Dear JAAL Readers,

The moment when we were writing this introduction was a bittersweet one for us because this is our last issue as coeditors of the Journal of Adolescent & Adult Literacy. Learning about our colleagues’ work in fostering adolescent and adult literacy has been a pure pleasure. As we wrote, the pandemic was raging amid growing vaccine distribution, the United States had inaugurated its new president, and our university was making day-to-day adjustments to our spring semester schedules.

These changes and uncertainties make us appreciate the incredible learning opportunities that have resulted from our editorship all the more—a professional highlight for both of us that we describe in more detail in our commentary in this issue, “‘If Only We’re Brave Enough’: Reflections on Coediting JAAL.” We began our editorship with a mutual desire to offer content to support adolescent and adult literacy educators across the globe. We exit with countless new insights about how centering students’ identities and literacies in purposeful ways gives us confidence that they will be the cornerstone of a more inclusive society. As a result of the preceding, we selected farewells as the final issue theme of our tenure. The word farewells seemed to reflect the multiple dimensions of our mixed feelings—joy and sadness, gratitude and relief—about stepping away from this work.

The feature articles in this issue provide examples of teachers and students faring well, a usage of farewell that is derived from the term’s origins. The lead feature article, “Fostering Youth’s Queer Activism in Secondary Classrooms: Youth Choice and Queer-Inclusive Curriculum” by Ryan Schey, describes how literacy educators supported queer activist youth to fare well through a collaboration offering text and curriculum choice representing religious, racial, and gender possibilities beyond binaries. The second feature article, Amie Hendrix-Soto’s “Reading School: Critical Literacies of the Youth Equity Agents,” documents pedagogical approaches that center youth advocacy in ways that illustrate youth’s potential to transform school inequity.

The next two articles in this issue illustrate how mulitliteracies similarly enabled youth to not only fare well but also advocate for their worldview. For instance, “‘The Door Was Always There’: Transnational Youth Leveraging Their Multiliteracies for Civic Justice,” by Ankhi G. Thakurta, provides a compelling example of multiliteracy civic pedagogies that invite transnational youth to draw on their resources, identities, and experiences in purposeful, powerful ways. In the same vein, in “Care as a Border-Crossing Language: The Webtoon Reader Discussion Forum as Mediascape,” Ahrum Jeon describes how youth from across the globe developed their sensemaking in a Webtoon reader discussion forum.

The next two articles focus on critical examinations of literature for youth using frameworks that will likely help readers see the texts in new ways. In “Shaping Immigration Narratives in Young Adult Literature: Authors and Paratextual Features of USBBY Outstanding International Books, 2006–2019,” E. Sybil Durand, Wendy J. Glenn, Daniel Moore, Susan L. Groenke, and Peter Scaramuzzo describe the process they used to analyze text features such as book covers, acknowledgments, and author notes to illuminate author intentions and inform responsible text selection. “Continuity and Change? Reading Young Adult Literature Through a Technology-Focused Critical Lens,” by Jeremy Glazer, Robyn Seglem, and Antero Garcia, proposes that applying two theories from evolutionary science—gradualism and punctuated change—to books with technology themes can help adolescent readers reflect on their own development. The novels and the theoretical sources in these pieces are both well worth exploring.

Our final feature article, “Considering Possibilities to Promote Disciplinary Literacy Instruction in Mathematics” by Mary C. Enderson and Jamie Colwell, illustrates the complexities associated with helping novice teachers understand how to integrate attention to literacy with inquiry-based mathematics pedagogy. Findings from this research team delineate how mentorship from more experienced practitioners who embrace such integration can make an important difference for other educators.

We have been consistently impressed with the quality of content authored, coauthored, and brokered by the department editors for this volume year, and their contributions to this issue are no exception to that trend. The Culturally Sustaining Disciplinary Literacies department edited by Chauncey Monte-Sano offers a thought-provoking column in William Zahner’s “Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts.” Neema Avashia calls for rethinking existing literacy practices to address today’s complexities in “Pandemic Schooling: Using Literature to Teach for Depth Over Breadth in the Civics Classroom,” a contribution to Kimberly N. Parker’s department, Students and Teachers: Inquiring Together. Kristen H. Perry and Sophie Degener coauthored “Community Walks, Literacy Practices, and Everyday Genres: Integrating Adult, Family, and Community Literacies,” a discussion of decontextualized and respectful professional development, for Perry’s We’re All Adults Here department. Gabrielle Oliveira and Jon M. Wargo’s department, Community Literacies: Anthropological Perspectives in Practice, features “Collision, Connection, and Conflict? Writing (Righting) Community Amid COVID-19,” their own coauthored contribution about practitioners’ support of one another’s well-being as they seek to support their students. Finally, T. Philip Nichols, Robert Jean LeBlanc, and David Slomp contribute a well-reasoned cautionary tale in “Writing Machines: Formative Assessment in the Age of Big Data” for Slomp’s department, Literacy Assessment for Learning. Although we say farewell to these department editors in this role for JAAL, we are certain that it is not the last we will hear of their contributions to the field of literacy.

