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LA Calls for Manuscripts

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Upcoming Themes

Note: Language Arts now asks that two sidebars be submitted with each article. Please see the online submission guidelines for further information at http://www.ncte.org/journals/la/write.


July 2015: Insights and Inquiries
In these unthemed issues, we feature your current questions and transformations as educators, community members, students, and researchers. Many directions are possible in this issue. What tensions do you see in literacy education today? What do readers of Language Arts need to notice and think about? What inquiry work have you done that can stretch the field of literacy and language arts? Describe your process of learning about literature, literacy, culture, social justice, and language. What new literacy practices do you see in communities, after-school programs, and classrooms? What supports these practices? What is getting in the way of change? What connections are adults and children making as they engage in the art of language? Join us in creating a collection of inquiries and insights.
Submission deadline: March 15, 2014


Call for Commentary on "The Arts in Language Arts" Issue of Language Arts
(November 2014 issue)
In the midst of changing currents in education, the arts continue to be an essential part of language arts curricula. For this issue of Language Arts, we focus on how the arts can thrive in language arts classrooms. What are the implications for literacy teaching and learning in classrooms that conceptualize the arts as necessary and vital components of a 21st century education? How are students and teachers creating projects that work with traditional art forms as well as digital art forms as part of language arts instruction? How do policies constrain and/or enhance opportunities for arts integration? We invite submissions that are commentaries of 350 words or fewer.
Submission deadline: April 15, 2014


September 2015: The Body Literate

Oftentimes literacy and language arts are thought of in connection with made texts: books, articles, images, films, etc.  Language arts classrooms are sites where students learn to create, analyze, and critique such texts. But sometimes hidden in literacy discussions is the role of bodies in meaning making—the child’s physical experience of engaging with texts, readers’ emotional responses when caught up in a story, students’ playful interactions with the environment while living literate lives. In this issue of Language Arts, we invite articles that explore literacy and embodiment, the ways in which students experience and literally “make sense” of their lives through bodies situated in cultural and physical places. Some questions to consider are: How do children understand their lives by manipulating a material world through sensations and movement? In a digital age increasingly marked by online learning and virtual spaces, how are literacies active and embodied? How do notions of bodies and literacies impact discussions of ability and dis/ability?
Submission deadline: May 15, 2014

November 2015: Taking Ownership Over Teacher Performance Assessment in Language Arts
Guest Editors: Mark W. Conley, University of Memphis, and Robyn Seglem, Illinois State University
Big shifts are occurring across the US that define how teachers are assessed. How can teachers take ownership over their own assessment, in light of the burgeoning use of teacher performance assessments? What is the knowledge and what are the practices that underlie expert classroom performance? Who should be involved in the assessment process and what role(s) can peers play? How can teachers determine what causes the greatest impact on their own students? This issue will present research about teachers and teacher performance assessment. It will include commentary from teachers and researchers about teacher performance assessment. For this call, we invite commentaries of 350 words or fewer in addition to our more traditional submissions (research studies, literature reviews, and theoretical pieces of 6,500 words or fewer).
Submission deadline: July 15, 2014 



January 2016: Insights and Inquiries
In these unthemed issues, we feature your current questions and transformations as educators, community members, students, and researchers. Many directions are possible in this issue. What tensions do you see in literacy education today? What do readers of Language Arts need to notice and think about? What inquiry work have you done that can stretch the field of literacy and language arts? Describe your process of learning about literature, literacy, culture, social justice, and language. What new literacy practices do you see in communities, after-school programs, and classrooms? What supports these practices? What is getting in the way of change? What connections are adults and children making as they engage in the art of language? Join us in creating a collection of inquiries and insights.
Submission deadline: September 15, 2014



March 2016: Common Core or Rotten Core? Three Years Later . . .

The Common Core State Standards for the English Language Arts have been implemented in US schools for two years. In the March 2014 issue (91.4), Language Arts asked educators to consider what was working, what was not, and present views and understandings of the CCSS. We invite educators to reconsider the CCSS, their implementation, and the CCSS-aligned assessments. We invite manuscripts that address: Have the CCSS transformed schools? Do they have major flaws? Have they encouraged new approaches to teaching and learning the English language arts? With three years of implementation, where are we now with CCSS? This issue will present research and practice as well as commentary from teachers and researchers about the CCSS. In addition to full-length articles, we also invite submissions that are commentaries of 350 words or fewer.
Submission Deadline: November 15, 2014

 

 

 

 

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