Editorial Introduction

Abstract

This volume of the Journal of Literacy Research draws on a range of contexts, voices, and positionings to consider what counts as evidence and the making of viable arguments. We are living in a time when public health and science related to climate change are routinely challenged and ignored. False claims are also prevalent in literacy education, where policy and practice decisions are often affected by politics and privilege, rather than by research findings. Each article presented in this volume raises important perspectives on what it means for students, practitioners, and scholars to make and support claims about educational practice and the world.