Publication Opportunities
The Future Is Now, a column published in NCTE's English Journal
Column Editors:
Luke Rodesiler, Purdue University Fort Wayne
Alan Brown, Wake Forest University
Call for Manuscripts:
Since 2013, the “Future Is Now” roundtable session at the NCTE Annual Convention has provided a platform for prospective and early career teachers to present research, offer ideas, and share experiences as they prepare to enter the teaching profession. Inviting the next generation of English language arts teachers into the professional discourse benefits everyone. Experienced teachers may be introduced to novel perspectives—views that prod them to reconsider their practices and convictions about teaching English—while novices stand to sharpen their thinking, extend their development, and advance their budding expertise.
This column is committed to featuring the research, experiences, and creative activities of prospective and early career teachers. Submissions about teaching and learning in the ELA classroom, the development of prospective and early career teachers, and related topics are welcomed. Likewise, we encourage collaborations with others, including veteran teachers and university faculty. Authors might consider questions such as these: How do the methods you have learned through teacher education support your aims as an educator? What challenges have you encountered on initial entry into the classroom, and how are you working to overcome them? What texts have you found particularly helpful while developing your pedagogy? How and why do your instructional methods break from traditional classroom practices? Submissions grounded in scholarship are preferred.
Please send submissions of 1,200–1,400 words as a Microsoft Word file to Luke Rodesiler at rodesill@pfw.edu. Inquiries about potential submissions are also welcomed.
Column Editors:
Luke Rodesiler, Purdue University Fort Wayne
Alan Brown, Wake Forest University
Call for Manuscripts:
Since 2013, the “Future Is Now” roundtable session at the NCTE Annual Convention has provided a platform for prospective and early career teachers to present research, offer ideas, and share experiences as they prepare to enter the teaching profession. Inviting the next generation of English language arts teachers into the professional discourse benefits everyone. Experienced teachers may be introduced to novel perspectives—views that prod them to reconsider their practices and convictions about teaching English—while novices stand to sharpen their thinking, extend their development, and advance their budding expertise.
This column is committed to featuring the research, experiences, and creative activities of prospective and early career teachers. Submissions about teaching and learning in the ELA classroom, the development of prospective and early career teachers, and related topics are welcomed. Likewise, we encourage collaborations with others, including veteran teachers and university faculty. Authors might consider questions such as these: How do the methods you have learned through teacher education support your aims as an educator? What challenges have you encountered on initial entry into the classroom, and how are you working to overcome them? What texts have you found particularly helpful while developing your pedagogy? How and why do your instructional methods break from traditional classroom practices? Submissions grounded in scholarship are preferred.
Please send submissions of 1,200–1,400 words as a Microsoft Word file to Luke Rodesiler at rodesill@pfw.edu. Inquiries about potential submissions are also welcomed.
Literacy and NCTE Blog
Blog Editor:
Felice Kaufmann, NCTE Publications Developer
Sample Blog Post:
Engaging Student Interests by Using New and Diverse Texts
Amanda Blay and Carolyn Brown, Michigan State University
Scholarship presented as part of the “Future Is Now” session at the 2018 NCTE Annual Convention
Author Instructions:
"Future Is Now" participants are encouraged to include the following description at the bottom of their blog entry: This scholarship was presented as part of the “Future Is Now” session at the [YEAR] NCTE Annual Convention. For more information about this session for undergraduate and master’s level students, see the session website at <https://nctefutureisnow.weebly.com>.
Blog Editor:
Felice Kaufmann, NCTE Publications Developer
Sample Blog Post:
Engaging Student Interests by Using New and Diverse Texts
Amanda Blay and Carolyn Brown, Michigan State University
Scholarship presented as part of the “Future Is Now” session at the 2018 NCTE Annual Convention
Author Instructions:
- NCTE Blog submissions should be 800 words or less and include a title, a head shot of the author, and a 1–2 sentence author bio.
- Potential authors should email Felice Kaufmann at FKaufmann@ncte.org to see if the topic is one NCTE would be interested in publishing. Be sure to provide a paragraph description.
- "Future Is Now" participants are encouraged to include the following description at the bottom of their blog entry: This scholarship was presented as part of the “Future Is Now” session at the [YEAR] NCTE Annual Convention. For more information about this session for undergraduate and master’s level students, see the session website at <https://nctefutureisnow.weebly.com>.
- Once accepted, allow a month or so for a given post to go through review and editing, revisions if necessary, and scheduling. The NCTE Blog will not set a posting date until a submission has been through this entire process.
- NCTE reserves the right to copyedit blogs for length and clarity and are not able to guarantee publication of a blog post, submitted or invited, until the blog has been through the review and approval process.
