Read the submission guidelines
May 2012. When one thinks of the term “new literacies,” the plurality of the term literacy immediately suggests that there are multiple forms of literacy. The use of new signals a realization of expanded epistemologies, methods, contexts, and meaning-makers who are engaged with computer literacy, visual literacy, performative literacy, Internet literacies, digital literacies, information literacy, new media literacies, multiliteracies, and information & communication literacies. For this issue, we invite articles that illustrate how these new literacies can be remixed with the best instructional practice for adolescent learners. In preparation of these articles, it is important to illustrate that new literacies are additions to, rather than replacements for, the literacies that have traditionally enabled students to communicate and collaborate within both their school and out-of-school communities. The focus of these articles should address questions such as: Where is an active teacher in this new remix of learning? How are these new literacies accommodating guided instruction, grouping practices, and collaborative and independent work? How are teachers broadening their knowledge base through the outside-of-school literacies they are inviting their students to incorporate into school tasks? Remember to offer readers myriad classroom examples of how teachers have engaged and motivated literacy development among their students by incorporating new literacies into the instructional mix. Deadline: May 2, 2011
Background Knowledge and Vocabulary
September 2012. Students differ in a number of ways, including their background knowledge. They have different experiences, have read different books, and have had different teachers. Yet we know that background knowledge is critical to understanding. Is there anything that teachers can do to build and activate their background knowledge so that relevant information is available for reading and learning? What ways, direct and indirect, have teachers ensured that student knowledge is valued and used? How do you determine what their background knowledge is, and what do you do to address these differences? Background knowledge is expressed through the words students know and use, so what might be the instructional relationship between vocabulary and background knowledge? We hope to highlight the importance of background knowledge, despite its current lack of popularity. We also hope to provide teachers with useful classroom ideas that will ensure students’ funds of knowledge are validated and extended. Deadline: September 1, 2011
Grouping in Middle School: Why? How?
December 2012. When middle school teachers are asked why they hesitate to incorporate productive group work into the instructional plan, they often mention problems with assessment, tasks, and questions about grouping practices. They wonder if the benefits are worth the effort. We invite papers that view group work as an essential part of the classroom community. Articles should address teachers’ concerns about grouping by providing examples that will offer an understanding of the purposes for grouping, how to form groups, and the multiple roles that students can play in a group as problem solvers and idea generators. Authors should also address how to manage, monitor, and assess productive group work in ways that scaffold and support learning for each student. Deadline: December 1, 2011
March 2013. Acceptance and respect are importance concepts students learn in middle school. They do so through their interactions with adults and peers in school as well as through the literature they read and discuss. How has tolerance education changed in the 21st century? What possibilities do Web 2.0 applications provide educators interested in social justice and multicultural education? How have you addressed cyberbullying? What professional experiences do teachers need to engage students in discussions about individual differences? Deadline: March 1, 2012