Click here for submission guidelines.
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)
November 2013: Innovations
As professionals, teachers are at the forefront of innovation in the language arts. Classrooms provide the space for new ideas, new instructional techniques, and new tools—but they’re not the only place for innovation. Sometimes innovations come from home experiences, afterschool programs, libraries, and communities. We invite manuscripts that describe exciting innovative practices that are enriching the lives of young people. Who is leading the way? What should we, as fellow educators, researchers, and family members, know about what’s going on? What conditions have led to innovative spaces and practices? In what ways are the innovations inviting children to participate in the language arts? How can we follow the lead of the most innovative practitioners? (Submission deadline: July 15, 2012)