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Journal of Curriculum, Teaching, Learning and Leadership in Education

Editors-in-Chief

Elliott Ostler, University of Nebraska at Omaha
Shari DeVeney, University of Nebraska at Omaha
Julie Bell, University of Nebraska at Omaha

Welcome to the Special Issue on Literacy in Education

Welcome to the special issue of the Journal of Curriculum, Teaching, Learning and Leadership in Education(CTLLE) on ‘Literacy in Education.’ This special issue is in response to a critical need to highlight literacy instruction and access in traditional educational settings and beyond. As such, the CTLLE editors sent out a call for submissions to prospective authors in the spring of 2025 that encouraged inter-disciplinary and inter-professional scholarly efforts centered around the literacy-related topics such as reading and writing assessment, instruction, and/or interventions; literacy skill development; literacy practices in education; educational professionals’ preparation with respect to reading and writing subject knowledge; socio-cultural influences on reading and writing instruction, development, and/or intervention; multilingual or multicultural perspectives on reading and/or writing instruction; and contemporary education issues regarding reading and writing across the lifespan. Manuscripts considered for publication were those that summarized literacy-based research findings, presented innovative literacy instruction ideas, described contemporary educational issues involving literacy, and/or illustrated innovative reading/writing curriculum and teaching approaches. We received numerous submissions and, through the peer review and editorial process, determined these seven diverse and intriguing papers represented an array of literacy-related topic areas by focusing on a variety of participants characterizing important and specialized populations and highlighting their relationship with and access to literacy.

As always, the CTTLE journal continues to accept manuscripts from a wide range of educational and education-related topics regardless of eligibility for special issue status.
The Journal of Curriculum, Teaching, Learning, and Leadership in Education (CTTLE) is a peer-reviewed, open-access journal with no author fees maintained through the University of Nebraska at Omaha College of Education, Health, and Human Sciences. The journal was developed in 2016, and since that time, has published 11 volumes, 17 issues (including 5 special-topic issues), and over 80 articles on a wide range of educational and education-related topics from authors across the United States and the world. The readership distribution is far-reaching as CTLLE articles have been downloaded in over 175 different countries by colleagues at over 3,000 distinctive institutions. As always, CTLLE continues to accept manuscripts from a wide range of education professionals and education-related topics regardless of eligibility for special issue status. There is no deadline for standard submissions.