"Future Is Now" participants are encouraged to include the following description at the bottom of their blog entry: This scholarship was presented as part of the “Future Is Now” session at the [YEAR] NCTE Annual Convention. For more information about this session for undergraduate and master’s level students, see the session website at <https://nctefutureisnow.weebly.com>.
Fringes
Editors:
Dr. Meghan E. Barnes, University of North Carolina, Charlotte
Dr. Michelle M. Falter, North Carolina State University
Dr. Amy Vetter, University of North Carolina Greensboro
Journal Description:
Fringes, the NCETA Journal, is a space for current and pre-service English Language Arts (ELA) teachers, as well as ELA teacher educators, to share ideas for teaching primary and secondary ELA. Specifically, Fringes is a peer-reviewed journal published twice annually and features articles that address innovative classroom practices, important and timely educational issues, pedagogical methods, classroom activities, and curricular materials. We welcome a combination of both practice-oriented and research pieces, grounded in the various interests, assets, and contexts experienced by North Carolina teachers. In particular, we want to hear about the practices and research that educators are doing that are unconventional and peripheral, what we call fringe.
Submission Guidelines and Call for Papers
"Future Is Now" participants are encouraged to include the following description at the bottom of their blog entry: This scholarship was presented as part of the “Future Is Now” session at the [YEAR] NCTE Annual Convention. For more information about this session for undergraduate and master’s level students, see the session website at <https://nctefutureisnow.weebly.com>.
Editors:
Dr. Meghan E. Barnes, University of North Carolina, Charlotte
Dr. Michelle M. Falter, North Carolina State University
Dr. Amy Vetter, University of North Carolina Greensboro
Journal Description:
Fringes, the NCETA Journal, is a space for current and pre-service English Language Arts (ELA) teachers, as well as ELA teacher educators, to share ideas for teaching primary and secondary ELA. Specifically, Fringes is a peer-reviewed journal published twice annually and features articles that address innovative classroom practices, important and timely educational issues, pedagogical methods, classroom activities, and curricular materials. We welcome a combination of both practice-oriented and research pieces, grounded in the various interests, assets, and contexts experienced by North Carolina teachers. In particular, we want to hear about the practices and research that educators are doing that are unconventional and peripheral, what we call fringe.
Submission Guidelines and Call for Papers
"Future Is Now" participants are encouraged to include the following description at the bottom of their blog entry: This scholarship was presented as part of the “Future Is Now” session at the [YEAR] NCTE Annual Convention. For more information about this session for undergraduate and master’s level students, see the session website at <https://nctefutureisnow.weebly.com>.
Teachers, Profs, Parents: Writers Who Care
Blog Editors:
Sarah Donovan, Oklahoma State University
Amber Jensen, Brigham Young University
Charlotte Land, Penn State University
Kira LeeKeenan, California State University Fullerton
Mark Letcher, Lewis University
Rob Montgomery, Kennesaw State University
Eileen Shanahan, Eastern Kentucky University
Michael Sherry, University of South Florida
Amy Vetter, The University of North Carolina at Greensboro
Sample Blog Post:
How Writing Workshop and Conferences Support Student Writers
Blog Description:
The blog is organized and maintained by members of the Commission on Writing Teacher Education, a working group of the English Language Arts Teacher Educators (ELATE), part of the National Council of Teachers of English (NCTE). Our purposes for this blog stem from our passion for authentic student writing in K-16 schools. We believe that writing instruction is essential for students across grade levels and content areas and that writing is a way to help students change their worlds. We are teacher educators, classroom teachers, students, parents, and community members, and we have created this blog to speak to these five audiences. Collaboratively, we hope to:
1. Spotlight and celebrate the powerful writing work that teachers and students currently do, and illustrate how that work could potentially be affected by certain educational and / or political policies.
2. Circulate information about teaching practices and policies, so that our audiences can advocate strongly for students and teachers.
3. Address how research affects writing in schools and communities, based on our experience in the field of writing instruction.
4. Strengthen the connections and community among universities, K-12 schools, teachers, parents, and students.
By working together, as well as with others who advocate for the teaching profession, our audiences can learn about writing, the teaching of writing, and the power of engaging young writers in craft and story. We will offer our informed advocacy and arguments, so that others can advocate and speak loudly as well.
Submission Guidelines
Call for Blog Posts
"Future Is Now" participants are encouraged to include the following description at the bottom of their column:
This scholarship was presented as part of the “Future Is Now” session at the [YEAR] NCTE Annual Convention. For more information about this session for undergraduate and master’s level students, see the session website at <https://nctefutureisnow.weebly.com>.
