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October 20, 2009
http://www.ncte.org/action/dayonwriting
Americans are writing like never before—through text messages and IMs, with video
cameras and cell phones, and, yes, even with traditional pen and paper. Whether it is
done in a notebook or on a blog, writing, in its many forms, has become daily practice
for millions of Americans. The National Council of Teachers of English invites you to
explore and celebrate the integral role writing has in each of our lives by participating
in the National Day on Writing/National Gallery of Writing.
Who can participate?
Everyone! NCTE invites everyone to play an active role in this celebration of writing.
We encourage participants from many sectors—students, teachers, parents, grandparents, service and industrial workers, managers, business owners, legislators, retirees,
and many more—to submit a piece of writing.
What types of writing will be accepted?
We welcome composition in all of its forms, from textual to audio and video pieces.
The only criterion is that it is a piece that matters to you. Among the entry types you
can submit are:
•
•
•
•
Letter
Email or text message
Journal entry
Report
•
•
•
•
Electronic presentation
Blog post
Documentary clip
Poetry reading
•
•
•
“How to” directions
Short story
Memo
Where will I submit my writing?
NCTE, along with our participation partners, will unveil an online National Gallery of
Writing that will feature different types of composition. Writers will be able to submit
pieces to the gallery website beginning in Spring 2009. The gallery will be a digital
archive accessible to all through a free, searchable website. Writers will include with
their piece a brief introduction and the reason they selected and submitted it to the
gallery.
NDW_7x10_BW_090194.indd 1
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The Journal of the Elementary Section of the National Council of Teachers of English
Published since 1924.
Coeditors
Celia Genishi, Teachers College, Columbia University, New
York, NY
Debra Goodman, Hofstra University, Hempstead, NY
Susan Groenke, University of Tennessee, Knoxville, TN
Kris D. Gutiérrez, University of California, Los Angeles, CA
Margaret C. Hagood, College of Charleston, Charleston, SC
Mary Lee Hahn, Dublin City Schools, Dublin, OH
Patsy Hall, George Washington Community School,
Indianapolis, IN
Mari Haneda, Ohio State University, Columbus, OH
Annette Henry, University of Washington, Tacoma, WA
KaaVonia Hinton-Johnson, Old Dominion University,
Norfolk, VA
Jason G. Irizarry, University of Connecticut, Storrs, CT
Christine A. Jenkins, University of Illinois at UrbanaChampaign, Champaign, IL
Stephanie Jones, University of Georgia, Athens, GA
Valerie Kinloch, Ohio State University, Columbus, OH
Tasha Tropp Laman, University of South Carolina,
Columbia, SC
David Landis, The Kazakhstan Institute of Management,
Economics, and Strategic Research, Almaty, Kazakhstan
Barbara A. Lehman, Ohio State University, Mansfield, OH
Susan Lehr, Skidmore College, Saratoga Springs, NY
Timothy J. Lensmire, University of Minnesota, Minneapolis,
MN
Tamara P. Lindsey, University of Wisconsin, Eau Claire, WI
Susi Long, University of South Carolina, Columbia, SC
Julia López-Robertson, University of South Carolina,
Columbia, SC
Elizabeth Marshall, Simon Fraser University, Vancouver,
British Columbia, Canada
Teresa L. McCarty, Arizona State University, Tempe, AZ
Jonda C. McNair, Clemson University, Clemson, SC
Kathryn Meyer Reimer, Goshen College, Goshen, IN
Rashidah Jaamí Muhammad, Governors State University,
University Park, IL
Rebecca Rogers, University of Missouri, St. Louis, MO
Deborah Wells Rowe, Vanderbilt University, Nashville, TN
Jerrie Cobb Scott, University of Memphis, Memphis, TN
Franki Sibberson, Dublin City Schools, Dublin, OH
Mariana Souto-Manning, University of Georgia, Athens, GA
Susan Stires, Bank Street College of Education, New York,
NY
Philip Taylor, New York University, New York, NY
Patricia Enciso, Ohio State University, Columbus, OH
Laurie Katz, Ohio State University, Columbus, OH
Barbara Z. Kiefer, Ohio State University, Columbus, OH
Detra Price-Dennis, Ohio State University, Columbus, OH
Melissa Wilson, Columbus Public School District,
Columbus, OH
Language Arts ●
Vol. 86 ● No. 5 ●
May 2009
Editorial Review Board
Richard L. Allington, University of Tennessee, Knoxville,
TN
Bess Altwerger, Towson University, Towson, MD
Elizabeth Arnot-Hopffer, University of Arizona, Tucson, AZ
Maren Aukerman, University of Pennsylvania, Philadelphia,
PA
Valerie Bang-Jensen, Saint Michael’s College, Colchester,
VT
Patricia Baquedano-López, University of California,
Berkeley, CA
Lilia I. Bartolomé, University of Massachusetts, Boston, MA
Maenette K.P. Benham, Michigan State University, East
Lansing, MI
Marie Elaine Boozer, Ohio State University, Columbus, OH
Mary C. Brennan, Pritchett Elementary School, Buffalo
Grove, IL
Gerald Campano, Indiana University, Bloomington, IN
Barbara Chatton, University of Wyoming, Laramie, WY
Lesley Colabucci, Millersville University, Millersville, PA
Ralph Cordova, Southern Illinois University, Edwardsville,
