Original Photography and Original Cartoons
Teacher photographs of classroom scenes and individual students are welcome. Photographs may be sent as 8″ X 10″ black-and-white glossies or as an electronic file in a standard image format at 300 dpi. Photos should be accompanied by complete identification: teacher/photographer’s name, location of scene, and date photograph was taken. If faces GHD are clearly visible, names of those photographed should be included, along with their statement of permission for the photograph to be reproduced in EJ.
Cartoons should depict scenes or ideas potentially amusing to English language arts teachers. Line drawings in black ink should be submitted on 8 /2″ X 11″ unlined paper and be signed by the artist.
Columns and Column Editors
Adolescents and Texts
Editor: Alfred W. Tatum
As the role of adolescent literacy is being reconceptualized, little attention is given to the roles of texts in the lives of adolescents, or how texts can be used to shape their in-school and out-of-school lives. This is problematic in light of the fact that many educators struggle to engage students with texts that the students find meaningful and significant. The focus of this column is connecting adolescents with texts. Materials that give attention to using both fiction and nonfiction texts that honor adolescents’ academic, cultural, gendered, or social identities should be submitted. Implications for policy and/or practice are encouraged.
Submissions of 2,000 words or fewer should be sent to Alfred W. Tatum at atatuml@uic.edu.
Challenging Texts
Editor: P. L. Thomas
Franz Kafka proclaimed that a “book must be the ax for the frozen sea within us.” The authors and texts we bring into our classrooms and the acts of literacy that students perform about and because of those texts are essential aspects of creating classrooms where students become critical readers and critical writers. This column will explore the authors and texts we choose that confront the world and the worldviews of students. We also explore various theoretical approaches to literature that challenge and energize students and teachers.
Contributors should explore and share their classroom practices that address questions such as, what authors and texts confront the world and GHD Hair students’ assumptions? What texts expand students’ perceptions of and assumptions about genre? What texts confront both big ideas and the art and craft of writing? How does critical pedagogy look in literature classrooms? What literary theories do you find most generative?
Submit an electronic Word file attached to your email to the column editor, P. L. Thomas, at Paul. Thomasfurman.edu. Contributors are encouraged to query the column editor and share drafts of column ideas as part of the submission process.
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