Blog Editors:
Sarah Donovan, Oklahoma State University
Amber Jensen, Brigham Young University
Charlotte Land, Penn State University
Kira LeeKeenan, California State University Fullerton
Mark Letcher, Lewis University
Rob Montgomery, Kennesaw State University
Eileen Shanahan, Eastern Kentucky University
Michael Sherry, University of South Florida
Amy Vetter, The University of North Carolina at Greensboro
Sample Blog Post:
How Writing Workshop and Conferences Support Student Writers
Blog Description:
The blog is organized and maintained by members of the Commission on Writing Teacher Education, a working group of the English Language Arts Teacher Educators (ELATE), part of the National Council of Teachers of English (NCTE). Our purposes for this blog stem from our passion for authentic student writing in K-16 schools. We believe that writing instruction is essential for students across grade levels and content areas and that writing is a way to help students change their worlds. We are teacher educators, classroom teachers, students, parents, and community members, and we have created this blog to speak to these five audiences. Collaboratively, we hope to:
1. Spotlight and celebrate the powerful writing work that teachers and students currently do, and illustrate how that work could potentially be affected by certain educational and / or political policies.
2. Circulate information about teaching practices and policies, so that our audiences can advocate strongly for students and teachers.
3. Address how research affects writing in schools and communities, based on our experience in the field of writing instruction.
4. Strengthen the connections and community among universities, K-12 schools, teachers, parents, and students.
By working together, as well as with others who advocate for the teaching profession, our audiences can learn about writing, the teaching of writing, and the power of engaging young writers in craft and story. We will offer our informed advocacy and arguments, so that others can advocate and speak loudly as well.
Submission Guidelines
Call for Blog Posts
"Future Is Now" participants are encouraged to include the following description at the bottom of their column:
This scholarship was presented as part of the “Future Is Now” session at the [YEAR] NCTE Annual Convention. For more information about this session for undergraduate and master’s level students, see the session website at <https://nctefutureisnow.weebly.com>.
Journal of Language and Literacy Education (JoLLE)
Editors:
Merida Lang, Principal Editor
Bhairvi Trivedi, Managing Editor
Sample "Voices from the Field" Piece:
“But Isn’t the Teacher Supposed to Tell Us?”: Illuminating
Transactional Reading Processes Through Transmediation
Journal Description:
The Journal of Language & Literacy Education is a double-masked, peer-reviewed, open access, scholarly journal housed in the Department of Language & Literacy Education in the College of Education at The University of Georgia. JoLLE publishes two issues each year: one in the fall and one in the spring.
JoLLE provides a space for scholars to engage readers in a broad spectrum of issues related to the field. As an online journal, we encourage submissions that incorporate multiple modes (e.g., photographs, artwork, video, and graphics). Specifically, our Voices from the Field section includes articles from practitioners in any genre focused on any aspect of their work. These are typically shorter reflections on practice as teachers and teacher educators.
JoLLE understands “language and literacy” to include not only reading and writing, but other elements such as the social, cultural, and historical contexts of language and literacy learning and teaching; ongoing changes in communication tools and practices in the 21st century; and issues involving first and multiple language acquisition and use, regardless of semiotic systems involved.
Submission Guidelines and Call for Papers
"Future Is Now" participants are encouraged to include the following description at the bottom of their column:
This scholarship was presented as part of the “Future Is Now” session at the [YEAR] NCTE Annual Convention. For more information about this session for undergraduate and master’s level students, see the session website at <https://nctefutureisnow.weebly.com>.
Editors:
Merida Lang, Principal Editor
Bhairvi Trivedi, Managing Editor
Sample "Voices from the Field" Piece:
“But Isn’t the Teacher Supposed to Tell Us?”: Illuminating
Transactional Reading Processes Through Transmediation
Journal Description:
The Journal of Language & Literacy Education is a double-masked, peer-reviewed, open access, scholarly journal housed in the Department of Language & Literacy Education in the College of Education at The University of Georgia. JoLLE publishes two issues each year: one in the fall and one in the spring.
JoLLE provides a space for scholars to engage readers in a broad spectrum of issues related to the field. As an online journal, we encourage submissions that incorporate multiple modes (e.g., photographs, artwork, video, and graphics). Specifically, our Voices from the Field section includes articles from practitioners in any genre focused on any aspect of their work. These are typically shorter reflections on practice as teachers and teacher educators.
JoLLE understands “language and literacy” to include not only reading and writing, but other elements such as the social, cultural, and historical contexts of language and literacy learning and teaching; ongoing changes in communication tools and practices in the 21st century; and issues involving first and multiple language acquisition and use, regardless of semiotic systems involved.
Submission Guidelines and Call for Papers
"Future Is Now" participants are encouraged to include the following description at the bottom of their column:
This scholarship was presented as part of the “Future Is Now” session at the [YEAR] NCTE Annual Convention. For more information about this session for undergraduate and master’s level students, see the session website at <https://nctefutureisnow.weebly.com>.
