Applebee Award Honors Latinx Immigrant Shared Book Reading and Youth Civic Literacies Studies
Albany, NY (December 3, 2021) – Six scholars from across the country were recognized with the Arthur Applebee Award for Excellence in Research on Literacy this year. Amanda Kibler of Oregon State University and Judy Paulick, Natalia Palacios, and Tatiana Hill of the University of Virginia published “Shared book reading and bilingual decoding in Latinx immigrant homes” in the Journal of Literacy Research, which explores multilingual immigrant
families’ engagement in and literacy practices during shared book reading. Nicole Mirra of the Graduate School of Education at Rutgers, The State University of New Jersey and Antero Garcia of the Graduate School of Education at Stanford University published “‘I hesitate but I do have hope’: Youth speculative civic literacies for troubled times” in Harvard Educational Review, which explores how young people from different communities across the US understand and engage in civic literacies.
The Arthur Applebee Award for Excellence in Research on Literacy, made possible through a UAlbany endowment established in memory of Distinguished Professor Arthur Applebee, is given annually to honor an outstanding and influential article in literacy research published in a refereed journal in the previous calendar year. It is the first international award offered by the University at Albany. The award was created through a partnership between the School of Education and the Literacy Research Association (LRA), the premier organization for literacy research.
Until his retirement in August 2015, Applebee was a SUNY Distinguished Professor in UAlbany’s School of Education, Chair of the School’s Department of Educational Theory & Practice, and Director of the Center on English Learning & Achievement. He joined the School of Education in 1987. With degrees from Yale, Harvard, and the University of London, Applebee’s work focused on how children and adults learn the many specialized forms of language required for success in school, life, and work. His research reframed the ways in which both scholars and practitioners think about critical issues in language learning by interconnecting reading, writing, speaking, thinking, and learning across disciplines. Since the early 1970s, he worked as an advisor to the National Assessment of Educational Progress, helping to design, implement, interpret, and report a continuing series of evaluations of the educational attainment of U.S. students.
He has an extraordinary record of academic accomplishment—countless students; 25 books and monographs; over 100 articles and other publications; leadership roles at all levels of education; editorial work; seminal texts in areas related to language, literacy, and learning; $27 million dollars in external funding; and designation as a Fellow of the American Educational Research Association—a highly selective honor by the premiere association for educational researchers in the world.