Littératies scolaires en post-pandémie


  • Ronna Mosher University of Calgary
  • Kim Lenters University of Calgary
  • Gail Cormier Université de Saint-Boniface




Author Biographies

Ronna Mosher, University of Calgary

Ronna Mosher is the Director, Professional Programs in graduate education and Assistant Professor, Curriculum and Learning in the Werklund School of Education at the University of Calgary. Her research interests include curriculum studies, literacy education, and the epistemologies and ontologies of educators’ professional practice. Her recent work explores playful(l) literacy practices in grade 1 and 2 classrooms and in outdoor story play.

Kim Lenters, University of Calgary

Kim Lenters is an Associate Professor and Canada Research Chair (Tier 2) in Language and Literacy Education at the University of Calgary where her research focuses on the social and material worlds of children’s literacy development.  Kim’s work has consistently focused on those students whose literacy practices are seen to be out-of-step (and therefore, generally unwelcome) in classroom spaces. Most recently, Kim’s work has examined the relationship between play and literacy in spaces beyond preschool and kindergarten settings. In addition to several chapters in edited volumes, her work has been published in journals such as Reading Teacher, Literacy, English Teaching: Practice & Critique, Journal of Literacy Research, and Research in the Teaching of English. She is also co-editor of the volumes, Affect and Embodiment in Critical Literacy: Assembling Theory and Practice (2020) and Decolonizing Literacies: Disrupting, Reclaiming, and Remembering Relationship (forthcoming). 

Gail Cormier, Université de Saint-Boniface

Gail Cormier is an Associate Professor at the Faculty of Education specialized in language, literacy and curriculum at Université de Saint-Boniface in Manitoba. Her areas of research include linguistic landscapes, schoolscapes, language and literacy education, education in minority settings and Francophone and French immersion programming. She is currently conducting research supported by the Government of Canada’s New Frontiers in Research Fund (NFRF) on schoolscapes in rural French immersion schools in Manitoba. Her doctoral research on schoolscapes was funded by the Joseph Armand Bombardier Scholarship from the Social Sciences and Humanities Research Council of Canada (SSHRC). She taught French, English and Spanish in Manitoban schools as well as in Costa Rica. 



How to Cite

Mosher, R., Lenters, K., & Cormier, G. (2023). Littératies scolaires en post-pandémie. Language and Literacy, 25(1), 4–7.