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September 2014: Kids as Researchers
Current educational contexts do not necessarily recognize the powerful nature of children becoming co-constructors of knowledge. What happens when teachers and students jointly construct meanings and understandings and the focus of inquiry is student generated? Children can offer perspectives that we, as adults, may not consider. They ask different questions, have different frames of reference, and have access to a kid-peer culture, all of which can offer valuable insights and original contributions. In this issue, we seek manuscripts that celebrate learning events whereby children are positioned as researchers and co-constructors of knowledge. In some cases children are gathering and assessing data to make changes in their local settings; in other instances they are working alongside teachers investigating issues in the classroom. What are some of the celebrations and challenges when research is conducted with and by children?
Submission deadline: June 1, 2013
November 2014: The Arts in Language Arts
The term “21st century literacies” has become shorthand for meaning-making within digital environments. However, a range of forms and formats of expression, digital and nondigital, continue to be an essential part of language arts curricula. For this issue of Language Arts, we focus on how drama, visual art, dance, music, poetry, fiction, etc., are developed in elementary classrooms as part of 21st century literacies. 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? 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?
Submission deadline: July 15, 2013
January 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 these issues. 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, 2013
March 2015: Information is Power?
As Kofi Annan has said, “Knowledge is power. Information is liberating.” This sentiment has gained particular strength in the midst of the current technological revolution--just witness, for example, that we're said to be living in the Information Age. Indeed, the Common Core State Standards increase emphasis on informational texts, with literary and informational texts generally balanced across content areas by the 4th grade. In this issue, we invite authors to consider the role of informational texts in the present-day educational context. Has a shift in standards changed how you think of or use children’s literature? Is this shift to more informational texts creating opportunities for integrated instruction? Are you finding a relationship between informational texts and children’s inquiry? In what ways does the appearance of neutrality in informational texts influence the ways teachers and children interact with the text and the questions they ask? These are just some of the questions we encourage authors to explore as we consider the growing role of informational texts in today's language arts classroom.
Submission deadline: November 15, 2013