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This editorial focuses on connecting literacy education contexts (e.g., local and global), stakeholders (e.g., policymakers, scholars, and practitioners), and literacies (e.g., foundational print‐based and new, digital). The editors outline their vision to build upon previous editorships in building a participatory culture where Journal of Adolescent & Adult Literacy (JAAL) readers not only consume content but also produce new ideas through conversations. The editorial outlines how JAAL will serve as a forum for discussion of innovative research and practical applications of diverse adolescent and adult literacy learners engaged in reading, writing, speaking, viewing, listening, and designing in print and online formats.

Rigor in qualitative research has been based upon criteria of credibility, dependability, confirmability, and transferability. Drawing upon articles published during our editorship of the Journal of Adolescent & Adult Literacy, we illustrate how the use of digital data in research study reporting may enhance these areas of rigor, and can provide more detailed and nuanced representations that move beyond print-based transcriptions. Data shared demonstrate how including digitally rich artifacts in research articles deepens readers' access to the content, forces authors to show and not just tell of the connections to practice, and ultimately improves the rigor of the study. We also address challenges and solutions to potential problems of using digital data in research reports.

ObjectiveThis study aimed to identify the COVID-19 health information needs of older adults from ethnic minority groups in the UK.Study designA qualitative study using semistructured interviews.Setting and participantsIndian and Nepalese older adults (≥65 years), their families (≥18 years) and healthcare professionals (HCPs) (≥18 years) engaging with these communities. Participants were recruited between July and December 2020 from Kent, Surrey and Sussex through community organisations.Results24 participants took part in the study; 13 older adults, 7 family members and 4 HCPs. Thirteen participants were female, and the majority (n=17) spoke a language other than English at home. Older participants mostly lived in multigenerational households, and family and community were key for providing support and communicating about healthcare needs. Participants’ knowledge of COVID-19 varied widely; some spoke confidently about the subject, while others had limited information. Language and illiteracy were key barriers to accessing health information. Participants highlighted the need for information in multiple formats and languages, and discussed the importance of culturally appropriate avenues, such as community centres and religious sites, for information dissemination.ConclusionThis study, undertaken during the COVID-19 pandemic, provides insight into how health information can be optimised for ethnic minority older adults in terms of content, format and cultural relevance. The study highlights that health information interventions should recognise the intersection between multigenerational living, family structure, and the health and well-being of older adults, and should promote intergenerational discussion.

sue, features a photograph taken of a mural in Brussels, Belgium, by Manning Pruden, who was a double major in art and education and now "bounces around the world discovering the convergence of the two disciplines." The mural depicted in the cover image was created as an HIV/AIDS awareness visual shared during Gay Pride week. This issue highlights visual literacies enacted across the globe as powerful texts that demand to be not only seen but also heard. Constance Steinkuehler opens the issue with "Parenting and Video Games," arguing that digital media literacy scholars should shift their focus from adolescents in relative isolation to families as a system, thereby addressing the historical, economic, and material contexts that shape parenting and media use. Next, Carol Ann Davis presents a commentary written in collaboration with Newtown poets Maddie, Kiera, Barb, Paula, and MacKenzie. "Of Rather Than in a Place: Writing in and From Community" describes the formation of the Newtown Poetry Project, which was created to support the community of Newtown, Connecticut, after the horrific elementary school shooting by engaging parents and children in grades 3-6 in poetry writing. Even though the topics were not focused on the shooting per se, the process of creating visual images through poetry allowed for the community members to be heard. Department columns this month focus on timely issues of coding and science literacies. W. Ian O'Byrne's Multiliteracies department presents