Examining the “Social Turn” in Postsecondary Literacy Research and Instruction: A Retrospective View of<i>JCRL</i>Scholarship, 2005–2013

Bauer, Laurie; Theado, Connie Kendall

doi:10.1080/10790195.2014.950869

Cited by 5 publications

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“…Bauer and Theado (2015) conducted a content analysis of the Journal of College Reading and Learning ( JCRL ). These researchers identified and analyzed 62 articles from 2005 to 2013 to determine which pedagogical practices have affected literacy learning for college-aged readers over the years.…”

Section: Related Researchmentioning

confidence: 99%

“…They also identified what they called the five pillars of RRQ's contributions to literacy research: RRQ is a "go-to" journal for high-quality research; it is a nexus of professional dialogue; over the years, it has mirrored the evolution of the field of reading; it is a top-tier journal; and its mission is to provide research that informs practice. Bauer and Theado (2015) conducted a content analysis of the Journal of College Reading and Learning (JCRL). These researchers identified and analyzed 62 articles from 2005 to 2013 to determine which pedagogical practices have affected literacy learning for college-aged readers over the years.…”

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confidence: 99%

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A Content Analysis of Nine Literacy Journals, 2009-2014

Parsons

Gallagher

2016

Journal of Literacy Research

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The purpose of this study was to determine the topics being studied, theoretical perspectives being used, and methods being implemented in current literacy research. A research team completed a content analysis of nine journals from 2009 to 2014 to gather data. In the 1,238 articles analyzed, the topics, theoretical perspectives, research designs, and data sources were recorded. Frequency counts of these findings are presented for each journal. Chi-square tests of independence revealed statistically significant differences among the topics, theoretical perspectives, designs, and data sources across the nine journals. These results suggest that the field of literacy research may be fragmented, which has been a concern for literacy researchers since the paradigm wars of the 1980s and 1990s. We urge the literacy research community to continue to demand rigorous research, but to do so in a way that appreciates the power in viewing and studying teaching and learning from diverse perspectives, using diverse methods, and with recognition that a foundational aspect of rigorous research is the match between research questions asked and research methods used.

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Section: Related Researchmentioning

confidence: 99%

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confidence: 99%