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Language Arts, Volume 96, Number 3, January 2019

Editors’ Note: All incoming manuscripts must be submitted through Editorial Manager at www.editorialmanager.com/langarts/default.asp. Identify the issue for which you are submitting in the Editorial Manager “Comments” section. For additional calls, please see http://www.ncte .org/journals/la/call.

March 2020Readers, Reading, and RespondingFor this issue, we seek submissions that explore the nuances, complexities, and practices of chil-dren responding to a range of print, multimodal, and digital texts. We ask you to consider whether and how modes of response have remained the same or developed in the many years since foun-dational reader response theorists such as Lou-ise Rosenblatt, Richard Beach, Lawrence Sipe, and Judith Langer encouraged teachers to value readers/texts/contexts (albeit across a continuum) while fostering literary understandings. Some questions you might consider: How do teachers, reading specialists, literacy coaches, and librari-ans decide the importance of responding to texts in their classrooms or other teaching contexts? What are you noticing about features or genres of diverse series and/or multimodal texts that evoke certain kinds of responses in readers? In what ways have educators considered or negotiated tensions between asking students to engage in “close readings” versus interpreting texts from experiential, cultural, social, or other stances and positionalities? What emerging theories of response incorporate the intersectional nature of student characteristics of race/ethnicity, class, gender, development, geography, etc. within the meaning-making process? Beyond reading and writing, how are the arts, music, dance, drama, and other modalities viewed as ways of responding in classrooms and other out-of-school spaces? How might studies of response help us to better understand or advance children’s racial lit-eracy, critical literacy, agency, introspection, and awareness of social justice? Join us in putting to-gether an issue that will give us much to consider in regard to broadening our understandings of the many ways youth respond to texts. Due: March 15, 2019

May 2020Teacher Learning and the Language ArtsTeaching the language arts in preK–8 settings is often challenging for novice and veteran teachers alike and requires ongoing professional learning. For this themed issue, we invite submissions that address teacher learning and the language arts across a continuum. Some questions to consider: What do highly effective language arts teachers look like and what can others learn from their everyday classroom practices? In what ways do teacher beliefs, identities, and ways of knowing contribute to the successful implementation of language arts instruction? What kinds of texts, communities, or practices support teachers’ learning? Where are teachers finding inspiration and resources for ongoing growth in the profes-sion? What can be done to ensure that educators are successful in teaching the language arts to students who are often marginalized in schools due to factors such as race, socioeconomic status, sexual orientation, and others? Are there particular students or problems of practice that have catalyzed teachers’ learning trajectories? How can teacher education programs prepare preservice teachers to become highly effective teachers of reading and writing, and how can this work be sustained when preservice teachers become inservice teachers? What accounts for teacher development and adaptation throughout the trajectory of a teaching career? What types of professional learning groups and contexts help to sustain and further develop growth in teacher practices? How are teachers engaging in inquiry related to the language arts to improve their pedagogy and what kinds of insights does this inquiry provide? Join us in putting together an issue that will give us much to contemplate about teacher learning and the language arts. Submission deadline: May 15, 2019

July 2020 Viewpoints and Visions For this unthemed issue, we invite submissions that offer a variety of viewpoints and visions related to language arts across multiple settings and modalities. Join us in crafting an assortment

Calls for Manuscripts

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Language Arts, Volume 96, Number 3, January 2019

January 2021Multiple Identities, Intersectionality, and LiteracyFor this issue, we seek Feature Article and Per-spectives on Practice submissions that explore how educators draw on and cultivate the mul-tiple and fluid identities youth inhabit as they engage in language and literacy practices. These identities include those influenced and marked by race, gender, ethnicity, ability, social class, religion, sexuality, and other markers. Some questions you might pose are: What and how are students’ identities expressed and valued in your language arts classroom? What roles can language arts educators play in helping students embrace their own identities as well as others’? How are young people using the language arts to navigate their identities in school, on social media, and in out-of-school spaces? We also seek insights into the ways Kimberlé Crenshaw’s concept of “intersectionality” (which addresses the cumulative effect of multiple identities and highlights interlocking systems of oppression) might inform language and literacy curricula. For example, if we build on and expand Cren-shaw’s ideas, what instructional practices, texts, and other material selections help to illuminate or critique the marginalization experienced by certain groups with intersecting identities (e.g., Black and Brown girls or boys, Muslim and Arab youth, or those who identify as LGBTQ and persons of color)? How might literacy in-struction that foregrounds intersectionality help to lessen divisions among the variety of groups represented in your classrooms, schools, or districts? Finally, what are some of the theoret-ical, practical, or research based potentialities and challenges of recognizing identities and their intersections? Join us in putting together a collection of articles that broaden and nuance our thinking about multiple identities, intersec-tionality, and literacy.Submission deadline: January 15, 2020

of articles that helps to expand our viewpoints and visions about language arts. Submission deadline: July 15, 2019

September 2020Teaching in Troubling TimesWith increasing frequency, educators have witnessed acts of violence play out across media outlets and watched as their students come to class managing waves of social anxiety cre-ated by living through troubling times. At the same time, young people are leveraging literacy practices in response to injustices, raising their voices and organizing to make change. For this issue, we seek manuscripts that explore how we can use literacy to teach about social injustices, even as we also foster hope for a more equita-ble future. What are your students teaching you about navigating these troubling times? How are young people engaging in social activism and drawing on community-based assets to docu-ment and respond to troubling times and experi-ences across platforms? What texts, multimodal literacies, and instructional practices support young people in engaging in civically minded discourse and the responsibilities of citizenship? How are teachers responding to increasing de-mands related to testing, standardized curricula, censorship, and silencing of student and teacher voices? How are teachers engaging in literacy practices to persevere through difficult times? Join us as we construct an issue responsive to troubling times and to children creating hopeful visions of the future.Submission deadline: September 15, 2019

November 2020 Viewpoints and Visions For this unthemed issue, we invite submissions that offer a variety of viewpoints and visions related to language arts across multiple settings and modalities. Join us in crafting an assortment of articles that helps to expand our viewpoints and visions about language arts. Submission deadline: November 15, 2019

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