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March 2013: Literate Lunch
As attention to sustainable living has grown, local schools and districts have responded with both classroom gardens and larger district gardens to supply cafeteria food. Farm-to-school programs now exist in places as different as the large urban centers of Detroit and D.C. and the border areas of Texas’s Rio Grande Valley. But, at this point, it’s difficult to differentiate between superficial changes and those that ask students to think deeply about the far-reaching impact of local, individual decisions. For this issue of Language Arts, we seek manuscripts related to ecoliteracy. How has the greening of schools affected critical literacy and ecoliteracy practices? In what ways has the nation’s growing attention to children’s health and food issues impacted literacy teaching and learning? What sorts of texts and/or collaborations have been undertaken to examine these global issues? What opportunities for integrated/interdisciplinary units of study have been taken up? How have students been prompted to explore and reflect on specific places? Have classrooms and/or districts tackled the related social justice and globalization issues? (Submission deadline: November 15, 2011)
May 2013: Community Literacy/ies
Guest Editors: Rebecca Rogers and Inda Schaenen.
Literacy/ies as sociocultural activities cannot be separated from the communities in which they are practiced. With literacy a continuing focus of educational policy, collaborations—between schools, families, universities, businesses, and cultural institutions—have been created to cultivate literacy development between and within communities. This issue of Language Arts explores how literacy-related collaborations influence and serve various communities. How have teachers, coaches, administrators, teaching artists, university faculty, parents, and children leveraged school-based literacy teaching and learning to serve community needs? How have community literacy practices been used to facilitate schoolbased literacy learning? What have we learned about literacy learning and development from educational interactions across communities? (Submission deadline: January 15, 2012)
July 2013: Inquiries and Insights (Summer)
In this unthemed issue, 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, 2012)
September 2013: Literacy Learning and Discourse
The ways people interact and communicate in social communities are highly interrelated with literacy. Close looks at interactions in classrooms, those within communities outside of classrooms, and influences of new literacies on our ways of interacting have provided important information pertaining to relationships between language, learning, identity, and ideology. In this issue of Language Arts, we invite articles that examine how people communicate (e.g., gestural, spoken, visual, written, etc.) in social settings (e.g., classroom, community, Internet). How does the interrelatedness of language and literacy play out in classroom life? How have technological shifts altered how teachers and students interact around print? (Submission deadline: May 15, 2012)