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At the final session of the 2022 Literacy Research Association Conference, Catherine Compton-Lilly, Marcus Croom, Mary McVee, and Allison Skerrett presented critical work related to equity, representation, and race in literacy scholarship. Panelists shared concerns and pursued a shared goal. Specifically, as literacy scholars, they recognized that like the empirical research conducted in classrooms and communities, review scholarship--scholarship that aspires to make sense of large bodies of available research--is always subject to systemic biases, privileging, and racism. In this panel session, we intentionally sought to dismantle biases through four review-oriented projects that--each in its own way--attempts to counter the systemic whitewashing that has characterized review scholarship in literacy.

Situated in an elementary afterschool Engineering Literacies Club framed around multiliteracies and the engineering design process, this article explores engineering habits of mind and disciplinary literacies. Disciplinary literacies encourage students to read, write, think, and act like historians, mathematicians, scientists, or engineers by engaging in habits of mind. Drawing from the Royal Academy of Engineering's framework for engineering habits of mind (EHoM), this exploratory case study considers: What emergent EHoM do students demonstrate within the engineering design process (EDP)? What does this reveal about how EHoM can be used by teachers as a lens for teaching disciplinary literacies? Study findings demonstrated emergent EHoM are enacted synergistically and through multiple modes of communication (i.e. multimodality). EHoM were demonstrated by students in varying degrees reflecting the engineering design process and students' own proficiencies (or lack of proficiencies) regarding engineering. Enactment of EHoM was also influenced by teachers who scaffold learners' development of engineering literacies through problem scoping, problem-solving, collaboration, improving, and testing. The authors propose EHoM as a lens could provide an accessible way for teachers to integrate disciplinary literacies when teaching engineering with particular emphasis on how students can think and act like engineers. [ABSTRACT FROM AUTHOR]

Research has shown that international students experience challenges in the United States. This study explored how ten Chinese students drew upon their funds of knowledge to deal with challenges within higher education and analyzed how these students studying abroad positioned themselves within their experiences in the United States. Theoretical perspectives included funds of knowledge and positioning theory. Data sources included twenty interviews with ten participants. Findings showed how participants drew upon their funds of knowledge such as first language and social networks to deal with challenges. Findings also showed (a) how these participants positioned themselves within the storyline of challenges in their early years in college, and (b) how these participants repositioned themselves within the storyline of future plans. [ABSTRACT FROM AUTHOR]