








































Georgia Journal of Literacy 
2023, Vol. 45(1), pp. 1–3 
https://doi.org/10.56887/galiteracy.108 
ISSN: 2833-7611 

Editorial Article  

 
 

 

CONTACT Dr. Bethany L. Scullin, Associate Professor, Department of Literacy and Special Education, University of 
West Georgia, Carrollton, GA; email bscullin@westga.edu. Dr. Robert A. Griffin, Assistant Professor, Department of 
Literacy and Special Education, University of West Georgia, Carrollton, GA; email rgriffin@westga.edu 
(https://orcid.org/0000-0002-3128-7687). 
 

Expanding Literacy Horizons: Inclusive, Diverse, 
and Innovative Approaches 
 
Bethany L. Scullin 
University of West Georgia, Carrollton, GA 

Robert A. Griffin 
University of West Georgia, Carrollton, GA 

 
ABSTRACT 

The spring 2023 issue of the Georgia Journal of Literacy, “Expanding Literacy 
Horizons: Inclusive, Diverse, and Innovative Approaches,” aims to inspire and inform 
K–12 literacy educators, researchers, and stakeholders by offering valuable insights, 
research, and resources. The issue emphasizes collaboration, creativity, and critical 
reflection and is divided into sections by article type, including a literature review on 
inclusive literacy ideologies; practitioner articles exploring interdisciplinary 
approaches, reading aloud, and the use of cluster texts to celebrate diversity in 
education; and teaching tips offering guidance on organizing author visits, fostering 
classroom community, and transitioning to digital interactive journals. The issue 
encourages readers to reflect on how inclusive, diverse, and innovative approaches 
can be integrated into their practices to create more equitable, dynamic, and 
engaging learning environments. 

KEYWORDS 

literacy 
advocacy; 
editorial; diversity 
and inclusion; 
innovative 
approaches 

 
 

n an ever-changing landscape of literacy education, it is paramount for educators, researchers, 
and stakeholders to actively pursue and embrace approaches and strategies that embody our 
collective commitment to inclusivity, diversity, and innovation (Banks & McGee Banks, 2020; 

Grote-Garcia & Ortlieb, 2023). The spring 2023 issue of the Georgia Journal of Literacy, aptly 
titled “Expanding Literacy Horizons: Inclusive, Diverse, and Innovative Approaches,” endeavors 
to serve as a beacon of inspiration and knowledge for a wide array of literacy advocates. From K–
12 literacy teachers, teacher educators, and researchers to educational leaders and policymakers, 
this issue offers literacy advocates a wealth of valuable insights, timely research, and practical 
resources designed to empower and enrich literacy education across the spectrum. 

With an emphasis on collaboration, creativity, and critical reflection, the diverse 
contributions in this issue aim to ignite meaningful conversations and foster transformative 
learning experiences within and beyond the classroom. As we navigate the complexities and 
challenges of literacy education in Georgia and throughout the nation, it is our hope that the ideas, 
practices, and perspectives presented in this issue will serve as a catalyst for cultivating more 
inclusive, diverse, and innovative approaches in literacy education, ultimately benefiting learners 
of all ages, backgrounds, and abilities. 

 
 

I 

mailto:bscullin@westga.edu
mailto:rgriffin@westga.edu
https://orcid.org/0000-0002-3128-7687


2 Georgia Journal of Literacy 45(1)  
 

Literature Review: Inclusive Literacy and Ideologies 
Our issue begins with Dr. Alexandra Lampp Berglund’s literature review “Diverging Ideologies 
of Disability: An Examination of Literature on Inclusive Literacy,” which delves into the concept 
of inclusive literacy and its implications for students with disabilities. Through a comprehensive 
literature review grounded in Critical Disability Studies, Berglund highlights the need for 
continued research and advocacy in this area. Readers can hope to gain an understanding of how 
disability ideologies are present in research on inclusive literacy practices, ultimately encouraging 
educators to consider more inclusive approaches to literacy education. 
 
Practitioner Articles: Bridging Diversity and Innovative Strategies 
This issue features three practitioner articles that skillfully bridge diversity and inclusion with 
innovative teaching strategies. In “A Passion for Fashion: Studying Fashion through Children’s 
Literature,” Dr. Sharryn Larsen Walker and Maggie Walker showcase a unique interdisciplinary 
approach to engage students' interests in the fashion industry. They expertly demonstrate how 
children’s literature can be utilized to build background knowledge, offering readers a wealth of 
literary resources and strategies that can be integrated into English Language Arts, career 
education, or arts courses. 

