[Edling] Innovative Qual Research on Multilingual Literacy Development: Call for Chapter Proposals

[Kibler, Amanda via Edling]

Innovations in Qualitative Research on Multilingual Literacy Development: Amplifying Voices from Immigrant, Transnational, and Refugee Communities
Call for Chapter Proposals

Editors: Amanda K. Kibler (Oregon State University) and Fares J. Karam (University of Nevada, Reno)

In an age of resurgent nationalism and increasing xenophobic sentiments against migrant communities, it is important to better understand the complex settings in which multilingual learners from immigrant, transnational and refugee backgrounds develop literacies across languages. This volume will highlight recent conceptual and methodological innovations in studying multilingual literacy development, with a special focus on the use of qualitative research methods, including the negotiation of ethical issues in this work. More specifically, the volume will showcase how qualitative research designs and tools can allow scholars not only to “study” the literacy development of multilingual learners from immigrant, transnational, and refugee backgrounds, but also to learn from their border-crossing and trans/multilingual literacy practices in order to enact social and systemic change.

We invite empirically based contributions from qualitative researchers who:
1. investigate the development of multilingual literacy practices that could include varied modalities, sociopolitical and racialized spaces, materialities, landscapes, and timespaces;
2. explore these practices among members of immigrant, transnational, and refugee communities in varied contexts around the world, including online/virtual and in-person settings, pre-school through higher education school settings, home and community spaces, and emergency education contexts, among others; and
3. use innovative qualitative research methods (including related ethical considerations) that demonstrate a means of documenting or supporting social and/or systemic change. Methods should be grounded in and demonstrated through authors’ research data.

Implications should include attention to how innovative use of qualitative methods can better inform equity-oriented instructional practices aimed at supporting multilinguals’ literacy development.

Potential authors should provide a tentative chapter title, a 50-100 word biography for each author, and a 500-word abstract. Proposals (due November 1, 2022) should be saved as a single Microsoft Word document and emailed to the editors: Amanda Kibler (amanda.kibler at oregonstate.edu<mailto:amanda.kibler at oregonstate.edu>) and Fares Karam (fkaram at unr.edu<mailto:fkaram at unr.edu>). Chapters must be original and should not be submitted for publication elsewhere. All chapters will be double-blind peer reviewed (contributors may also be asked to review).

Full details on this call for proposals can be found at: https://drive.google.com/file/d/1Z7eRFLwC8uKgYv-DEv9pLUJ9TxWsw_YT/view?usp=sharing
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