We have been similarly grateful for the ways that our Text & Resource Review Forum editors have curated our own reading, alerting us to compelling new texts and, on occasion, redirecting our attention with new lenses for texts we have already read. In this issue, both fora speak to topics that are exceptionally timely. In “Closing the Imagination Gap With African and African American Fantasy Literature,” a contribution to E. Sybil Durand’s Global Texts and Contexts forum, Durand and contributing reviewers Vivian Yenika-Agbaw and S.R. Toliver review several young adult novels that “reclaim, remember, reimagine, and retell” important mythologies and cultural practices. Cynthia H. Brock and Vassiliki (Vicky) I. Zygouris-Coe’s Professional Resources forum features “Review of The Library Screen Scene: Film and Media Literacy in Schools, Colleges, and Communities,” April Heaney and Garth Stahl’s examination of Renee Hobbs, Liz Deslauriers, and Pam Steager’s book, with many implications relevant to contemporary politics and instructional contexts.

In this last issue introduction, we need to recognize the people on whom we leaned as JAAL editors over the past six years. Our predecessors, Margaret Carmody Hagood and Emily Neil Skinner, left the journal in terrific shape and offered wise counsel about how to get off to a good start ourselves. We benefited from calibrating expectations and solving problems with colleagues editing other International Literacy Association journals, including Linda B. Gambrell, Susan B. Neuman, Robert T. Jiménez, and Amanda P. Goodwin from Reading Research Quarterly and Robin Griffith and Jan Lacina from The Reading Teacher. Staff at Wiley and at the International Literacy Association, including Eric Piper, Shannon Fortner, Wendy Logan, Dan Mangan, and especially Susanne Viscarra, offered us important assistance and advice. At Syracuse University, we are grateful to our dean, Joanna Masingila; our department chair, Marcelle Haddix; and our other colleagues in the Reading and Language Arts Department for their support of us in this endeavor and many others. Our deepest gratitude for the innumerable contributions she made behind the scenes to keep us and our contributors organized and in good spirits goes to Kailyn S. Wright, our JAAL tenure’s own version of Radar O’Reilly. Last but far from least, we are grateful to the authors and reviewers, both newly minted and long-standing, whose contributions keep the field of literacy education advancing in important ways.

We look forward to learning anew from the JAAL stewardship by the capable new editors who are replacing us. This incoming team from Salisbury University is senior editor Judith Franzak and her associate editor colleagues: Laurie Henry, Koomi Kim, Heather Porter, and Thea Williamson. We know the incoming JAAL editorial team will fare well as they pursue their work, and we hope the same for our students and colleagues near and far with the dissemination of various COVID-19 vaccines across the globe.

Best,

Kathy and Kelly

Note. © Eoneren/Getty Images. The color figure can be viewed in the online version of this article at https://ila.onlin​elibr​ary.wiley.com/.

尊敬的JAAL读者，

对我们来说，写这篇简介的那一刻是苦乐参半，因为这是我们作为《青少年与成人素养杂志》的合编者所发表的最后一期。了解我们的同事在培养青少年和成人扫盲方面的工作真是一种乐趣。正如我们所写的那样，在疫苗分发不断增加的情况下，这种流行病肆虐，美国已经任命了新任总统，而我们的大学正在对春季学期的时间表进行日常调整。

这些变化和不确定性使我们更加欣赏编辑所带来的令人难以置信的学习机会-我们双方的专业重点，我们将在本期评论中详细描述：“'如果我们足够勇敢， '：对JAAL进行共同编辑的思考。” 我们以共同的愿望开始提供编辑，以提供内容来支持全球的青少年和成人扫盲教育工作者。我们以无数的新见解结束了会议，这些见解是关于以有目的的方式集中学生的身份和素养如何使我们有信心，他们将成为更加包容的社会的基石。由于上述原因，我们选择了告别作为我们任期的最后一个主题。告别一词似乎反映出我们对离开这项工作的喜怒哀乐，感激和宽慰的多重维度。

