Academic Journal
Q1Australian Journal of Language and Literacy
About Australian Journal of Language and Literacy
About Australian Journal of Language and Literacy
Australian Journal of Language and Literacy is a peer-reviewed scholarly journal published by 199 (Singapore). It focuses on Q1. Publication coverage spans 1997-2026.
Key indicators: ISSN 1038-1562, 1839-4728; H-index 33.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (33): 33 articles have each received at least 33 citations, indicating growing recognition.
Publishing in Australian Journal of Language and Literacy
When considering this journal, verify its current indexing status, editorial board, and recent publications to ensure it meets your needs for visibility and credibility.
- Scope fit: Confirm your research aligns with Q1. Off-scope manuscripts are typically desk-rejected quickly.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
- Submission: Submit via the official journal website.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of Australian Journal of Language and Literacy?
1038-1562, 1839-4728.
Who publishes Australian Journal of Language and Literacy?
199.
What are Australian Journal of Language and Literacy's metrics?
H-index 33.
Where do I submit to Australian Journal of Language and Literacy?
Via the official website.
Is Australian Journal of Language and Literacy peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Source-backed journal facts
Topics in published research
Literacy, Media, and Education; Education Systems and Policy; Reading and Literacy Development; Multilingual Education and Policy; EFL/ESL Teaching and Learning; Second Language Learning and Teaching.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Reported open-access list prices
3,190.00 USD; 2,590.00 EUR; 2,290.00 GBP
APC list prices reported by OpenAlex, which obtains this information from DOAJ. Confirm current charges, taxes, waivers and eligibility with the publisher; this is not a fee quotation.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
From screen to interaction: adult–child engagement with play school, 60 years on
Lisa K Kervin, Linda Harrison, Ellie Taylor, Laura Stone et al.
2026-09-24 · DOI: 10.1007/s44020-026-00129-wRepresentations of guided writing in system-developed curriculum materials: a study from New South Wales and Victoria
Phillip Poulton, Deb Brosseuk
2026-09-21 · DOI: 10.1007/s44020-026-00128-xPolicy, pedagogy and curriculum in the teaching of reading in early years classrooms in Australia: A Narrative Literature Review (2004–2025)
Edwin Creely, Beryl Exley, Deb Brosseuk, Graham Parr et al.
2026-09-11 · DOI: 10.1007/s44020-026-00123-2Retraction Note: Unveiling best practices: a systematic review of feedback literacy in writing instruction
Hailay Tesfay Gebremariam, Abate Anjulo Dako
2026-09-11 · DOI: 10.1007/s44020-026-00131-2The architecture of crisis: problematising a global ban on the three-cueing system in reading education
Maria Nicholas, Hyejeong Ahn
2026-09-10 · DOI: 10.1007/s44020-026-00130-3Engaging reading: A structured pedagogical framework for teaching reading for enjoyment (RfE) as educative practice in primary English classrooms
Mellie Green
2026-09-08 · DOI: 10.1007/s44020-026-00126-zShared book reading and the home literacy environment: a worldwide study using Dolly Parton’s Imagination Library
Claire Galea, Elisabeth Duursma, Peter Petocz, Genevieve McArthur et al.
2026-08-28 · DOI: 10.1007/s44020-026-00120-5Children becoming readers, writers, or both? Caregiver perspectives on connections and imbalances in children’s reading and writing identities
Christopher Wagner
2026-08-28 · DOI: 10.1007/s44020-026-00125-0Teacher autonomy: the impact of evidence-based practices and social validity
Sarah-Jayne Durie, Russell Fox, Karina Stocker, Mihye Won et al.
2026-08-28 · DOI: 10.1007/s44020-026-00127-yThe ‘how long’ question: EAL students’ progression through phases of English language development in Australian schools
Lucy Lu, Jennifer Hammond, Olivia Groves, Wai Yin Wan et al.
2026-08-06 · DOI: 10.1007/s44020-026-00124-1Developing multilingual competence through informatics education in secondary schools: a conceptual framework and call to action
Serhiy Semerikov, Svitlana Shokaliuk, Olga Kanevska, Vita Hamaniuk et al.
2026-08-03 · DOI: 10.1007/s44020-026-00122-3Investigating links between early instrumental learning and literacy skills development
Katie Zhukov, Patricia Arthur
2026-07-29 · DOI: 10.1007/s44020-026-00119-yDialogism for democracy: reimagining argumentation in English curriculum
Emily Frawley
2026-07-13 · DOI: 10.1007/s44020-026-00121-4Using cross-cultural picturebooks with young children to learn about values: a participative arts-based approach
Zirui Liu, Georgina Barton, Elizabeth Curtis, Nathan Lowien et al.
2026-07-03 · DOI: 10.1007/s44020-026-00118-zExploring pre-service teachers’ perceptions about their linguistic knowledge: implications for initial teacher education
Jacqueline D’warte, Kathy Rushton
2026-06-25 · DOI: 10.1007/s44020-026-00116-1Multimodal practices in early English language education: a Finnish classroom case study
Katri Puronaho, Karita Mård-Miettinen, Mirja Tarnanen
2026-06-03 · DOI: 10.1007/s44020-026-00113-4Countering deficit narratives with translanguaging – the Australian research context
Naomi Wilks-Smith, Robyn Cox, Lynnette Bury, Susan Rook et al.
2026-06 · DOI: 10.1007/s44020-026-00110-7Critical thinking, oral language, and embodiment in the primary classroom: a critical thematic literature review
Edwin Creely, Lauren Weber
2026-05-23 · DOI: 10.1007/s44020-026-00117-0Correction to: “Insufficiently Korean” to strategic meaning-maker: textual transpositioning and multilingual identity work
Julie Choi, Andrea Truckenbrodt
2026-06 · DOI: 10.1007/s44020-026-00115-2Countering deficit framings of migrant and refugee students’ language and literacy practices in Australia
Leonardo Veliz, Helen Harper, Sally Dixon
2026-06 · DOI: 10.1007/s44020-026-00114-3Reviews
Community Reviews
Version History
October 10, 2026 at 1:08 am
October 2, 2026