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ELQ Calls for Manuscripts

Upcoming ELQ Themes

August 2017: Leveraging Librarians

“Today's school librarian works with both students and teachers to facilitate access to information in a wide variety of formats, instruct students and teachers how to acquire, evaluate and use information and the technology needed in this process, and introduces children and young adults to literature and other resources to broaden their horizons. As a collaborator, change agent, and leader, the school librarian develops, promotes and implements a program that will help prepare students to be effective users of ideas and information, a lifelong skill.” —American Association of School Librarians

This issue of ELQ is dedicated to discussing the innovative work that literacy educators do with their school librarians and community librarians. How are ELA educators leveraging the expertise of their school librarians to improve learning experiences for their students? How are library media specialists collaborating with teachers and administrators to build a community of readers, writers and researchers? How is the role of the librarian changing in the face of the CCSS and standardized testing? How are librarians ensuring that their roles and the spaces they steward in schools are of high value to all learners?

>>> Deadline: May 15, 2017

October 2017: Tasking Time and Taking Time

Ha, ha! keep time: how sour sweet music is,
When time is broke and no proportion kept!
So is it in the music of men's lives.
And here have I the daintiness of ear
To cheque time broke in a disorder'd string;
But for the concord of my state and time
Had not an ear to hear my true time broke.
I wasted time, and now doth time waste me;
For now hath time made me his numbering clock:
My thoughts are minutes; and with sighs they jar
Their watches on unto mine eyes, the outward watch,
Whereto my finger, like a dial's point,
Is pointing still, in cleansing them from tears.

—William Shakespeare, Richard II, Act V, Scene V

Time is, arguably, the most precious currency educators have. On our watch, we are entrusted to design learning experiences that are memorable and relevant, but we’re often asked to do it on a school schedule that aims for breadth rather than depth. This issue of ELQ is dedicated to discussing how we go about deciding where to put our time: classroom time,  meeting time, and professional development time. What factors must ELA educators take into account when considering how to manage time and create meaningful learning experiences for their students? How are school administrators ensuring that instructional time and professional development time are spent on worthwhile endeavors? How, in the face of the CCSS and standardized testing, are ELA teachers challenged to carve out time to personalize learning and confer with their students? How are we making sacred time to practice reading and writing ourselves? How are we helping our students learn about how to manage their time as readers, writers, and collaborators? How are we managing the minutiae of planning and grading off the school clock and giving families, friends, and ourselves the reflection and rejuvenation time essential to recharge?  

>>> Deadline: June 15, 2017

Answer ELQ Editor Oona Abrams's
Call for Manuscripts!


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