About the Journal
The current call for submissions for issue 1/2025 is thematically focused on "to be specified," more information can be found here.
The current call for submissions for issue 2/2025 is open to all authors working in the field of literacy development, more information can be found here.
The current call for submissions for issue 3/2025 (in English) is focused on "to be specified," more information can be found here.
Recently published: you can find the newly released contributions in issue 1/2024 here, in issue 2/2024 here, and in issue 3/2024 here.
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Welcome to the web pages of the newly established journal of the Faculty of Education of Charles University.
The Literacy, Preliteracy and Education Journal is a peer-reviewed journal which specializes in the field of literacy and education in their broadest terms. Its goal is to mediate new knowledge in the field and thus to provide impulses that will stimulate further development in the field, and to strengthen the link between research and praxis. The Journal deals with reading, mathematical, informational and science literacy and pre-literacy and with related topics. It also serves as a basis for the development of educational psychology, primary pedagogy and departmental didactics, and special and social pedagogy as research subjects.
The Journal is published three times a year (in April, August and December); the two main languages of the journal are Czech and Slovak. One English issue of the Journal is published each year.
Current Issue
Vol. 9 No. 2 (2025): Across Literacies and Educational Domains
This issue of the journal focuses on diverse possibilities for the development of literacies and pedagogical strategies in contemporary education. It thematically connects traditional areas of linguistic, reading, social, and musical literacies with new challenges and opportunities brought into the school environment by digital technologies and innovative approaches. It reflects both educational practice and research perspectives on changes in teaching across various educational levels—from early childhood to secondary education. The contributions included in this issue address current topics such as the use of generative artificial intelligence in creative writing, prevention of school failure in the Czech language, fostering creativity through didactic applications, and the development of digital competencies using LEGO building kits. The authors also explore teaching strategies responding to cyber risks, the use of virtual collaborative boards in the flipped classroom concept, and the significance of developmental bibliotherapy in promoting social literacy. This issue is open to all authors engaged in the broad field of educational literacies in the widest sense.
Published:
2025-10-09
