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This column discusses the importance of family participatory research practices with particular regard for vulnerable populations and alternative learning opportunities and the need for an expanded approach to the use of multimodalities in the classroom. The author reflects upon her experience as she conducted her dissertation, a case study with her nephew, an adolescent diagnosed with autism, exploring his use of multimodalities as an expressive practice, and to see how they informed his meaning making. The column addresses the author’s various roles and positionality and how the author’s use of a reflexive journal provided a space to document any ethical tensions and maximize the ethical practice. The implications and necessity for family research is documented throughout the discussion of several works. The importance of the advancement of family research, particularly within the constructs of literacy learning and individuals with special needs, is emphasized.


This is the peer reviewed version of the following article: Troiani, Serena. "Family Participatory Research Practices: A Reflection," Journal of Adolescent and Adult Literacy, 00, 2022, pp. 1-5. which has been published in final form at This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.

Available for download on Thursday, November 21, 2024