Contemporary qualitative research methodologies and issues in literacy education

Scholars who are drawn to qualitative research methodologies represent a diverse group of disciplines and fields. They also represent themselves as researchers and the theoretical frameworks in which they work quite differently. Indeed, it was this diversity in representation that initially motivated us to propose a New Directions feature on qualitative methodologies. Specifically, we were curious as to how scholars who use different approaches to inquiring about a wide range of literacies and literate practices would respond to an invitation to comment on what they perceive as the most significant or critical issues currently facing qualitative researchers. Through a series of e‐mail exchanges, Joseph Tobin (Arizona State University); Constance Steinkuehler, Rebecca Black, and Katherine Clinton (University of Wisconsin—Madison); Kathleen Hinchman (Syracuse University); and Deborah Dillon (University of Minnesota) settled on the following points around which to respond to the “critical issues” question that we had posed initially:1 Their perceptions of the current state of qualitative research. 2 Methodological insights they have gained from disciplines and fields outside their own. 3 Examples from their current work that illustrate how they are dealing with issues they perceive as critical to advancing qualitative research.The authors' responses characterize what we believe is a wellspring of ideas worthy of consideration and further discussion. Toward that end, we invite readers to enter into dialogue with the ideas presented here, either in the form of letters to the editor or commentaries. Donna E. Alvermann & David Reinking