National Council of Teachers of English Logo

LA Calls for Manuscripts

Click here for submission guidelines.

November 2017 
Viewpoints and Visions

For this unthemed issue, we invite Feature Article and Perspectives on Practice submissions that offer a variety of viewpoints and visions related to language arts across multiple settings and modalities. What topics, concerns, or issues do you think are important to today’s readers of Language Arts? What kinds of theoretical lenses have you applied to your inquiry work to increase our collective understandings of language arts instruction? How does your research illustrate the range of ways in which young people are engaged with the language arts? What trends do you see in the field of language arts? What innovative literacy practices do you see in the diverse spaces of classrooms and community settings? Within a digital age, how are our understandings of children’s literature, writing instruction, and literacy learning shifting? These are just a few of the many questions that can be explored in this issue. Join us in crafting an assortment of articles that helps to expand our viewpoints and visions about language arts. Submission deadline: November 15, 2016

January 2018 
It's Primary: Literacy Learning in the Early Years
Educators often shoulder immense pressure from numerous forces in regard to supporting young children’s early literacy learning (PreK through grade 3). Parents, politicians, and other stakeholders recognize the importance of the early grades in laying a solid literacy foundation for later success in schooling and life. In this issue we invite articles that focus on innovative language arts practices taking place in early childhood settings in and out of school. Some of the many questions that can be explored in this issue are: How can out-of-school settings like museums, libraries, and community centers support language arts learning for young children? What types of children’s literature (e.g., wordless, alphabet, transitional chapter books, nonfiction) best support early literacy development? How are children being encouraged to explore the craft of picturebook authors and illustrators—such as Laura Vaccaro Seeger, Donald Crews, Wong Herbert Yee, and Yuyi Morales—whose work is aimed at young readers? How are technological advances and social media impacting and reshaping language arts instruction for young children? For instance, how might preschoolers or kindergartners use iPads or various apps to read and compose? How are long-held literacy practices such as reading aloud, shared reading, and word study (and even assessment of these practices) evolving in our digital age? How can families and educators collaborate to support young children’s growth in the language arts? Join us in putting together a collection of articles about young children and language arts learning that will push and challenge our thinking.
Submission deadline: January 15, 2017
 
March 2018
Reimagining Writers and Writing
In this issue, we seek Feature Article and Perspectives on Practice submissions that provide vivid portraits of young people writing. How are young people charting new territory and reaching new audiences as writers, multimodal composers, and bricoleurs, seeking inspiration from the world around them, and drawing on all the tools, modes, and platforms at their disposal? We also seek insights into the teaching of writing. What do we know about promising instructional strategies that promote critical, creative, argumentative, and analytical writing? Within this rapidly evolving landscape of digital writing, we also recognize seismic shifts in how we define, experience, and research writing. How do new technologies, social media, and multimedia platforms shape how young people participate in writing events? How are definitions of writing workshop, the writing process, and writing assessment shifting in response to these new practices and understandings? Please join us in crafting an issue that expands our understandings and helps us reimagine writers and writing.
Submission deadline: March 15, 2017
 
May 2018 
Changes in Children’s Literature
In this issue, we invite Feature Article and Perspectives on Practice submissions that address the ways in which children’s literature is changing and how these changes are shaping young people’s reading of and responses to literature. Some changes, such as the availability of ebooks and picturebook apps, reflect the digital age in which we live. Other changes, like the rise of multigenre texts, reflect imaginative and playful takes on the very notion of “genre” itself.  In light of these transformations, long-standing definitions and understandings of authorship, readers, genre, books, and meaning-making are in flux. How are these shifts in children’s literature transforming language arts instruction in today’s classrooms and in other settings? When introducing texts that are highly interactive, that feature multiple perspectives, and that contain indeterminate meanings, how are teachers engaging students in interpreting and analyzing these texts? What are some promising strategies for reading the visual elements and design features in boundary-pushing texts such as graphic novels, digital fiction, and so on? How are children using social media to read and respond to books or to communicate with children’s book authors and illustrators? In what ways have recent advancements in print and digital self-publishing inspired young writers and artists? Share your studies and stories in this themed issue. 
Submission deadline: May 15, 2017
 
