Talking Points is published in May and October by WLU, the Whole Language Umbrella, a conference of NCTE. Talking Points helps promote literacy research and the use of whole language instruction in classrooms. It provides a forum for parents, classroom teachers, and researchers to reflect about literacy and learning. We invite submissions from professionals across the educational spectrum, including classroom teachers, teacher educators, researchers, and educational advocates/activists.
Manuscripts submitted should: (1) be on a topic or issue related to holistic teaching and learning; or (2) present theory and/or research that contributes to the knowledge base for holistic, democratic, and inclusive education. Manuscripts should be no more than 15 pages in length (standard margins, double spaced) and, to ensure a blind review, contain no information identifying the author except on an attached cover sheet.
Upcoming ThemesOctober 2012: Re-seeing Response, Refining New Literacies
Submission Deadline: March 15, 2012
Often we consider reader response in an historical sense. We remember Louise Rosenblatt and her contribution of the reading transaction. How do new literacies build on reader response and expand it? How does reader response push new literacies? In this issue we explore the symbiotic relationship of new literacies and reader response. What have your students taught you about reader response as they engage in new literacies? How has their engagement in new literacies expanded what literacy means to them and to you? How does this new definition explode curriculum? We encourage lots of classroom practices in this issue that are firmly tied to both reader response and new literacies.
May 2013: Talking, Learning and Critiquing
Submission Deadline: October 1, 2012
Teachers in the whole language community are positioned at the forefront of language, learning and critique. We understand the power of community; we know that language is a vital component to communication, reading and writing. We understand how engagement is key to learning, that diversity is strength, and that we grow only through critiquing our practices and our lives. So what is new in talking, learning and critiquing? How do these components meld, weave, and influence one another in 21st century classrooms? Where has talk caused rifts and barriers instead of learning, and what have we learned in the process? In this issue, we invite pieces that highlight the interplay of talk, learning, and critical literacy or critique at all ages and stages.
October 2013: Teacher Research in Collaborative Contexts
Submission Deadline: March 1, 2013
To submit a manuscript, email it as a Word attachment to the editor, Carol Gilles, at TalkingPoints@missouri.edu. Manuscripts are accepted at any time. If you do not receive confirmation within a few days that your manuscript was received, please resend it.