IL
Linda K. Crafton, University of Wisconsin, Parkside, WI
James Damico, Indiana University, Bloomington, IN
Christina P. DeNicolo, University of Illinois at UrbanaChampaign, Champaign, IL
Curt Dudley-Marling, Boston College, Chestnut Hill, MA
Elizabeth Dutro, University of Colorado at Boulder, Boulder,
CO
Anne Haas Dyson, University of Illinois at UrbanaChampaign, Champaign, IL
Carole Edelsky, Arizona State University, Tempe, AZ
Patricia A. Edwards, Michigan State University, East
Lansing, MI
Amy Seeley Flint, Georgia State University, Atlanta, GA
María E. Fránquiz, University of Texas, San Antonio, TX
Mary Jo Fresch, Ohio State University, Marion, OH
336
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Manuscript Submission Guidelines
Deborah L. Thompson, The College of New Jersey, Ewing, NJ
Robert J. Tierney, University of British Columbia,
Vancouver, British Columbia, Canada
Cynthia Tyson, Ohio State University, Columbus, OH
Vivian Vasquez, American University, Washington, DC
Dana J. Wilber, Montclair State University, Montclair, NJ
Karen Wohlwend, Indiana University, Bloomington, IN
Jessica C. Zacher, California State University, Long Beach, CA
Language Arts publishes original contributions on all
facets of language arts learning and teaching, focusing
primarily on issues concerning children of preschool
through middle school age. To have a manuscript
considered for publication, submit 6 copies of your
manuscript along with an electronic file saved in Word
on a 1.44MB disk or CD. Authors outside of the United
States and Canada may forego submission of hard
copies of manuscripts in favor of electronic submission.
Department Editors
Professional Book Reviews: Jessica C. Zacher, California
State University, Long Beach
Children’s Literature Reviews: Barbara Z. Kiefer, Ohio State
University, Columbus
Manuscripts should be approximately 20 pages (about
6500 words) or less in length including references.
Manuscripts should be double-spaced in 12 point font
and should have 1" margins. Photo essays must include
black-and-white photographs printed on glossy paper.
In other manuscripts, please include charts, graphs,
children’s artifacts, bulleted points, and/or figures
wherever possible to vary the format, enhance the
content of the article, and include children’s voices
where appropriate. When sending hard copies, do not
submit original figures, photographs, or samples of
children’s work. These materials and digital images
will be requested if the manuscript is accepted for
publication. Digital images in accepted manuscripts
will need to be in jpeg or tiff formats to ensure
sufficient resolution.
NCTE Executive Committee
Janet Alsup, Sandie McGill Barnhouse, Chuck Bazerman,
Kylene Beers, Debra Goodman, Kay Parks Haas, Carol Jago,
Rebecca McCraw, Debbie McCullar, Jennifer Ochoa, Jude
Okpala, Nancy Patterson, Wanda Porter, Yvonne Siu Runyan,
Katie Van Sluys, Marilyn Valentino, Jeffrey Williams,
Shelbie Witte, Kathleen Blake Yancey
Elementary Section Steering Committee
Frank Chiki, Danling Fu, Andrea Garcia, Debra Goodman,
Nancy J. Johnson, Barbara A. Lehman, Katie Wood Ray,
Jeffrey Williams
Editorial Assistant
Caitlin L. Ryan
All manuscripts should be prepared according to the
style specified in the 5th edition of the Publication
Manual of the American Psychological Association with
the following exceptions: a) a 50–200 word abstract
should be saved as a separate file on the submitted
disk; b) a running head should only appear on the
cover page; c) the end matter should be ordered as
follows – Author’s Note, Children’s Books Cited (only
for cases in which there is a lengthy children’s book
list), and References. Do not use footnotes or endnotes.
Should a manuscript contain excerpts from previously
published sources that require a reprint fee, the fee
payment is the responsibility of the author. Each
manuscript should include a cover sheet (in a separate
file on the disk) containing the manuscript title, a
running head, the author’s name, affiliation, position,
preferred mailing address, email address, telephone
number(s), and fax number. Identifying information
should not appear elsewhere in the manuscript to
ensure impartial review.
Production Editor
Carol E. Schanche
Language Arts (ISSN 0360-9170) is published bimonthly in
September, November, January, March, May, and July by the
National Council of Teachers of English. Annual membership
in NCTE is $40 for individuals, and a member subscription to
LA is $25. Nonmembers and institutions may subscribe for
$75. Add $8 per year for Canadian and all other international
postage. Single copy: $12.50 (member price, $6). Remittances
should be made payable to NCTE by credit card, or by check,
money order, or bank draft in U.S. currency. Orders can also
be placed toll-free at (877) 369-6283 or online at www.ncte.
org. Communications regarding orders, subscriptions, single
copies, and change of address should be addressed to
Language Arts, NCTE, 1111 W. Kenyon Road, Urbana,
Illinois 61801-1096. Communications regarding permission to
reprint should be addressed to Permissions, NCTE, 1111 W.
