Language Arts -- Calls for Manuscripts
Hi everyone,
Please consider submitting a manuscript to one (or more) of our [Language Arts] upcoming calls:
91.5 (Guest editors: Marjorie Faulstich Orellana, Danny C. Martinez, & Ramon A. Martinez)
Deadline Oct. 15, 2013
Language and literacy brokering (FINAL) Considerable evidence exists that children bring tremendous linguistic resources to school from their experiences in homes and communities. Too often, however, these resources are not recognized or built upon once students enter the classroom. This is especially true for multilingual and multidialectal children of color, students designated as English Learners, speakers of "non-standard" varieties of English, and immigrant youth who serve as language and literacy brokers for their families. In this issue of Language Arts, we invite articles that examine how the language, literacy, and cultural competencies that youth develop in their everyday lives can be leveraged for learning within school settings. How are Language Arts teachers building on student strengths? In what ways can school contexts help facilitate this? How do students' everyday linguistic competencies overlap with the forms of language and literacy that are privileged in schools? How are teachers and students learning from each other in ways that increase classroom learning opportunities? We are especially interested in work that explores ways of building on the particular skills and capacities of students from non-dominant groups.
91.6 Insights and Inquiries
Deadline Jan. 1, 2014
In these unthemed issues, 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.
92.1 Kids as Researchers
Deadline March 1, 2014
Current educational contexts do not necessarily recognize the powerful nature of children becoming co-constructors of knowledge. In many classrooms teachers continue to operate with a discourse structure of IRE, whereby the teacher initiates the question, student responds and teacher evaluates the response. The focus and agenda for learning rests primarily with adults. What happens, however, when teachers and students jointly construct meanings and understandings and the focus of inquiry is student generated? Children, or young adults, can offer perspectives that we, as adults, may not consider. They ask different questions, have different frames of reference, and have access to a 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 challenges when research is conducted with and by children?
92.2 The Arts in Language Arts
Deadline May 29, 2014
The term "21st century literacies" has become shorthand for meaning making within digital environments. However, a range forms of expression, digital and nondigital, continue to be an essential part of language arts curriculum. 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 to design strong language arts instruction? What are the implications for literacy instruction in classrooms that conceptualize the arts as a necessary and vital component of a 21st century education?
92.3 Open
Deadline: TBA July 2014
In these unthemed issues, 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.
92.4 Information is Power?
Deadline: TBA Sept 2014
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, with Common Core State Standards there has been an increased 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? What role do hybrid texts play? Is the 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.
92.5 Creativity: Writing as Creative Construction (Guest editors: Jane Hansen, Susan Suskind, Kateri Thunder)
Deadline: TBA Nov 2014
“Creative writing” is such a common phrase it’s easy to overlook the careful thought that goes into the design of intentionally creative classrooms. 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, the 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? What are some of the many ways teachers can help students cultivate themselves as creative?
92.6 Open
Deadline: TBA Jan 2015
In these unthemed issues, 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.
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