在这一问题的专题文章提供了教师和学生的例子表现良好，的用法告别是从术语的起源的。瑞安·谢伊（Ryan Schey）的主要专题文章“在中学课堂中培养青年的同性恋运动：青年选择和包括同性恋的课程”，介绍了识字教育者如何通过支持代表宗教，种族，以及二进制以外的性别可能性。第二篇专题文章，艾米·亨德里克斯-索托（Amie Hendrix-Soto）的“阅读学校：青年平等代理人的批判文学”，记录了以青年倡导为中心的教学方法，这些方法说明了青年改变学校不平等的潜力。

本期的下两篇文章说明了多文化如何使青年人不仅能过得很好，而且还能倡导他们的世界观。例如，Ankhi G. Thakurta撰写的“'门永远存在'：跨国青年利用其多才多艺的民事司法制度”提供了令人信服的多文化公民教育方法的例子，邀请跨国青年利用他们的资源，身份和经验以有目的，有力的方式。同样，在“作为跨界语言的关注：作为Mediascape的Webtoon阅读器讨论论坛”中，Ahrum Jeon在Webtoon阅读器讨论论坛中描述了来自世界各地的青年如何发展他们的感悟。

接下来的两篇文章重点关注使用框架的青年文学批判性考试，这可能会帮助读者以新的方式看课本。E. Sybil Durand，Wendy J. Glenn，Daniel Moore，Susan L. Groenke和Peter Scaramuzzo在“塑造年轻成人文学中的移民叙事：USBBY杰出国际书籍的作者和超文本特征，2006-2019”中描述了他们的过程用于分析文本特征，例如书的封面，致谢和作者注解，以阐明作者的意图并告知负责任的文本选择。“连续性和变化？杰里米·格拉泽（Jeremy Glazer），罗宾·塞格勒姆（Robyn Seglem）和安特罗·加西亚（Antero Garcia）着，通过以技术为中心的关键镜头来阅读年轻的成人文学。提出将演化科学和渐进式变化这两种理论应用到具有技术主题的书中，可以帮助青少年读者反思自己的发展。这些作品中的小说和理论渊源都很值得探索。

Mary C. Enderson和Jamie Colwell撰写的最后一篇专题文章“考虑在数学中促进学科素养教学的可能性”，阐述了帮助新手教师了解如何将对读写能力的关注与基于查询的数学教学法相结合的复杂性。该研究小组的发现描述了接受这种整合的经验丰富的从业者的指导如何对其他教育者产生重要的影响。

