Skip to main content

New team for Reading Research Quarterly

Four editors representing four countries to helm flagship journal.

Publisert: Endret:

Natalia Kucirkova
Natalia Kucirkova

ILA Press Release: ILA Names New Editor Team for Reading Research Quarterly

The International Literacy Association (ILA) announced last week the next editor team to lead the organization’s flagship journal, Reading Research Quarterly (RRQ). The appointment marks the first time in the peer-reviewed publication’s history that it will be steered by researchers representing four countries, including professor Natalia Kucirkova from the Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Norway.

“This means a lot”, Kucirkova says.

The editor team also includes Jennifer Rowsell, Professor and Deputy Head of School, School of Education, University of Bristol, United Kingdom, Christian Ehret, Associate Professor, Integrated Studies in Education, McGill University, Canada og Cheryl A. McLean, Associate Professor, Rutgers Graduate School of Education, New Jersey, United States.

“Rowsell, Ehret, Kucirkova and McLean are well-established as forward-thinking scholars and partners in the field. Their vision for the future of RRQ demonstrates a knowledge of and commitment to the evolving nature of literacy, with plans in the works for a podcast series and other methods to extend conversations about innovative approaches to reading and literacies across diverse formats, perspectives, voices, platforms and spaces”, the press release states.

“We believe that the diversity of our backgrounds and cultures, work experience, career stages and how we approach digital literacy will enrich our editorial work together,” the team wrote in their application.

Kucirkova and colleagues will take over leadership from the current team of Amanda Goodwin and Robert Jiménez of Vanderbilt University. During their tenure, Goodwin and Jiménez spearheaded two landmark special issues of the journal examining the oft-polarizing science of reading (SOR) from supportive and critical perspectives. Among their accomplishments: boosting the journal’s impact factor, a measure used to indicate the relative importance of a journal, by more than 52 percent.

Text: Maria Gilje Strand
Photo: Elisabeth Tønnessen/UiS

Contact information

Professor
51834522
Læringsmiljøsenteret, avd. Stavanger
Faculty of Arts and Education
Norwegian Centre for Learning Environment and Behavioral Research in Education

“We believe that the diversity of our backgrounds and cultures, work experience, career stages and how we approach digital literacy will enrich our editorial work together"

Natalia Kucirkova