Dr. William P. Bintz’s insightful article, “Reading Aloud to Children: A Cautionary Tale,” 
serves as a powerful reminder that reading aloud is an art form requiring skill, intentionality, and 
sensitivity. Through this piece, readers will delve into the complexities of reading aloud, gaining 
a comprehensive understanding of research on the topic. The article equips educators with a variety 
of recommended texts and strategies to optimize the benefits of this practice while ensuring that it 
is inclusive and meaningful for all students. 

Finally, in “Beyond the Single Story: Utilizing Cluster Texts to Celebrate Diversity,” Dr. 
Lisa Parker and Jenny Malec emphasize the importance of representation and inclusivity in the 
texts shared with students. They expertly guide readers through the concepts of intertextuality and 
cluster texts, offering practical examples of how these resources can be employed to present a rich 
tapestry of stories and experiences that reflect the diverse world in which we live. 
 
Teaching Tips: Practical Approaches and Innovative Strategies 
The final subsection of the issue features three insightful teaching tips pieces that offer practical 
guidance for educators. In the first article in this section, “Tips for Planning a Successful Author 
Visit,” Drs. Tiffany Watson, Nicole Maxwell, and Danielle Hartsfield share their expertise on 
organizing and executing memorable author visits. These visits have the potential to inspire 
students’ love for reading and writing, and the authors outline the key steps involved in planning 
such events. Readers can expect to learn not only how author visits can support learning outcomes 
but also how to foster an authentic connection with the world of literature through these unique 
experiences. Additionally, the article delves into strategies for overcoming financial barriers by 
exploring various funding opportunities that can make these enriching author visits a reality for 
schools and campuses. 

Dr. Kathleen Crawford and Heather Huling present two teaching tips articles. In “Building 
Classroom Community in Elementary Literacy Methods Courses,” they introduce the practice of 
“Tell Me Time” (TMT), an adaptation of morning meetings that fosters connection and 
communication among students. Readers will discover specific examples of TMT activities and 
learn how to successfully implement this practice in their courses. Crawford and Huling’s second 



Scullin & Griffin 3 
 

article, “Out with the Old, in with the New: Digital Interactive Journals in an Elementary Language 
Arts Methods Course,” explores the transition from traditional to digital interactive journals. 
Readers can expect practical guidance on implementing this strategy in the classroom and learn 
how to integrate technology into literacy instruction. 
 
Final Reflections 
This issue of the Georgia Journal of Literacy presents a diverse array of perspectives and insights 
on literacy education, with the overarching aim of inspiring readers to broaden their own horizons 
and foster meaningful learning experiences for all students. We are deeply grateful for the 
invaluable contributions of our authors, as we believe that their collective work will ignite 
meaningful change within the realm of literacy education. 

As you delve into the articles in this issue, we encourage you to contemplate the myriad 
ways in which inclusive, diverse, and innovative approaches can be seamlessly woven into your 
own practice. Reflect on the strategies and resources our authors have thoughtfully presented, and 
ponder how they might be adapted or tailored to suit your unique context (Cremin et al., 2022). By 
embracing the spirit of collaboration and the shared pursuit of knowledge, we can all contribute to 
the creation of more equitable, dynamic, and engaging learning environments for our students. 

It is our hope that “Expanding Literacy Horizons: Inclusive, Diverse, and Innovative 
Approaches” will prompt you to challenge traditional assumptions, welcome novel ideas, and 
continually evolve as a literacy advocate. As we collectively strive for a more inclusive, diverse, 
and innovative future within literacy education, the Georgia Journal of Literacy remains steadfast 
in its commitment to support you on this transformative journey. 
 
References 
Banks, J. A., & McGee Banks, C. A. (2020). Multicultural education: Issues and perspectives (10th 

ed.). John Wiley & Sons. 
Cremin, T., Hendry, H., Leon, L. R., & Kucirkova, N. (Eds.). (2022). Reading teachers: Nurturing 

reading for pleasure. Taylor & Francis. https://doi.org/10.4324/9781003215615 
Grote-Garcia, S., & Ortlieb, E. (2023). What’s hot in literacy: The duality of explicit instruction 

& cultural and linguistic considerations. Literacy Research and Instruction, 62(1), 1–15. 
https://doi.org/10.1080/19388071.2023.2162207 

 
 
Published: April 3, 2023 

https://doi.org/10.4324/9781003215615
https://doi.org/10.1080/19388071.2023.2162207

	Literature Review: Inclusive Literacy and Ideologies
	Practitioner Articles: Bridging Diversity and Innovative Strategies
	Teaching Tips: Practical Approaches and Innovative Strategies
	Final Reflections
	References

