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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
May 2015: Creativity: Writing as Creative Construction
Creative classrooms carry the potential to excite children to explore innovative ideas and to think in new ways about themselves, their content, their classmates, and/or their lives. Such learning spaces recognize that while creative acts aren’t always planned, environments that promote new thinking can and should be fashioned with the goal of igniting children in creative construction. For this special themed issue, we invite articles that offer a fresh take on creativity and writing in the language arts classroom. These questions may be helpful: What do students do when their classroom environment invites them to challenge themselves as creative meaning makers across content areas? What conditions (time, structures, attitudes, etc.) support students as creative thinkers and authors? What dispositions (persistence, associative thinking, goal setting, etc.) are important for students to bring to their creative work? What do students do when they work in a writers’ workshop that expects them to compose out of the box?
Submission deadline: January 15, 2014
Note: Language Arts now asks that two sidebars be submitted with each article. Please see the online submission guidelines for further information at http://www.ncte.org/journals/la/write.