UKLA is delighted to announce shortlists for the prestigious UKLA/ Wiley-Blackwell Research in Literacy Education Award 2017.
The Award is given annually for papers published in each of UKLA’s journals – Literacy and Journal of Research in Reading (JRR) – judged to be exemplary in terms of criteria applied in both journals. Literacy and JRR are peer-reviewed journals with international reputations for excellence. The panel chair is Professor Jackie Marsh.
UKLA congratulates all the shortlisted authors.
The winning authors will be announced at the UKLA International Conference in Glasgow 30 June to 2 July, and invited to present a joint seminar at the conference.
Shortlist Literacy 2017 – Access Literacy
- Chris Bailey. Free the sheep: improvised song and performance in and around a minecraft community (Vol. 50, No. 2)
- Stephanie Dix. Teaching writing: a multilayered participatory practice (Vol. 50, No. 1)
- Christine Hall & Susan Jones. Making sense in the city: Dolly Parton, early reading and educational policy-making (Vol. 50, No. 1)
- Anne Mangen & Adriaan van der Weel. The evolution of reading in the age of digitization: an integrative framework for reading research (Vol. 50, No. 3)
- Sylvia Pantaleo. Teacher expectations and student literacy engagement and achievement (Vol. 50, No.2)
- Shari Shabeti. Writing creatively in a museum: tracing lines through persons, art objects and texts (Vol. 50, No. 3)
Shortlist JRR 2017 – Access JRR
- Marta Flores, David Duran. Influence of a catalan peer tutoring programme on reading comprehension and self-concept as a reader. (Vol 39, No.3)
- Sarah P. McGeown, Cara Osborne, Amy Warhurst, Roger Norgate, Lynne G. Duncan. Understanding children’s reading activities: Reading motivation, skill and child characteristics as predictors. (Vol 39, No.1)
- Daryl F. Mellard, Kari L. Woods, Jae Hoon Lee. Literacy profiles of at-risk young adults enrolled in career and technical education. (Vol 39, No.1)
- Ilona de Milliano, Amos van Gelderen and Peter Sleegers. Types and sequences of self-regulated reading of low-achieving adolescents in relation to reading task achievement (pages 229–252). (Vol 39, No.2)
- Ellen Schaffner, Maik Philipp, Ulrich Schiefele. Reciprocal effects between intrinsic reading motivation and reading competence? A cross-lagged panel model for academic track and nonacademic track students. (Vol 39, No.1)
The Literacy shortlists were selected by Jill McClay and Clare Dowdall (editors), Gabrielle Cliff Hodges and Trinka Messenheimer; the JRR shortlists by Julia Caroll (editor) in consultation with JRR Associate Editors.
Notes for Editors
The Award is given annually for papers published in each of UKLA’s journals – Literacy and Journal of Research in Reading (JRR) – judged to be exemplary in terms of criteria applied in both journals.
Specifically, the award is given to a text which fulfils many of the following criteria.
- Relevance to readership – taking account of an international readership
- Accessibility to a knowledgeable readership
- Original content which contributes significantly to existing knowledge or the development of new knowledge, policy or strategy
- Clear theoretical position
- Methodologically sound research processes /design appropriate to the theoretical standpoint
- Sound level of critical analysis
- Relevant and appropriate citation base
The Literacy shortlists were selected by Jill McClay and Clare Dowdall (editors), Gabrielle Cliff Hodges and Trinka Messenheimer; the JRR shortlists by Julia Caroll (editor) in consultation with JRR Associate Editors.
Final panel: Professor Jackie Marsh (Chair), Frances Bodger, Rosie Flewitt, Lynda Graham, Clare Kelly, Rebecca Parry, Wayne Tennent, Carole Torgerson.
