The REC Community Bulletin Board provides a space for members to post requests for co-authors, research participants, writing partners, reviewers, research assistants, and other opportunities.
Tuesday, Oct. 6 at 4pm ET Heidi Hadley, Auburn University The “literacy” part of religious literacy is not just a metaphor for knowing something about
Wednesday, July 23 — 2pm (ET) Join us for a conversation about the article we published earlier this year, “Mapping the Field of K-12 Religious Literacy Education: A Working Report” (Soules and del Nido, 2025), what we learned in that process, and what is next for the overall project of trying to better understand our field.
June 11-13, 2024 —The Boniuk Institute’s Educator Professional Development program for secondary school educators, held each spring, offers instruction and training to deepen content knowledge of different religions and successfully incorporate it in their classrooms.
We are starting a new reading group on religious literacy education. This reading group aims to create a space for scholars, practitioners, and other stakeholders to discuss new research, examine issues in the field, and sharpen our thinking on our common project. The group will meet monthly, with each meeting focusing on discussion of an article or chapter in the field.
This working retreat was intended to take stock of the state of the field of religious literacy education in the post-pandemic era and serve as a step toward developing cohesion in the field of K-12 religious literacy education.
There is a growing need for literacy scholars to examine how prejudices impact literacy practices in K-12 contexts and beyond. More broadly, the role of religion, religious literacy, and critical religious literacy cannot be underscored enough in how it shapes public and private discourses. In this special issue, we call on literacy scholars to submit Insights essays and/or empirical research that speak to the role of religion in literacy education “from the heroic to the heinous” and everything in between from a broad range of perspectives (i.e., non-Western, Western, Indigenous) and contexts (private religious to public secular schools, as well as out-of-school contexts).
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