Calls for Manuscripts

The Family Writing Workshop: Latinx Families Cultivando Comunidad through Stories

Tracey T. Flores

In this article, the author shares work accomplished with third- and fourth-grade students and their families, who are majority Latinx, in the family writing workshop. The family writing workshop was a space created with and for students and their families that sought to honor and celebrate their stories, histories, and experiences while disrupting the restrictive language and literacy polices mandated by the state. Weaving together culturally sustaining pedagogy and community cultural wealth as a theoretical and methodological tool, the author used drawing, writing, and oral storytelling to share stories, experiences, and knowledge with one another. This article argues for the importance and urgency of creating spaces like the family writing workshop with and for families as a form as advocacy and empowerment.

Vivian Vasquez, NCTE’s 2019 Outstanding Elementary Educator in the English Language Arts

Erin Miller and Brian Kissel

This interview explores the teaching and scholarly work of Vivian Vasquez, recipient of NCTE’s 2019 Outstanding Elementary Educator in the English Language Arts Award. 

A Profile of Paul B. Janeczko: NCTE’s 2019 Recipient of the Award for Excellence in Poetry for Children

Lisa Pinkerton and Yoo Kyung Sung

This interview celebrates the life and work of Paul B. Janeczko, a most beloved poet for children. 

Research & Policy Response to Intervention: An Illusion of Equity

Arlette Ingram Willis

Interwoven histories of education law, reading and special education research, expose failures to improve reading achievement and diminish racial disproportionality under US Response to Intervention legislation.

Language Arts Lessons Critical Inquiry in the Literacy Curriculum: The Community as a Transnational Resource

María Paula Ghiso, Patricia Martínez-Álvarez, Emily Clayton, Fernando Álvarez, and Martha Gutiérrez

This article describes how transnational children’s knowledge and the transnational local spaces they navigate can be mobilized for critical inquiry in elementary classrooms and after school. 

Children’s Literature Review 2019 Charlotte Huck Award for Outstanding Fiction for Children

Erika Thulin Dawes, Maria V. Acevedo-Aquino, Patrick Andrus, Bettie Parsons Barger, Donna Bulatowicz, Desiree W. Cueto, and Mary Lee Hahn

This children’s literature review column showcases the winners of the 2019 NCTE Charlotte Huck Award for Outstanding Fiction for Children.

Children’s Literature Review 2019 Orbis Pictus Award for Outstanding Nonfiction for Children

Mary Ann Cappiello, Seemi Aziz-Raina, Amina Chaudhri, Denise Dávila, Daryl Grabarek, Jennifer M. Graff, and Julie Waugh

This children’s literature review column showcases the winners of the 2019 NCTE Orbis Pictus Award for Outstanding Nonfiction for Children.

Perspectives on Practice Broken Beaks: Inquiry and Activism in a First-Grade Classroom

Willow McCormick

This article describes project-based learning in the primary grades, arguing that authentic inquiry, grounded in real world problems, deepens student learning across the curriculum.