Established in loving memory of Dr. Arthur Applebee (1946-2015), University at Albany Distinguished Professor, the Arthur N. Applebee Memorial Fund in conjunction with the Literacy Research Association, provides an annual award to a national scholar in the area of literacy research.
More than a distinguished scholar, Professor Applebee, who taught at UAlbany from 1987 to 2015, was deeply committed to the success of his students and to the entire School of Education. He shared his life’s work with his wife and research partner, Dr. Judith Langer. The pair co-directed the National Research Center on Literature Teaching and Learning.
The Arthur N. Applebee Memorial Fund at the University at Albany benefits the Arthur Applebee Award for Excellence in Research on Literacy. The award is presented at the annual Literacy Research Association (LRA) conference, to honor an outstanding article in literacy research published in a referred journal. Awardees are invited to the UAlbany campus to give a talk and meet with students as a means to further honor Professor Applebee’s impact on our students and faculty.
To make a contribution in memory of Professor Applebee, please visit: the Arthur N. Applebee Memorial Fund giving page.
Arthur Applebee Award for Excellence in Research on Literacy Winners
(2024) Levine, S., Moore, D. P., Bene, E., & Smith, M. W. (2023). What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature. Reading Research Quarterly, 58(1), 5-24. doi.org/10.1002/rrq.488
(2023) Low, D. E., & Pandya, J. Z. (2022). Centering Children's Voices and Purposes in Multimodality Research. Journal of Literacy Research, 54(3), 322-345. DOI: 10.1177/1086296X221116862
- Read the 2023 news release
(2022) Cárdenas Curiel, L., & Durán, L. G. A Historical Inquiry into Bilingual Reading Textbooks: Coloniality and Biliteracy at the Turn of the 20th Century. Reading Research Quarterly, 56(3), 497-518.
- Read the 2022 news release
(2021) Kibler, A., Paulick, J., Palacios, N., & Hill, T. Shared book reading and bilingual decoding in Latinx immigrant homes. Journal of Literacy Research, 52(2), 180-208.
(2021) Mirra, N. & Garcia, A. "I hesitate but I do have hope": Youth speculative civic literacies for troubled times. Harvard Educational Review, 90(2), 295-321.
- Read the 2021 news release
(2020) de los Rios, C. V. Los Músicos”: Mexican corridos, the aural border, and the evocative musical renderings of transnational youth. Harvard Educational Review, 89(2), 177-200.
- Read the 2020 news release
(2019) Imbrenda, J. Developing academic literacy: Breakthrough and barriers in a college-access intervention. Research in the Teaching of English, 52(3), 317-341.
- Read the 2019 news release
(2018) Stornaiuolo, A., Smith, A., & Phillips, N. C. (2017). Developing a Transliteracies Framework for a Connected World. Journal of Literacy Research, 49(1), 68-91.
(2017) Ghiso, M. P. (2016). The laundromat as the transnational local: Young children's literacies of interdependence. Teachers College Record, 118(1), 1-46.
(2017) Goldman, S. R., Britt, M. A., Brown, W., Cribb, G., George, M., Greenleaf, C., Lee, C. D., Shanahan, C. & Project READI (2016). Disciplinary literacies and learning to read for understanding: a conceptual framework for disciplinary literacy. Educational Psychologist, 51(2), 219-246.
