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:
Dr Cathy Burnett
Sheffiled Hallam University
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.
Legacy files of Literacy or Reading, back to Volume 1 (1967), are now available to logged-in UKLA members on Blackwell Synergy here.
Call for Papers - Special Issue: Methodology Matters
Editors: Rosie Flewitt, Kate Pahl and Anna Smith
Literacy research has traditionally drawn on a broad set of methodologies from across the social sciences and arts and humanities including ethnography, case study, practitioner and action research approaches, literary, linguistic, anthropological, hermeneutic and arts practice methodologies. More recently, ecological methodologies, geo-spatial mapping, auto-ethnographic methods, digital and poetic analysis, as well as co-production methodologies and dialogic co-inquiry approaches which include children and young people as researchers, have also contributed new insights into contemporary literacy practices.
We aim to highlight new directions in the field of literacy research methods and methodologies through this special issue.
Contributors are invited to submit articles that focus on participatory and collaborative methodologies, spatial and temporal methodologies, arts-based methodologies, innovative uses of digital devices and programmes for data collection and analysis. Quantitative and qualitative methods from across the disciplinary boundaries but which focus on literacy research are also welcome. Innovative and exploratory styles of writing and thinking are encouraged.
Please refer to the ‘Author Guidelines' on the back cover of Literacy or at: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1741-4369/homepage/ForAuthors.html
Deadline 1st March 2014
Please mark submissions: Special Issue: Methodology Matters