Eric D Rackley
Biographic Data
| ID | 5971160 |
|---|---|
| NAME | Eric D Rackley |
| GIVEN NAMES | Eric D |
| FAMILY NAME | Rackley |
| SIGNATURE | RACKLEY E D |
| AFFILIATIONS | Brigham Young University–Hawaii |
| ORCID | 0000-0002-9298-9690 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Disciplinary Literacy and Responsible Reading
While many scholars note the important role disciplinary literacy can play in advancing social justice, much of the current research focuses on how English experts approach canonical texts of Western origin. This article investigates the meaning-making approaches employed by 11 English disciplinarians when approaching texts of Indigenous origin. These scholars participated in semi-structured interviews and participated in a read-aloud. Findings h…
Reading the scriptures and stuff is a big thing’
'Not Reading Just Seems Crazy to Me'
This study examines six Latter-day Saint youths’ textual ideologies of sacred texts. Inductive analyses point to three shared textual ideologies related to youths’ expectations about (a) the educative nature of sacred texts, (b) the relevance sacred texts had in their lives, and (c) the amount of time they should spend reading them. Findings support and extend existing language and literacy research by providing insights into the social and cultu…
People, Programs, and Practices
Informed by social and cultural perspectives, this article examines the religious literacies of sixteen Latter-day Saint young adults. Religious literacy for them was a deeply embedded religiosocial experience involving family, friends, and others associated with the faith (people); activities, events, and courses they participated in (programs); and specific actions they used when reading sacred texts (practices). As a framework for examining th…
‘It Makes a Difference in My Life’
Informed by social theories of literacy, religious literacy, and motivation for literacy, this article examines the motivations for religious literacy embedded in the lived experiences of 16 Latter-day Saint young adults. Several cycles of qualitative analysis of semi-structured and verbal protocol interviews with Latter-day Saint college students point to three primary motivations for reading sacred texts: reading to improve one’s self, reading …
Literary Scholars’ Disciplinary Literacy Orientations
This study examines how four university-based literary scholars in the United States read literary texts. Findings suggest that the scholars used four related literary literacy orientations in their reading: They attended to their affective experiences with literature, built recursive interpretations of literature, contextualized literature, and recognized and managed literary complexity. As broad-level disciplinary ways of navigating literature,…
“Blessings and Friends and Knowledge”
This two-year ethnographic study examines the motivations for religious knowledge development, or religious literacy, embedded in a Latter-day Saint congregation. Qualitative analyses of observations and 29 interviews with nine youth yielded three characteristics of religious environments that motivated youth for religious literacy. When youth felt the influence of the Holy Ghost (spiritual), had strong social bonds with fellow congregants (relat…
Scripture‐Based Discourses of Latter‐day Saint and Methodist Youths
Drawing on social and cultural perspectives of literacy, conceptualizations of religious literacies, and Gee's notion of Discourses, I develop a framework for exploring 16 Latter‐day Saint and Methodist youths’ religious literacies as social and cultural practice. This work grows out of the increasingly important role that religion plays in local and global events, the large population of religious youths who demonstrate strong commitments to eng…
Scripture‐Based Discourses of Latter‐day Saint and Methodist Youths
Drawing on social and cultural perspectives of literacy, conceptualizations of religious literacies, and Gee's notion of Discourses, I develop a framework for exploring 16 Latter‐day Saint and Methodist youths’ religious literacies as social and cultural practice. This work grows out of the increasingly important role that religion plays in local and global events, the large population of religious youths who demonstrate strong commitments to eng…
Scripture‐Based Discourses of Latter‐day Saint and Methodist Youths
Drawing on social and cultural perspectives of literacy, conceptualizations of religious literacies, and Gee's notion of Discourses, I develop a framework for exploring 16 Latter‐day Saint and Methodist youths’ religious literacies as social and cultural practice. This work grows out of the increasingly important role that religion plays in local and global events, the large population of religious youths who demonstrate strong commitments to eng…
Literary Scholars’ Disciplinary Literacy Orientations
This study examines how four university-based literary scholars in the United States read literary texts. Findings suggest that the scholars used four related literary literacy orientations in their reading: They attended to their affective experiences with literature, built recursive interpretations of literature, contextualized literature, and recognized and managed literary complexity. As broad-level disciplinary ways of navigating literature,…
“Blessings and Friends and Knowledge”
This two-year ethnographic study examines the motivations for religious knowledge development, or religious literacy, embedded in a Latter-day Saint congregation. Qualitative analyses of observations and 29 interviews with nine youth yielded three characteristics of religious environments that motivated youth for religious literacy. When youth felt the influence of the Holy Ghost (spiritual), had strong social bonds with fellow congregants (relat…
‘It Makes a Difference in My Life’
Informed by social theories of literacy, religious literacy, and motivation for literacy, this article examines the motivations for religious literacy embedded in the lived experiences of 16 Latter-day Saint young adults. Several cycles of qualitative analysis of semi-structured and verbal protocol interviews with Latter-day Saint college students point to three primary motivations for reading sacred texts: reading to improve one’s self, reading …
People, Programs, and Practices
Informed by social and cultural perspectives, this article examines the religious literacies of sixteen Latter-day Saint young adults. Religious literacy for them was a deeply embedded religiosocial experience involving family, friends, and others associated with the faith (people); activities, events, and courses they participated in (programs); and specific actions they used when reading sacred texts (practices). As a framework for examining th…
'Not Reading Just Seems Crazy to Me'
This study examines six Latter-day Saint youths’ textual ideologies of sacred texts. Inductive analyses point to three shared textual ideologies related to youths’ expectations about (a) the educative nature of sacred texts, (b) the relevance sacred texts had in their lives, and (c) the amount of time they should spend reading them. Findings support and extend existing language and literacy research by providing insights into the social and cultu…
Disciplinary Literacy and Responsible Reading
While many scholars note the important role disciplinary literacy can play in advancing social justice, much of the current research focuses on how English experts approach canonical texts of Western origin. This article investigates the meaning-making approaches employed by 11 English disciplinarians when approaching texts of Indigenous origin. These scholars participated in semi-structured interviews and participated in a read-aloud. Findings h…
Reading the scriptures and stuff is a big thing’
Literacy (8 works) · Pedagogy (7 works) · Psychology (7 works) · Sociology (7 works) · Religious Education and Schools (6 works) · Art (5 works) · Linguistics (5 works) · Gender Studies (4 works) · SAINT (4 works) · Social Psychology (4 works)