Example of Journal of Literacy Research format
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Example of Journal of Literacy Research format Example of Journal of Literacy Research format Example of Journal of Literacy Research format Example of Journal of Literacy Research format
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Example of Journal of Literacy Research format Example of Journal of Literacy Research format Example of Journal of Literacy Research format Example of Journal of Literacy Research format
Sample paper formatted on SciSpace - SciSpace
This content is only for preview purposes. The original open access content can be found here.
open access Open Access
recommended Recommended

Journal of Literacy Research — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Language and Linguistics #30 of 879 up up by 41 ranks
Linguistics and Language #34 of 935 up up by 42 ranks
Education #127 of 1319 up up by 93 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 91 Published Papers | 386 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 11/06/2020
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Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

2.255

20% from 2018

Impact factor for Journal of Literacy Research from 2016 - 2019
Year Value
2019 2.255
2018 1.886
2017 1.71
2016 1.107
graph view Graph view
table view Table view

4.2

14% from 2019

CiteRatio for Journal of Literacy Research from 2016 - 2020
Year Value
2020 4.2
2019 3.7
2018 2.6
2017 2.5
2016 2.7
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 20% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 14% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

2.283

26% from 2019

SJR for Journal of Literacy Research from 2016 - 2020
Year Value
2020 2.283
2019 1.813
2018 1.385
2017 1.115
2016 1.117
graph view Graph view
table view Table view

2.671

40% from 2019

SNIP for Journal of Literacy Research from 2016 - 2020
Year Value
2020 2.671
2019 1.905
2018 1.844
2017 1.908
2016 1.634
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 26% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 40% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Journal of Literacy Research

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SAGE

Journal of Literacy Research

The Journal of Literacy Research (JLR) is an interdisciplinary peer-reviewed journal that publishes research related to literacy, language, and literacy and language education from preschool through adulthood. JLR publishes research and scholarly papers, including original res...... Read More

Language and Linguistics

Linguistics and Language

Education

Arts and Humanities

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Last updated on
11 Jun 2020
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ISSN
1086-296X
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Impact Factor
High - 1.103
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Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
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Endnote Style
Download Available
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Bibliography Name
SageV
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Citation Type
Numbered (Superscripted)
25
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Bibliography Example
Blonder GE, Tinkham M and Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B 1982; 25(7): 4515–4532. URL 10.1103/PhysRevB.25.4515.

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1207/S15548430JLR3403_4
Limits of the Local: Expanding Perspectives on Literacy as a Social Practice
Deborah Brandt1, Katie Clinton1

Abstract:

This essay reflects on how the social practice model of literacy, an approach that defines reading and writing as situated, social practices, under-theorizes certain aspects of literacy, making it hard to account fully for its workings in local contexts. We trace this theoretical blind spot to the ways that the social practic... This essay reflects on how the social practice model of literacy, an approach that defines reading and writing as situated, social practices, under-theorizes certain aspects of literacy, making it hard to account fully for its workings in local contexts. We trace this theoretical blind spot to the ways that the social practice model was formulated as a challenge to the “Great Divide” or “autonomous” models of literacy. We suggest that in rejecting a conception of literacy as a deterministic force, the revisionists critique veers too far in a reactive direction. By exaggerating the power of local contexts to define the meaning and forms that literacy takes and by under-theorizing the potentials of the technology of literacy, methodological bias and conceptual impasses are created. To open new directions for literacy research we suggest more attention be paid to the material dimensions of literacy. Drawing on the work of Bruno LaTour (1993, 1996), we seek to theorize the transcontextualized and transcontext... read more read less
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827 Citations
Journal Article DOI: 10.1080/10862969409547862
Lessons from Research with Language-Minority Children:

Abstract:

Lupita, a third-grade student, pulled up a chair to a table and sat next to some classmates. She was doing research on the Sioux as part of a broader classroom project studying Native Americans, and had spent part of the morning selecting books from the school library with information about that cultural group. The students t... Lupita, a third-grade student, pulled up a chair to a table and sat next to some classmates. She was doing research on the Sioux as part of a broader classroom project studying Native Americans, and had spent part of the morning selecting books from the school library with information about that cultural group. The students themselves had selected Native Americans as the general topic of study and were doing independent and collaborative research on their particular groups of choice. Lupita had already written several questions about the Sioux that would serve to guide her study. These questions were all in Spanish, her first language; the books she selected were all in English, her rapidly evolving second language (Moll & Whitmore, 1993). Eventually, with some assistance from the teacher, for the texts were difficult, Lupita was able to read portions of the books that contained relevant information to answer her questions, and she translated the information into Spanish so that she could incorporate it later into an essay summarizing her findings. Her classmate, Yolanda, doing research on the Yaquis, had developed a questionnaire in Spanish to interview a teacher aide who is Yaqui and trilingual in Yaqui, Spanish, and English. She would also write her report in Spanish but other children chose English, for they had the option of using either language as needed to complete their tasks. In yet another activity within this same classroom, a group of children decided to read a set of story books the teacher had assembled about the topic of war and how they affect people's lives (Moll, Tapia, & Whitmore, 1993). As the children read the books and discussed them among themselves and with the teacher, they struggled in understanding realistic but fictional accounts of events about other people, at other places, and in other times. They borrowed from each other's experiences in making sense of the stories, relating them to their own lives, and evalu- read more read less
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452 Citations
open accessOpen access Journal Article DOI: 10.1177/1086296X12468587
Rereading “A Pedagogy of Multiliteracies” Bodies, Texts, and Emergence
Kevin M. Leander1, Gail Boldt2

