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Upcoming Themes

January 2012: Writing the Image, Writing the World
For many, Paulo Freire’s notion of reading the word and the world is very well known. We must be able to read the world that is written by the word. In today’s world, there has been increasing attention paid to the role of the visual text in ELA instruction and learning. We want readers to think about how visual texts inform how we write, interpret, and create our worlds. That is, we want authors to consider the role of visual representations in the teaching and learning of literacy and the language arts. How do images help us read the world, both those created in ELA classes and those created outside? In particular, we hope that authors will consider the critical role that images play in what and how students write their world and how images position humans in particular ways. Consider, too, how images that we read and create shape our identities as textmakers. In this issue, we ask: How does intertextuality, or the connections among and between texts, shape who we are as textmakers? How do we understand our world from the images that we write and/or interpret? How can educators see the worlds of their students through the visual texts that they create? (Submission deadline: September 15, 2010)


March 2012: Professional Development in the Age of
YouTube, MySpace, Mario Brothers, All are sites where children engage with texts as they make sense of living in the 21st century. But how are language arts teachers preparing themselves to guide students who no longer defi ne reading as picking up a book, or writing as putting pen to paper? What kinds of professional (and personal) development are teachers undergoing as they try to make sense of this transitional era in literacy education? In this issue, we want educators to look at themselves. What types of professional development are most useful to practicing teachers as they consider issues relating to multiple literacies, digital literacies, and the literacy heritages of children from diverse backgrounds and with diverse ways of making meaning? How are teacher education programs preparing prospective teachers to effectively engage students in the creative and critical practices necessary to be participating citizens in the 21st century? What are educators doing—in groups or on their own—to rethink literacy instruction in order to be successful teachers of students who, in many ways, are making the road by walking it? (Submission deadline: November 15, 2010)

May 2012: History of the Word (Part I)
NCTE is turning 100! As we celebrate this milestone, we welcome historical studies, critiques, and reviews of how literacy, literacy instruction, and literacy tools have changed over the past century. What counted as “literate” 100 years ago would look very different today. How has literacy shifted and in response to what? How have instructional textbooks, tools, and teachers changed over the years? Today, most of us think of
technology in digital terms, but years ago, “high-tech” meant that the book could be printed in paperback as well as hardback. What other technologies have infl uenced
our classrooms, homes, and communities? As we consider these historical roots, in what ways might we expect literacy to branch out and grow?
(Submission deadline: January 15, 2011)

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