在这一年中，由部门编辑撰写，共同撰写和代理的内容的质量给我们留下了深刻的印象，他们对这一问题的贡献也不例外。昌西·蒙特·萨诺（Chauncey Monte-Sano）编辑的“文化可持续纪律处事”系在威廉·扎纳尔（William Zahner）的“数学素养设计：使用关键和有意义的问题背景介绍指数增长”一书中提出了一个发人深思的专栏。Neema Avashia呼吁重新思考现有的识字实践，以解决当今的复杂问题：“泛滥教育：在市民教室中利用文学来讲授广度”，这是对Kimberly N. Parker系“学生和教师：一起探究”的贡献。克里斯汀·H·佩里（Kristen H. Perry）和索菲·德格纳（Sophie Degener）合着了“社区漫步，扫盲实践，和日常流派：整合成人，家庭和社区文化”，这是针对Perry的“我们都是成年人在这里”部门进行的脱上下文和尊重性职业发展的讨论。加布里埃尔·奥利维拉（Gabrielle Oliveira）和乔恩·沃戈（Jon M. Wargo）的部门，《社区素养：实践中的人类学观点》，特色是“冲突，联系和冲突？在COVID-19中写作（权利）社区”，这是他们自己合写的关于从业者在寻求支持学生的过程中对彼此幸福的支持。最后，菲利普·尼科尔斯（T. Philip Nichols），罗伯特·让·勒布朗（Robert Jean LeBlanc）和戴维·斯隆普（David Slomp）在“书写机器：大数据时代的形成性评估”一书中为Slomp部门“学习素养评估”贡献了一个合理的警示故事。尽管我们告别了这些部门编辑，因为 整合成人，家庭和社区素养”，这是对Perry的“我们都是成年人在这里”部门进行的脱上下文和尊重职业发展的讨论。加布里埃尔·奥利维拉（Gabrielle Oliveira）和乔恩·沃戈（Jon M. Wargo）的部门，《社区素养：实践中的人类学观点》，特色是“冲突，联系和冲突？在COVID-19中写作（权利）社区”，这是他们自己合写的关于从业者在寻求支持学生的过程中对彼此幸福的支持。最后，菲利普·尼科尔斯（T. Philip Nichols），罗伯特·让·勒布朗（Robert Jean LeBlanc）和戴维·斯隆普（David Slomp）在“书写机器：大数据时代的形成性评估”一书中为Slomp部门“学习素养评估”贡献了一个合理的警示故事。尽管我们告别了这些部门编辑，因为 整合成人，家庭和社区素养”，这是对Perry的“我们都是成年人在这里”部门进行的脱上下文和尊重职业发展的讨论。加布里埃尔·奥利维拉（Gabrielle Oliveira）和乔恩·沃戈（Jon M. Wargo）的部门，《社区素养：实践中的人类学观点》，特色是“冲突，联系和冲突？在COVID-19中写作（权利）社区”，这是他们自己合写的关于从业者在寻求支持学生的过程中对彼此幸福的支持。最后，菲利普·尼科尔斯（T. Philip Nichols），罗伯特·让·勒布朗（Robert Jean LeBlanc）和戴维·斯隆普（David Slomp）在“书写机器：大数据时代的形成性评估”一书中为Slomp部门“学习素养评估”贡献了一个合理的警示故事。尽管我们告别了这些部门编辑，因为 ”，这是佩里（Perry）的“我们都是成年人在这里”部门关于脱机和尊重人的专业发展的讨论。加布里埃尔·奥利维拉（Gabrielle Oliveira）和乔恩·沃戈（Jon M. Wargo）的部门，《社区素养：实践中的人类学观点》，特色是“冲突，联系和冲突？在COVID-19中写作（权利）社区”，这是他们自己合写的关于从业者在寻求支持学生的过程中对彼此幸福的支持。最后，菲利普·尼科尔斯（T. Philip Nichols），罗伯特·让·勒布朗（Robert Jean LeBlanc）和戴维·斯隆普（David Slomp）在“书写机器：大数据时代的形成性评估”一书中为Slomp部门“学习素养评估”贡献了一个合理的警示故事。尽管我们告别了这些部门编辑，因为 ”，这是佩里（Perry）的“我们都是成年人在这里”部门关于脱机和尊重人的专业发展的讨论。加布里埃尔·奥利维拉（Gabrielle Oliveira）和乔恩·沃戈（Jon M. Wargo）的部门，《社区素养：实践中的人类学观点》，特色是“冲突，联系和冲突？在COVID-19中写作（权利）社区”，这是他们自己合写的关于从业者在寻求支持学生的过程中对彼此幸福的支持。最后，菲利普·尼科尔斯（T. Philip Nichols），罗伯特·让·勒布朗（Robert Jean LeBlanc）和戴维·斯隆普（David Slomp）在“书写机器：大数据时代的形成性评估”一书中为Slomp部门“学习素养评估”贡献了一个合理的警示故事。尽管我们告别了这些部门编辑，因为 佩里（Perry）的“我们都是成年人”部门。加布里埃尔·奥利维拉（Gabrielle Oliveira）和乔恩·沃戈（Jon M. Wargo）的部门，《社区素养：实践中的人类学观点》，特色是“冲突，联系和冲突？在COVID-19中写作（权利）社区”，这是他们自己合写的关于从业者在寻求支持学生的过程中对彼此幸福的支持。最后，菲利普·尼科尔斯（T. Philip Nichols），罗伯特·让·勒布朗（Robert Jean LeBlanc）和戴维·斯隆普（David Slomp）在“书写机器：大数据时代的形成性评估”一书中为Slomp部门“学习素养评估”贡献了一个合理的警示故事。尽管我们告别了这些部门编辑，因为 佩里（Perry）的“我们都是成年人”部门。加布里埃尔·奥利维拉（Gabrielle Oliveira）和乔恩·沃戈（Jon M. Wargo）的部门，《社区素养：实践中的人类学观点》，特色是“冲突，联系和冲突？在COVID-19中写作（权利）社区”，这是他们自己合写的关于从业者在寻求支持学生的过程中对彼此幸福的支持。最后，菲利普·尼科尔斯（T. Philip Nichols），罗伯特·让·勒布朗（Robert Jean LeBlanc）和戴维·斯隆普（David Slomp）在“书写机器：大数据时代的形成性评估”一书中为Slomp部门“学习素养评估”贡献了一个合理的警示故事。尽管我们告别了这些部门编辑，因为 和冲突？在COVID-19中写作（权利）社区”，这是他们自己合写的关于从业者在寻求支持学生的过程中对彼此幸福的支持。最后，菲利普·尼科尔斯（T. Philip Nichols），罗伯特·让·勒布朗（Robert Jean LeBlanc）和戴维·斯隆普（David Slomp）在“书写机器：大数据时代的形成性评估”一书中为Slomp部门“学习素养评估”贡献了一个合理的警示故事。尽管我们告别了这些部门编辑，因为 和冲突？在COVID-19中写作（权利）社区”，这是他们自己合写的关于从业者在寻求支持学生的过程中对彼此幸福的支持。最后，菲利普·尼科尔斯（T. Philip Nichols），罗伯特·让·勒布朗（Robert Jean LeBlanc）和戴维·斯隆普（David Slomp）在“书写机器：大数据时代的形成性评估”一书中为Slomp部门“学习素养评估”贡献了一个合理的警示故事。尽管我们告别了这些部门编辑，因为 Slomp部门的“大数据时代的形成性评估”，“学习素养评估”。尽管我们告别了这些部门编辑，因为 Slomp部门的“大数据时代的形成性评估”，“学习素养评估”。尽管我们告别了这些部门编辑，因为JAAL，我们可以肯定，这不是我们最后一次听到他们对扫盲领域的贡献。