July 2018
Viewpoints and Visions

For this unthemed issue, we invite Feature Article and Perspectives on Practice submissions that offer a variety of viewpoints and visions related to language arts across multiple settings and modalities. What topics, concerns, or issues do you think are important to today’s readers of Language Arts? What kinds of theoretical lenses have you applied to your inquiry work to increase our collective understandings of language arts instruction? How does your research illustrate the range of ways in which young people are engaged with the language arts? What trends do you see in the field of language arts? What innovative literacy practices do you see in the diverse spaces of classrooms and community settings? Within a digital age, how are our understandings of children’s literature, writing instruction, and literacy learning shifting? These are just a few of the many questions that can be explored in this issue. Join us in crafting an assortment of articles that helps to expand our viewpoints and visions about language arts.
Submission deadline: July 15, 2017


September 2018
Youth Culture(s) and Childhood 
This issue focuses on the relationship among youth culture(s), childhood, and language arts teaching. Feature Articles and Perspectives on Practice submissions might focus on analyses of children’s interactions with cultural texts, such as books, music, television, film, technology, and toys produced for, consumed by, and/or marketed to youth; children’s own cultural productions, such as games, stories, songs, videos, and play; and/or teaching strategies for using youth culture in the language arts classroom. Questions to consider might include: What is “popular” or "in" now, and what do these texts teach us about contemporary childhoods? How do teachers’ views of childhood influence their selection of curriculum materials and instruction? How might educators incorporate youth culture into their teaching of language arts and/or encourage critical literacies? How do current marketing trends or multimedia franchises (e.g., Harry Potter) influence the kinds of texts available to youth? What kinds of literacies, pleasures, or difficulties does youth culture invite into the language arts classroom and after-school programs? In what ways do cultural texts designed for children in PreK through grade 8 educate readers and viewers about race, ethnicity, class, gender, sexuality, and ability and their intersections? How do youth (within and outside of the classroom) critique, parody, or otherwise subvert texts about their childhood that might be relevant to language arts instruction?
Submission deadline: September 15, 2017


November 2018
Viewpoints and Visions
For this unthemed issue, we invite Feature Article and Perspectives on Practice submissions that offer a variety of viewpoints and visions related to language arts across multiple settings and modalities. What topics, concerns, or issues do you think are important to today’s readers of Language Arts? What kinds of theoretical lenses have you applied to your inquiry work to increase our collective understandings of language arts instruction? How does your research illustrate the range of ways in which young people are engaged with the language arts? What trends do you see in the field of language arts? What innovative literacy practices do you see in the diverse spaces of classrooms and community settings? Within a digital age, how are our understandings of children’s literature, writing instruction, and literacy learning shifting? These are just a few of the many questions that can be explored in this issue. Join us in crafting an assortment of articles that helps to expand our viewpoints and visions about language arts.
Submission deadline: November 15, 2017


January 2019
Life Lessons: Autobiographies, Biographies, and Memoirs 
For this issue we seek Feature Article and Perspectives on Practice submissions that offer important lessons and insights about life stories intended for youth. El Deafo by Cece Bell, A Wreath for Emmett Till by Marilyn Nelson, and The Arrival by Shaun Tan are exemplars of books that tell life stories using formats that are stylistically different from more traditional biographies. How are teachers and librarians engaging youth in reading, critiquing, and responding—in various modes—to life stories created in these kinds of stylistic forms? What are some of the potentialities and challenges when sharing autobiographies, biographies, and memoirs with students? For example, what types of challenges might Hitler Youth: Growing up in Hitler’s Shadow by Susan Campbell Bartoletti present for teachers and students? How can teachers and librarians support students in deconstructing dominant narratives by reading texts such as Claudette Colvin: Twice Toward Justice by Phillip Hoose, a biography of a teenager who refused to give up her bus seat in Montgomery, Alabama, and was arrested before Rosa Parks, yet remains largely unknown? We are also interested in how autobiographies, biographies, and memoirs might serve as mentor texts for young writers and inspire them to tell their own life stories. Furthermore, what do content analyses of the works of authors of biographies such as Andrea Davis Pinkney, George Ancona, and Jen Bryant reveal? Please join us in putting together an issue that will provide those interested in life stories with much to contemplate.
Submission deadline: January 15, 2018

 

 

 







Document and Site Resources

Share This On:

Page Tools:

Join NCTE Today

Related Search Terms

Copyright

Copyright © 1998-2016 National Council of Teachers of English. All rights reserved in all media.

1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Phone: 217-328-3870 or 877-369-6283

Looking for information? Browse our FAQs, tour our sitemap and store sitemap, or contact NCTE

Read our Privacy Policy Statement and Links Policy. Use of this site signifies your agreement to the Terms of Use

Visit us on:
Facebook Twitter Linked In Pinterest Instagram