The journal Literacy (formerly Reading) is published three times a year and received by all members of UKLA. It is a refereed journal for those interested in the study and development of literacy education. The following kinds of contributions are welcomed:
Editors
Dr Cathy Burnett
Sheffiled Hallam University
.(JavaScript must be enabled to view this email address)
and
Julia Davies
Sheffield University
.(JavaScript must be enabled to view this email address)
Editorial Board
Victoria Carrington (UK), Barbara Comber (Australia), Teresa Cremin (UK), Henrietta Dombey (UK), Kathy Hall (Ireland), Viv Ellis (UK), Sue Ellis (UK), Andrew Goodwyn (UK), Shirley Brice Heath (USA), Charmian Kenner (UK), Margaret Mackey (Canada), Guy Merchant (UK), Olivia O’Sullivan (UK), Kate Pahl (UK), Lissa Paul (Canada), Taffy Raphael (USA), Marian Sainsbury (UK), Vivienne Smith (UK), Janet Soler (UK)
Editorial Advisory Group
Ann Burke (Canada), Cathy Burnett (UK) Gabrielle Cliff Hodges (UK), Margaret Cook (UK), Clare Dowdall (UK), Sue Dymoke (UK), Rosie Flewitt (UK), Rósa Guðrún Eggertsdóttir (Iceland) Christine Hall (UK), Karl Kitching (Ireland), Andrew Lambirth (UK), Margaret Mallett (UK), Tony Martin (UK), Trinka Messenheimer (USA), Elaine Millard (UK), Helen Nixon (Australia), Malcolm Reed (UK), Dinah Volk (UK)
Sample Articles in 2010 include:
Gabrielle Cliff Hodges: Reasons for reading: why literature matters 44, 2, 60-68.
Christine Hall and Pat Thomson: Grounded literacies: the power of listening to, telling and performing community stories 44, 2, 69-75.
Caroline Pearson: Acting up or acting out? Unlocking children's talk in literature circles 44, 1, 3-11.
Mary Louise Gomez, Melissa Schieble, Jen Scott Curwood and Dawnene Hassett: Technology, learning and instruction: distributed cognition in the secondary English classroom 44, 2, 20-27.
Back issues
Legacy files of Literacy or Reading, back to Volume 1 (1967), are now available to logged-in UKLA members on Blackwell Synergy.
Edited by Bronwyn Davies, University of Melbourne
Gabrielle Cliff Hodges, University of Cambridge
Narratives are integral to multiple literacies – for example, print literacy, media literacy, emotional literacy, social literacy. They are integral to the development of identities, cultures, social movements, and knowledges of all kinds. Today we are inundated with multiple and contradictory narratives – in books, films, games or picturebooks, stories told to us by friends or the stories we narrate to ourselves and others about our lives, about who we are and how we make sense of and relate to the world. We use a variety of media to create narratives and we consume them across media, often without realising, through advertisements, news stories and in our everyday encounters with others. Some argue that storytelling is a basic human impulse. Others argue that narratives are accounts of something real that precedes the narrative. Or narratives may be understood as constitutive not just of individual identity, but the possibilities through which life can be imagined and made real. This special edition of Literacy, focussing on narrative, aims to juxtapose different perspectives on narrative, opening up new insights into the multiple ways in which narratives are imbricated in learning, in becoming literate, and in the complex practices of social being. It will also explore the ways in which researchers use narratives to conceive, produce and analyse research questions and data.
Contributors are invited to submit articles that focus on narrative and literacy from different theoretical, pedagogical, practical, policy and/or research perspectives. Some of the questions we would like to see addressed include:
Please refer to the ‘Notes for contributors’ on the back cover of Literacy or at
Please mark submissions ‘Narrative Special Issue’.
Deadline: 30th June 2012
UKLA members can take out a discounted subscription to Literacy that gives access to all back-issues of the journal.
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