge about literacy
• Display inquiry into literacy
• Show responsible intellectual risk-taking


Letters of nomination and a copy of the nominated book must be sent to the Committee Chair by or before June 20, 2022.

Nomination letters must directly address the ways in which the nominated book meets the criteria outlined above. Letters cannot simply reiterate the endorsements or summaries designed to promote the text. Self-nominations are accepted. A book may be re-nominated if it has been previously nominated but did not win the award. Please submit nomination letters to Grace Enriquez (genrique@lesley.edu) by June 20, 2022.


The Edward B. Fry Book Award is presented at the annual conference. The author receives a plaque and a monetary award. The monetary award will be in the amount of 5% of the principal in the Fund. If there is more than one author, the amount will be distributed equally among co-authors.

For more information, go to https://www.literacyresearchassociation.org/edward-b-fry- book-award.


LR:TMP Call for Editors

Literacy Research: Theory, Method, and Practice


Letter of Intent Due: July 1, 2022
Application Due: August 15, 2022


The Literacy Research: Theory, Method, and Practice (LR:TMP), a publication of the Literacy Research Association (LRA), is seeking applications for a new editorial team to begin their official term of service in the fall 2023 starting with Volume 73.

LR:TMP is a largely peer-reviewed annual journal that publishes contemporary research and aims to promote discussion and constructive critique about key areas of literacy research, policy, and practice. Manuscripts published in the journal highlight research presented at the Annual Meeting of the Literacy Research Association and inform literacy theory, methods, and practices in the field.

  1. Editors serve a four-year term with no more than two terms served consecutively. Current editorial teams (or portions of teams) who are interested in a second four-year term must reapply through the regular process.
  2. Editors submit mid-year and annual reports to the Publications Committee, LRA Board, and Executive Committee in April and November from each year.
  3. Limited funds are available to support the work of the editorial team. Funding is contingent upon LRA Board approval following a review of annual reports.
  4. The new editorial team works with the outgoing LR:TMP editorial team and the LRA Publications Committee to facilitate a smooth transition period.

Application Procedures
Interested editorial teams should submit a letter of intent by July 1, 2022 to LRA Publications Chair, Kristen Perry, Kristen.Perry@uky.edu. Complete applications are due to the LRA Publications Chair, Kristen Perry, Kristen.Perry@uky.edu no later than August 15, 2022. Editorial teams are required to e-mail the following documents (Maximum 10 single-spaced pages for items 2-7) as a single PDF or MS-Word file (Label file as Lastname, Firstname, LR:TMP Editor Application). Teams are encouraged to develop an editorial team diverse in a number of respects (e.g., theoretically, methodologically, professorial rank, racial background), while bearing in mind the logistical challenges of including a large number of people and institutions.

  1. Letter of Intent: Include a brief letter of intent to serve as LR:TMP editors. Include full name, title affiliation, and contact information for each member of the editorial team.
  2. Vision and Goals for LR:TMP: Include a description of the editorial team’s vision and goals for the journal, including an assessment of the journal’s strengths and areas for improvement. Please consider including strategies for potentially engaging LRA membership in conversations including and beyond publication of the LR:TMP volume (e.g., a once-a-semester podcast or webinar with LR:TMP authors).
  3. Prior Editorial Experience: Include a description of prior editing experience for each member of the editorial team.
  4. Collaboration and Teamwork: Include a description of the editorial team’s approach to teamwork and collaboration relative to editorial work.
  5. Institutional Support: Include a description of whether and how the institution for each member of the editorial team will support the work of the editorship (e.g., course release, financial support, reduction of committee work, graduate assistantship, office space, technology support, support for travel to the conference).
  6. Review Processes and Procedures: Include a description of the editorial team’s proposed manuscript review processes and procedures, including their strategies for developing a substantial and diverse pool of reviewers.
  7. Proposed Budget: Attach a detailed budget of up to ________ with a justification for anticipated costs associated with editing the journal to be covered by LRA.
  8. Curriculum Vitae: Attach for each member of the editorial team.
  9. Letters of Support: Attach letters of support from each lead editorial team member’s institution indicating the level of support offered should the team be chosen (a single letter is sufficient if all applicants are from the same institution). Letters are recommended but not required for supporting/assistant editors.

Applicants will be notified of the decision regarding the new editorial team no later than the conclusion of the December, 2022 meeting of the LRA Board.


For questions regarding the Call for LR:TMP Editors, contact Kristen Perry, Chair of the Publications Committee Kristen.Perry@uky.edu.

LRA Statement on the Recent Murders in Buffalo and Orange County

Dear LRA Family and Friends,


Once again, we as a nation are grieving the loss of life in both Buffalo and Orange County.  This systemic, racist and political/ethnic violence has far reaching and life-altering impacts, not only for the families and communities who are mourning the unconscionable death of their loved ones and neighbors, but for all of us—it changes our journey in this world, our relationships, our identities, our actions.


As you know, LRA has been dutiful in releasing several strong statements in past years about such ugly and violent acts against persons of color by white supremacists and other extremist persons, including “The role of literacy research in racism and racial violence (2016); “Statement against anti-Black racism, anti-Black violence, and all forms of racism and violence (2020);” “Statement against anti-Asian violence (2021);” and the most recent LRA research report Racial justice in literacy research (2022).  All of these statements can be accessed on the LRA website.