Abstract:

In this article, we explore our concern with the way youth identities and literacy research and practices are framed through a dominant conceptual paradigm in new literacy studies, namely, as articulated in the 1996 New London Group’s “A Pedagogy of Multiliteracies: Designing Social Futures.” More than any other text, “A Peda... In this article, we explore our concern with the way youth identities and literacy research and practices are framed through a dominant conceptual paradigm in new literacy studies, namely, as articulated in the 1996 New London Group’s “A Pedagogy of Multiliteracies: Designing Social Futures.” More than any other text, “A Pedagogy of Multiliteracies” streams powerfully through doctoral programs, edited volumes, books, journal reviews, and calls for conference papers, as the central manifesto of the new literacies movement. In what follows, we draw heavily from the work of Deleuze and Guattari to take issue with the New London Group’s disciplined rationalization of youth engagement in literacies. We organize our critical exploration of “A Pedagogy of Multiliteracies” around Lee, a 10-year-old boy we follow through one day as he engages in reading and playing with text from Japanese manga. Our goal with this rereading is to reassert the sensations and movements of the body in the moment-by-moment unfolding o... read more read less
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446 Citations
open accessOpen access Journal Article DOI: 10.1080/10862969209547763
The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of english
Karen E. Johnson1

Abstract:

A Multidimensional TESL Theoretical Orientation Profile, consisting of an Ideal Instructional Protocol, a Lesson Plan Analysis Task, and a Beliefs Inventory, was created to determine the extent to ... A Multidimensional TESL Theoretical Orientation Profile, consisting of an Ideal Instructional Protocol, a Lesson Plan Analysis Task, and a Beliefs Inventory, was created to determine the extent to ... read more read less
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417 Citations
Journal Article DOI: 10.1080/10862968109547390
Comprehension Monitoring, memory, and study strategies of Good and Poor Readers
Scott G. Paris1, Meyer Myers2

Abstract:

Comprehension and memory skills of fourth grade good and poor readers were compared in two studies Their ability to monitor comprehension of difficult and anomalous information was measured in three ways; by spontaneous self- corrections during oral reading, by directed underlining of incomprehensible words and phrases, and b... Comprehension and memory skills of fourth grade good and poor readers were compared in two studies Their ability to monitor comprehension of difficult and anomalous information was measured in three ways; by spontaneous self- corrections during oral reading, by directed underlining of incomprehensible words and phrases, and by study behaviors Poor readers engaged in significantly less monitoring on all three measures and this was correlated with poorer comprehension and recall scores An additional metacognitive measure of perceived reading strategy effectiveness indicated that poor readers are often unaware of the negative in- fluences of some strategies The patterns of responses on the multiple measures sug- gest that poor readers may adopt decoding rather than meaning comprehension goals during reading and they are less accurate in applying monitoring skills towards resolving comprehension failures Reading comprehension involves many perceptual and cognitive skills, but a ma- jor component is the ability to monitor one's level of understanding while reading This kind of mental pulse-taking is important because it is a measure of progress towards a reading goal and a signal for comprehension failures Checking com- prehension thus provides a link between the reader's purposes, progress, and behavior In our view of reading as a means-goals problem-solving task, there are three distinct aspects of comprehension monitoring: evaluation, planning, and regulation The evaluation component involves checking one's current state of knowledge while reading and provides answers to questions such as, "Does this make sense? Do I understand this word? Do these ideas fit with previous informa- tion?" If the answer to any of the previous questions is negative, then the reader must generate a plan to rectify the comprehension problem (or, alternatively, change read more read less
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358 Citations
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Journal of Literacy Research format uses SageV citation style.

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Frequently asked questions

1. Can I write Journal of Literacy Research in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Journal of Literacy Research guidelines and auto format it.

2. Do you follow the Journal of Literacy Research guidelines?

Yes, the template is compliant with the Journal of Literacy Research guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Journal of Literacy Research?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Journal of Literacy Research citation style.

4. Can I use the Journal of Literacy Research templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Journal of Literacy Research.

5. Can I use a manuscript in Journal of Literacy Research that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Journal of Literacy Research that you can download at the end.

6. How long does it usually take you to format my papers in Journal of Literacy Research?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Journal of Literacy Research.

7. Where can I find the template for the Journal of Literacy Research?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Journal of Literacy Research's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Journal of Literacy Research's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Journal of Literacy Research an online tool or is there a desktop version?

SciSpace's Journal of Literacy Research is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Journal of Literacy Research?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Journal of Literacy Research?”

11. What is the output that I would get after using Journal of Literacy Research?

After writing your paper autoformatting in Journal of Literacy Research, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Journal of Literacy Research's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Journal of Literacy Research?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Journal of Literacy Research. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Journal of Literacy Research?

The 5 most common citation types in order of usage for Journal of Literacy Research are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Journal of Literacy Research?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Journal of Literacy Research's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Journal of Literacy Research in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Journal of Literacy Research Endnote style according to Elsevier guidelines.

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