Teachers and Students Together: Living Literate LivesNa onal Council of Teachers of EnglishNovember 18-21, 2010 • Orlando, Florida

Join thousands of K-12 classroom teachers, college faculty, administrators, and other educa onal professionals, as they gather to hear award-winning speakers, a end idea-packed sessions, share best prac ces, and test the latest teaching materials at the NCTE Annual Conven on in Orlando!

REGISTRATION INFORMATIONEarly Registra on Rates (before 9/15/10) • Member - $210 • Nonmember - $285 • Student member - $90 • Student nonmember - $100

ADDITIONAL INFORMATIONFor more conven on informa on, visit www.ncte.org/annual or contact NCTE Customer Service at 1-877-369-6283.

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THE PROFESSIONAL HOME OF THE ENGLISH LANGUAGE ARTS COMMUNITY

NCTE PRESENTS...

To Order: Visit our website at www.ncte.orgor call toll free at 1-877-369-6283

The Power of Picture BooksUsing Content Area Literature in Middle School Mary Jo Fresch and Peggy Harkins

Picture books aren’t just for little kids. They are powerful and engaging texts that

can help all middle school students succeed in language arts, math, science, social studies, and the arts. Picture books appeal to students of all readiness levels, interests, and learning styles.

Featuring descriptions and activities for fi fty exceptional titles, Mary Jo Fresch and Peggy Harkins offer a wealth of ideas for harnessing the power of picture books to improve reading and writing in the content areas.

The authors provide a synopsis of each title along with discipline-specifi c and cross-curricular activities that illustrate how picture books can be used to supplement—and sometimes even replace—traditional textbooks. They also offer title suggestions that create a “text set” of supporting resources.

By incorporating picture books into the classroom, teachers across the disciplines can introduce new topics into their curriculum, help students develop nonfi ction literacy skills, provide authentic and meaningful cultural perspectives, and help meet a wide range of learning needs.

147 pp. 2009. Grades 5–8. ISBN 978-0-8141-3633-1.

No. 36331 $29.95 member/ $39.95 nonmember

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The four Course Language Arts Companion Series offer comprehensive grammar and creative

writing supplemental instruction and assessment in self-paced computer managed courses in

software and online formats.

Digital lesson content adapted for teacher use in the classroom with interactive whiteboards!

NCTE PRESENTS...

THE PROFESSIONAL HOME OF THE ENGLISH LANGUAGE ARTS COMMUNITY

Visit our website at www.ncte.orgor call toll free at 1-877-369-6283

To Order:

Becoming TeammatesTeachers and Families as Literacy Partners

Charlene Klassen Endrizzi

Charlene Klassen Endrizzi offers a bold new look at how teachers and families can work together to build family-school relationships that value and respect each other’s perspectives on literacy. Featuring the voices of parents, teachers, graduate students, and preservice teachers, the book explores how families and educators can combine their resources to become essential teammates and partners in children’s literacy development. Endrizzi recognizes that family-school partnerships are a complex undertaking and offers suggestions for three phases of implementation. • In Phase 1, teachers begin building awareness and understanding of literacy learning by extending to family members a

variety of invitations to communicate. • Phase 2 explores how teachers can initiate a two-way literacy conversation with families through dialogue journals, cur-

ricular newsletters, and literacy backpacks. • In the fi nal stage teachers forge partnerships with parents at Family Literacy Gatherings. Endrizzi challenges teachers to take an active role in developing partnerships by considering a myriad of ways to build bridges of understanding with their students’ fi rst learning partners. 245 pp. 2008. Grades K–6. ISBN 978-0-8141-0273-2.

No. 02732 $27.95 member/$37.95 nonmember

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Note: Beginning with the September 2011 issue, we welcome a new editorial team of Peggy Albers, Caitlin Dooley, Amy Seely Flint, Teri Holbrook, and Laura May. Here are their fi rst four calls. Direct submissions to langarts@gsu.edu.

September 2011: Shaping Early Literacy Policy and PracticeEarly literacy policy is shaped by at least three pow-erful forces: government, professional associations, and the workplace. Federal and state policies impact the ways in which teachers, administrators, and teacher educators view early literacy development. Language Arts seeks manuscripts that offer insights into how policies shape the beliefs and practices of educators working with young children. In the af-termath of No Child Left Behind and Reading First, how do teachers, administrators, and teacher educa-tors envision literacy practices in early childhood classrooms? How are early literacy policies inter-preted in local contexts? How does policy infl uence the use of instructional time and resources for early literacy development? (Submission deadline: May 15, 2010)

November 2011: Beyond PowerPoints and Scavenger HuntsIn the past 30 years, composition tools have changed from pen, pencil, or typewriter to a seemingly limitless array of digital media. As young students surf the Web at home, where they visit and sometimes create content for online sites, teachers are challenged to fi nd ways to include new media instruction in their classrooms. However, they are frequently dissatisfi ed with lessons that limit development of digital literacy to PowerPoint how-tos and Internet scavenger hunts. In this issue, we invite authors to consider the role new media can play in ELA classrooms to facilitate both complex creative expression and critical literacy. What are the implica-tions for teaching and learning when students are asked to be not only analytic readers of new media texts, but also challenging, thoughtful, and effective creators of them? In what ways do the innovative creation and critical consumption of new media texts affect stu-dents’ sense of their own identities as they wrestle with 21st-century notions of literacy and learning? What responsibilities do we as teachers take on as we prepare students to be both savvy readers in the digital age and imaginative and insightful producers? (Submission deadline: July 15, 2010)

January 2012: Writing the Image, Writing the WorldFor many, Paulo Freire’s notion of reading the word and the world is very well known. In today’s world, there has been increasing attention paid to the role of the visual text in ELA instruction and learning. We want readers to think about how visual texts inform how we write, interpret, and create our worlds. That is, we want authors to consider the role of visual representations in the teaching and learning of literacy and the language arts. How do images help us read the world, both those created in ELA classes and those created outside? In particular, we hope that authors will consider the critical role that images play in what and how students write their world and how images position humans in particular ways. Consider, too, how images that we read and create shape our identi-ties as textmakers. In this issue, we ask: How does intertextuality, or the connections among and between texts, shape who we are as textmakers? How do we understand our world from the images that we write and/or interpret? How can educators see the worlds of their students through the visual texts that they create? (Submission deadline: September 15, 2010)

March 2012: Professional Development in the Age of nick.comYouTube, MySpace, Mario Brothers, nick.com: All are sites where children engage with texts as they make sense of living in the 21st century. But how are language arts teachers preparing themselves to guide students who no longer defi ne reading as picking up a book, or writing as putting pen to paper? What kinds of professional (and personal) development are teachers undergoing as they try to make sense of this transitional era in literacy education? In this issue, we want educators to look at themselves. What types of professional development are most useful to practic-ing teachers as they consider issues relating to mul-tiple literacies, digital literacies, and the literacy heri-tages of children from diverse backgrounds and with diverse ways of making meaning? How are teacher education programs preparing prospective teachers to effectively engage students in the creative and critical practices necessary to be participating citizens in the 21st century? What are educators doing—in groups or on their own—to rethink literacy instruction in order to be successful teachers of students who, in many ways, are making the road by walking it?(Submission deadline: November 15, 2010)

Calls for Manuscripts

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