Literacy Entanglements and Relationality, Time, Place, Space and Identity

Authors

  • Jing Jin
  • Lara Polak
  • Velvalee Georges
  • Yina Liu

DOI:

https://doi.org/10.20360/langandlit29620

Keywords:

Literacy, Relationality, Literacy Entanglements and Relationality, Time, Place, Space and Identity

Abstract

Tawaw, or welcome, to this special digital edition of the Language and Literacy journal. This issue is a direct result of the scholarship shared by participants and the development and management of the 18th annual, but first digital, Language and Literacy Researchers of Canada (LLRC/ACCLL) pre-conference by the co-chairs[1] (Jing Jin, Lara Polak, Velvalee Georges, and Yina Liu). The theme, Literacy Entanglements & Relationality: Time, Space, Place, and Identity, aspires to engage researchers in moving beyond entanglement toward evolving relationality through and in the various dimensions of time, space, place, and identity. This theme was intended to create opportunities for researchers to attend to the complexities inherent in broadening and strengthening our understandings of language and literacy entanglement. We anticipated thoughtful conversation about how humans engage with literacy and language at various stages of relations, from superficial acknowledgment to exploring how our messages are transformed by identity, time, space, and place. We wondered how the course of literacy and language research might become more robust by attending to all dimensions, particularly as we move from face-to-face to virtual contexts and digital means.

Author Biographies

Jing Jin

Jing Jin is a PhD candidate in Elementary Education at University of Alberta, Canada. She received her MA degree specializing in children’s literature in Ocean University of China, and M. Ed degree in University of Saskatchewan. Her research interests include children’s literature, bilingual and biliteracy education, and heritage language acquisition

Lara Polak

Lara Polak is PhD student at the University of Alberta in Language and Literacy. Her doctoral research looks at the experiences of teachers and changes in teacher pedagogy before, during, and after the pandemic. Prior to entering the PhD program at the University of Alberta, Lara was an elementary educator of fifteen years.

Velvalee Georges

Velvalee Georges is a PhD candidate in Language and Literacy at the University of Alberta. She is a Metis scholar interested in Assessment, Indigenous language teacher education, Indigenous languages and literacies. She teaches Assessing Indigenous languages in classrooms for the Canadian Indigenous language and literacy Institute (Cilldi) and she is a researcher with the Supporting Indigenous Languages Revitalization (SILR) Project at the University of Alberta.  Velvalee has extensive administrative and teaching experience.

Yina Liu

Yina Liu is a PhD candidate in Language and Literacy, at University of Alberta. She is interested in culturally and linguistically diverse children’s digital literacy at home in her doctoral research. She completed her MEd program in 2017, exploring how Canadian children’s literature could help newcomer children to transit better into Canada.

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Published

2022-06-30

How to Cite

Jin, J., Polak, L., Georges, V., & Liu, Y. (2022). Literacy Entanglements and Relationality, Time, Place, Space and Identity. Language and Literacy, 24(1), 1–5. https://doi.org/10.20360/langandlit29620

Issue

Vol. 24 No. 1 (2022): Literacy Entanglements and Relationality, Time, Place, Space and Identity

Section

Editorial

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