There is no doubt that as an organization of caring, morally responsible professionals, we stand in solidarity with other educational organizations in grieving the loss of our fellow human beings and condemning such racially-motivated violence.  Our Mission Statement is clear:


We are deeply saddened by the continued tragedies incurred disproportionately by our Black, Indigenous, Latinx, [and Asian and LGBTQIA+] communities. We cannot sit by in silence. We call for renewed dedication of our scholarly talents to call out racism and injustices and support equitable, inclusive, anti-racist educational practices and spaces. 


Each of us play critical roles in our communities and collegial circles, promoting racial justice and peace, being like professional leaven, as it were, effecting the spread of hope, goodwill, compassion, and justice in whatever way we deem best.  So, while we mourn, let us resolve to do better in making the world a more safe and nurturing space for all peoples.


On behalf of the LRA Board of Directors,

David Yaden

President, Literacy Research Association


VJ Mayor, CAE

Executive Director, Literacy Research Association

Submit Your 2023 LRA Board Nominations!


Please nominate LRA members who are willing to serve a 3-year term as an LRA Board Member or make a 5-year commitment to matriculate through the presidential line (VP-elect, VP, Pres-elect, President, Past President).

Please nominate members in good standing who “represent the priorities included in the LRA Mission statement, particularly with respect to leadership, scholarship, diversity, and membership.” Self-nominations are welcome.

To nominate someone:

  1. make sure they are willing to serve;
  2. send their name and CV (please be sure CVs include service to LRA).

By Monday, June 6th send your nominations with corresponding VITA to Alfred T. Tatum (atatum@literacyresearchassociation.org).

Please indicate “Nomination for Election 2023” in the subject line. Indicate also whether they are being nominated to serve as a board member only (3-year commitment) or to serve in the presidential line (5-year commitment).

Accepting Nominations for the 2022 P. David Pearson Scholarly Influence Award

LRA is seeking nominations for the P. David Pearson Scholarly Influence Award.

The purpose of this annual award is to honor, in P. David Pearson’s name, the author(s) of an article, chapter, or book written at least 5 years prior to the nomination, which has positively and demonstrably influenced literacy practices and/or policies within district, school and/or classroom contexts.


Nominators should demonstrate how the findings or implications of the article, chapter, or book have been used directly by educators or education personnel to craft influential policies and/or initiate and implement innovative classroom practices. Read the following procedures for additional details regarding this award.


The P. David Pearson Scholarly Influence Award is presented at the Annual Conference and recipients receive a plaque and monetary award.

Criteria for Consideration for the Award

Authors wishing to be considered for the P. David Pearson Scholarly Influence Award, or a person who wishes to nominate the author(s) of a piece of writing, are asked to submit the nominated piece, along with a letter of nomination laying out the case for the nomination and providing documentation regarding the influence of the piece on educators’ practices and/or curricula, and/or policy. Impact and influence can be measured both qualitatively (e.g., through testimonials from practitioners and policymakers) and quantitatively (e.g., through citation data).


The nomination materials should also include the CV(s) of the nominated author(s) which can be helpful in situating the nominated piece within a larger body of work and can provide further evidence of influence/impact.


Please note that nominations will be considered automatically for a period of three years and that nominators can revise and/or amend the nomination package for the subsequent years that the nomination is under consideration.


The nomination package should be sent to the co-chairs of the P. David Pearson Scholarly Influence Award Committee by September 5, 2022. The co-chairs are Miranda Fitzgerald and Annemarie Palincsar.

Criteria for Review

Each nomination package will be reviewed and scored for evidence of depth, breadth, and duration of the influence, or potential for influence, over time.


DEPTH: The influence of the article/chapter/book on literacy policy or practice has been deeply positive/substantial.

    • Clarification/evidence (for example): Nomination letter and/or other materials may speak to the depth of influence by describing/illustrating the (a) unique contribution of the piece (b) ways in which the piece ushered in a paradigm shift, (c) innovative/revolutionary findings and/or implications of the piece, etc. 


BREADTH: The influence of the article/chapter/book on literacy policy or practice has been widespread.

    • Clarification/evidence (for example): Nomination letter and/or other materials may speak to the breadth of influence/impact by describing/illustrating the (a) influence of the piece within a broader program of research, (b) uptake of findings/implications of the piece by different authors/subsequent publications, (c) reach of the impact/influence on classrooms/schools/districts, etc.


ENDURANCE or POTENTIAL FOR LONG-TERM INFLUENCE: The influence of the article/chapter/book on literacy policy or practice has been sustained over time.

  • Clarification/evidence (for example): The nomination letter and/or other materials may speak to the duration/endurance of influence by describing/illustrating the (a) influence of the piece over time on manuscripts that were published (by the nominated author/authors) following the publication of the nominated piece, (b) ways in which the findings/implications of the piece have been taken up in policy/instructional practice over a period of time, (c) how the influence/impact of the piece has grown over time, etc.