同样，我们也对“文本和资源评论论坛”的编辑精心策划自己的阅读方式表示感谢，提醒我们注意引人入胜的新文本，有时还用新的视角重新吸引我们对已阅读文本的关注。在本期中，两个论坛都讨论了非常及时的话题。在E. Sybil Durand的“全球文本和语境”论坛的贡献“克服非洲和非裔美国人的幻想文学的想象力差距”中，Durand和评论家Vivian Yenika-Agbaw和SR Toliver回顾了几本年轻的成人小说，这些小说“回收，记忆，重新想象并重述重要的神话和文化习俗。Cynthia H. Brock和Vassiliki（Vicky）I. Zygouris-Coe的专业资源论坛的特色是“图书馆的屏幕场景：学校，学院和社区的电影和媒体素养，” April Heaney和Garth Stahl对Renee Hobbs，Liz Deslauriers和Pam Steager的书进行了审查，这与当代政治和教育背景有关。

在这最后一期的介绍中，我们需要认识到过去六年来担任JAAL编辑的人员。我们的前任玛格丽特·卡莫迪·哈古德（Margaret Carmody Hagood）和艾米丽·尼尔·斯金纳（Emily Neil Skinner）留下了令人难以置信的状态，并为如何开始一个良好的开端提供了明智的建议。我们与其他国际扫盲协会期刊的编辑，包括Linda B. Gambrell，Susan B. Neuman，Robert T.Jiménez和Amanda P. Goodwin（来自Reading Research Quarterly）以及Robin The Griffith和Jan Lacina一起，通过校准期望和解决问题而受益。阅读老师。Wiley和国际扫盲协会的工作人员，包括Eric Piper，Shannon Fortner，Wendy Logan，Dan Mangan，尤其是Susanne Viscarra，都向我们提供了重要的帮助和建议。在锡拉丘兹大学，我们对我们的教务长乔安娜·马辛吉拉（Joanna Masingila）表示感谢。我们的部门主席Marcelle Haddix；和我们阅读与语言艺术系的其他同事在此方面以及其他方面对我们的支持。我们对她在幕后为使我们和我们的捐助者保持井井有条而做出的无数贡献表示由衷的感谢，感谢我们的JAAL凯琳·赖特（Kaylyn S. Wright）终身制的Radar O'Reilly版本。最后但并非最不重要的一点是，我们感谢新造的和长期存在的作者和审稿人，他们的贡献使扫盲教育领域取得了重要进展。

我们期待有能力的新编辑取代JAAL，从JAAL的管理中学到新的东西。来自索尔兹伯里大学的这支团队是高级编辑Judith Franzak和她的副编辑同事：Laurie Henry，Koomi Kim，Heather Porter和Thea Williamson。我们知道即将到来的JAAL编辑团队将在他们的工作中表现良好，并且我们希望通过在全球范围内传播各种COVID-19疫苗，为我们的学生和同事提供同样的服务。

最好的，

凯西和凯利

注意。©Eoneren /盖蒂图片社。可以在本文的在线版本中通过https://ila.onlinelibrary.wiley.com/查看颜色图。