Kenyon Road, Urbana, Illinois 61801-1096. Communications
regarding advertising should be addressed to Carrie Stewart,
NCTE, 1111 W. Kenyon Road, Urbana, Illinois 61801-1096.
POSTMASTER: Send address changes to Language Arts,
NCTE, 1111 W. Kenyon Road, Urbana, Illinois 61801-1096.
Periodical postage paid at Urbana, Illinois, and at additional
mailing offices.
Manuscripts are reviewed anonymously by at least two
members of the Editorial Review Board. All submissions
are acted upon as quickly as possible. Usually decisions
are made within 6 months. However, because of the
themed nature of Language Arts, a final decision about
a manuscript may take as long as a year. Editorial
correspondence, manuscripts, and questions regarding
electronic submissions should be directed to: Language
Arts Editorial Office, School of Teaching and Learning,
The Ohio State University, 333 Arps Hall, 1945 N. High
St., Columbus, Ohio 43210. Email: langarts@osu.edu
Copyright © 2009 by the National Council of Teachers of English
NCTE’s website: www.ncte.org
337
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Calls for Manuscripts
Language Arts ●
Vol. 86 ● No. 5 ●
May 2009
November 2010: From the
Beginning . . .
French school curricula, which he claimed systematically stamped out the pleasure and joy children had once taken from stories and books. In his
book, The Rights of the Reader (Comme un roman)
(1972/2008), he entreated parents and teachers
to make reading “a gift we give to children and
ourselves,” and provided 10 rights of the reader.
(To see this list, go to http://userpages.bright.
net/~dlackey/2004/08/daniel-pennacs-readersbill-of-rights.html.) This list included the right to
read anything, anywhere, as well as the right to
read nothing at all. How do families, schools, and
communities today construct and shape the lives of
readers? In what contexts do we find children taking
pleasure and joy in books? What rights do young
readers need, want, and deserve in the twenty-first
century? We invite manuscripts that show how children, teachers, librarians, and researchers advocate
for and extend readers’ rights.
(Submission deadline: September 15, 2009)
When is a child first introduced to an oral story, a
song, a dance, a religious text, a game, a photograph,
a DVD, a CD, a family ritual, a picture book, a
particular word/phrase, a fiction or nonfiction book?
These events are rooted in the child’s family and
community, who engage in many daily practices that
support the child’s literacy learning—starting from
the child’s earliest years and continuing throughout
a lifetime. These texts exist in oral, graphic, and
symbolic forms for different purposes and functions
unique to the child’s cultural, racial, and socioeconomic context(s). Through these experiences, the
children come to school having learned aspects of
their home languages and literacies, including meaningful words and phrases, nonverbal gestures, and
narrative styles and structures.
Unfortunately, what counts as literacies and
literacy learning in homes and communities is not
always recognized or valued in schools, thus hindering the child’s sense of identity and development
as a literate being. Often our social, economic, and
educational systems don’t recognize or support families’ efforts to help their children become literate.
However, when family and community practices are
valued along with formalized schooling practices,
children perceive themselves as readers and writers
and the potential for growth is greater.
This issue seeks manuscripts about how schools
can value children’s literacy experiences in early
childhood, including infants and toddlers. What
and how can schools learn from children’s families
and communities to promote children’s literacy
development and to broaden their understanding of
what counts as literacy? What are teachers doing to
learn about and incorporate children’s home literacy
practices into their school practices? What types of
partnerships have been developed between teachers
and community members and related social structures? How are schools creatively making a place for
this kind of work by rethinking the structures of their
institutions?
(Submission deadline: July 15, 2009)
March 2011: Movement of
Languages and Literacies
in the 21st Century
In the United States today, hegemonic views of
language and literacy acquisition and practices
are dominant. Global views have begun to create
tensions and conflicts with some of the hegemonic
perspectives, discourses, and ideologies that have
shaped/informed literacy practices in the past. Given
these heightened global perspectives, educators and
educational researchers are examining social inequalities more closely in order to re-imagine a different and viable social justice agenda for language
and literacies in the 21st century.
For this issue of Language Arts, we are seeking
manuscripts that highlight how research, classrooms,
and communities envision/take up/act on the impact
of globalization on the language arts. How does
global education influence how people talk and think
about schooling? How do interactions with global
discourse inform/influence our knowledge and valuing of language and literacy? How do tensions with
global views impact our educational communities’
views of their students and their responsibilities to
them? How do they affect how students see themselves and their life chances? We look forward to
reading about what matters to you and what interpretations you bring to these questions.
(Submission deadline: November 15, 2009)
January 2011: The Rights
of Readers
Are school curricula turning reading into some
onerous task? In 1972, French author and teacher
Daniel Pennac wrote a passionate argument against
338
Copyright © 2009 by the National Council of Teachers of English. All rights reserved.
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