J. Michael Parker Award

History of the Award
Criteria for Consideration
Submission Materials
Review Process
Award Committee
Award Winners

History of the Award

LRA awards the J. Michael Parker Award to encourage research in adult literacy. The award is given to a doctoral student or early-career, untenured faculty for papers they present at the conference that address adult learning or education. The award is designed to encourage work in adult literacy with a variety of populations, including, but not limited to, learners in formal settings such as adult basic education and ESOL classes, family literacies with an emphasis on the adult, as well as those engaged in literacy practices embedded in diverse cultural settings. The award was established in 2001 in honor of J. Michael Parker, winner of LRA’s Student Outstanding Research Award. Recipients of the award receive a small cash award to be used for conference expenses and are recognized during a general session of the conference.

The award is presented to both papers with a single author and to co-authored papers. All of the author(s) of the paper must be doctoral students or early-career, untenured faculty at the time of the paper submission (October 1, prior to the Annual Meeting).   For single authored papers, the recipient will receive $500 and a plaque commemorating the award. For co-authored papers, the recipients will each receive a plaque and will decide amongst themselves how to divide the $500 award.

Criteria for Consideration

  1. The research is capable of making a significant contribution to theory and/or practice of adult learning and instruction.
  2. The methodology is appropriate to the research question and of sufficient rigor.
  3. Implications of the research are of a scope needed to impact the field.

Submission Materials

Applicants are required to submit a proposal of their research to that year’s LRA Conference. If the proposal is accepted, a full research paper (see guidelines below) based on the accepted proposal, must be submitted by October 1 of that year

The research paper (including introduction and literature review, theoretical framework, methodology, findings, discussion) should be no longer than 25 pages (double-spaced and 12-point font with one-inch margins), excluding references and appendices such as tables and figures. The paper should be blinded with no identifying information.

Additionally, a cover letter should include the following information:

  • Status of each author (doctoral student or untenured faculty)
  • Information about LRA presentation: Date/time/type of session
  • Paragraph addressing how the paper meets the award criteria
  • If the paper is a small part of a larger study, describe the context and methodology of the larger study.
  • Also, describe this research in relation to being part of the work conducted by an advisor/tenured faculty member if applicable.

All submissions and questions should be sent to the Committee Chair.

Review Process

Applicants will be notified of the results prior to the conference, and the plaque and honorarium will be presented to the winner during a plenary session at the conference.

Award Committee

Kathleen Alley, ([email protected]), Chair, (2020 - 2023)
Dana Robertson, ([email protected]uwyo.edu), Liaison, (2020 - 2021)
Tracey T. Flores, ([email protected]), Committee Member, (2018 - 2021)
Xia Chao, ([email protected]), Committee Member, (2018 - 2021)
Mikel Cole, ([email protected]), Committee Member, (2019 - 2022)
Sonya Armstrong, ([email protected]), Committee Member, (2019 - 2022)
Janine Nieroda-Madden ([email protected]), Committee Member, (2020 - 2023)
Alicia Rusoja ([email protected]), Committee Member, (2020 - 2023)

Award Winners

(2020) Jim Sosnowski, "Marginalization through Circularization of Language Teaching: Creating and Exposing Deficits in an Adult Language and Literacy Program"
(2019) Lyudmyla Ivanyuk, "The Role of the Essay Genre and Contextual Influences in Shaping Adult English Learners' Choices About Sociocultural Resources"
(2018) Emily Rose Schwab, "Writing Together: Reclaiming Dialogue Journals as a Mutually Humanizing Teaching Practice"
(2017) Rachel Gruen, "Authoring Self: GED Students Transforming their Identity in a Composition Makerspace"
(2016) Dr. Rossina Zamora Liu, "Tensions Between Vulnerability and Public Literacy Spaces: Writers at a Homeless Shelter Negotiate Personal Narratives for Community"
(2015) Xia Chao, Ph.D., "From Transmission to Transformation: Critical Pedagogy for Adult Immigrant ESL Literacy"
(2014) Diane Taveggia, Ph.D., "The Vocabulary Notebook as Vehicle for Independent Vocabulary Learning in Community College ELLs: Opening the Discussion to Theory As Well As Practice"
(2013) Dr. Kathleen Alley, "Playing in Trelis Weyr: Investigating Collaborative Authorship in a Dragons of Pern Text-Based Role Play-Game Forum"
(2012) Leah Katherine Saal, “I’m still a slave”: A Literacy Lesson from an Adult “Burgeoning” Reader”
(2011) Laurie A. Henry, "Literacy Content Knowledge Expertise among Adult Education Providers in Kentucky"
(2010) Silvia Cecilia Nogueron, "Negotiating the Codes of Power to Technology: Complexities in Immigrant Women’s Digital Literacy Socialization Trajectories"
(2009) Holly Hungerford-Kresser, "Navigating Early College: Literacy Experiences and Identity Negotiations of Latino Students"
(2008) Amy Trawick, "Adult Intermediate Readers' Cultural Models of Reading"
(2008) Tisha Y. Lewis, "My Life is Shaped Around Digital Literacies: An African-American Woman's Journey"
(2007) Kristin Perry, “More than Language Translation: Culture, Text and Genre Aspects of Literacy Brokering among Sudanese Refugees”
(2007) Amy Johnson, “Literacy as Answerable Response: A Life History Portrait of an African American Woman in a Rural Southern Community”
(2006) Robin Waterman, “The Value of Mexican mothers, The Power of Effective Adult Education: Fueling viable parent involvement through school-based ESL classes”

For more information about past winners and adult literacy activities in LRA, visit our blog at:http://jmpadultliteracy.wordpress.com/