journals
A listing of Literacy Journals with descriptions, subscription information, and contact information for each.
Australian Journal of Language and Literacy
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The uniqueness of the
AJLL lies in its ability to meet the needs of both classroom teachers and academics by providing clear links between theory, research and practice. The editors of
AJLL aim to provide balanced and in-depth investigation of literacy practices and theories in everyday settings, including classrooms. They also aim to enhance understanding of literacy issues in relation to their wider educational and social contexts; to help readers keep abreast of current literacy research; to examine current research with a view as to how it might be implemented for classroom teachers; to encourage the identity of classroom teachers as researchers; and to provide a forum in which literacy professionals from all settings can exchange and discuss ideas and practices relevant to their work.
The Australian Journal of Language and Literacy, a journal of the Australian Literacy Educators' Association, is produced three times a year. It has both Australian and overseas audiences, although the majority of readers are Australian. Readers comprise 75% classroom teachers and 25% academics. The audience also includes pre-service and postgraduate teacher education students. Audience interests range from early childhood to adult literacy education, English as a second language, languages other than English, and children with special language and literacy needs.
Address:
Australian Journal of Language and Literacy
School of Education
University of New England
Armidale NSW 2351
Source:
ALEA
Australian Language and Literacy Matters
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Australian Language & Literacy Matters (ALLM) is a quarterly journal published by CAE Press. ALLM is a DEST approved refereed journal that aims to keep its readers up-to-date with current language, literacy, ESL and numeracy news and information. This journal brings you articles and information about language and literacy education, from pre-school through to adult education and lifelong learning. ALLM contains news and articles on language and literacy issues from across Australia and overseas; comprehensive reviews of new resources; abstracted listings of other new resources, and listings of journal articles; discussions concerning policy and other topics that directly affect the language and literacy community; and regular columns – Word on Words and Rear View Mirror. ALLM defines language and literacy in the broadest sense, including ESL and LOTE, English literacy and numeracy, linguistics, interpreting & translating, oracy and Auslan.
Source:
Popular Australian Literacy, ESL and Numeracy resources
Book History
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Book History is devoted to every aspect of the history of the book, broadly defined as the history of the creation, dissemination, and reception of script and print. It publishes research on the social, economic, and cultural history of author- ship, editing, printing, the book arts, publishing, the book trade, periodicals, newspapers, ephemera, copyright, censorship, literary agents, libraries, literary criticism, canon formation, literacy, literary education, reading habits, and reader response. Book History is the annual journal of the Society for the History of Authorship, Reading and Publishing, Inc. (SHARP).
Subscription Info: Membership in SHARP includes a subscription to Book History and all other SHARP publications. Online access to the full text of the journal is available to subscribers to Project Muse.
Address:
Penn State University Press
820 North University Drive
University Support Building 1, Suite C
University Park, PA 16802-1003
Source:
Penn State University Press
Community Literacy Journal
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The mission of the Community Literacy Journal is to provide a place where community literacy workers and academics can share ideas, learn about activities and projects, discuss theory and practice, and share resources. In addition to those resources, the journal wants to publish work that contributes to the field’s emerging methodologies and research agendas. The journal defines literacy as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well. Community Literacy Journal is peer-reviewed journal published in the fall and the spring out of the University of Arizona.
Address:
Community Literacy Journal
445 Modern Languages Bldg.
University of Arizona
P.O. Box 210067
Tucson, AZ
Source:
Community Literacy Journal
Currents in Electronic Literacy
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Currents in Electronic Literacy is an electronic peer-reviewed journal published by the Computer Writing and Research Lab of the Division of Rhetoric and Composition at The University of Texas at Austin. Currents strives to provide a forum for the scholarly discussion of issues pertaining to electronic literacy, widely construed. In general, Currents publishes work addressing the use of electronic texts and technologies for reading, writing, teaching, and learning in fields including but not restricted to the following: literature (in English and in other languages), rhetoric and composition, languages (English, foreign, and ESL), communications, media studies, and education.
Subscription Info: free online
Address/Source:
http://www.cwrl.utexas.edu/currents/fall05/index.html
Currents in Literacy
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Currents in Literacy has published five issues in three years and includes articles by noted literacy experts, Lesley faculty, teachers from the Hood Project schools, Lesley graduate students, and others working in the field of literacy. Each issue highlights examples of teacher-research, discussion of classroom practices, reviews of children's books as well as professional texts, and examples of children's writing. The publication has been disseminated to the Lesley community, the Hood Project school communities, teachers and administrators throughout eastern Massachusetts, and others interested in literacy issues.
Currents in Literacy has been a space to explore literacy issues from the multiple perspectives of teachers, students, faculty, and parents. Topics have included: effective classroom practices; curriculum design, implementation, and evaluation; commentary on literacy learning; innovative programs that support literacy practices; case studies and teacher research; reviews of recent books for children and of professional literature; poems, essays, and stories by children; administrators' perspectives; policy developments—local, state, and national; and family literacy efforts.
Subscription Info: free online
Address/Source:
Currents in Literacy
International Journal of the Book
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The International Journal of the Book addresses a range of themes relating to and surrounding the book, including the past, present and future of publishing, libraries, information, literacy and learning in the information society. It provides a forum for those in the book publishing industry, librarians, researchers and educators to discuss the book—its past, present and future. Do the new electronic media (the Internet, multimedia texts and new delivery formats) foretell the death of the book? Or will they give us greater access, diversity and democracy? These are the key questions addressed by the Journal. To answer these questions, we need to reflect on the history and form of the book, as well as the new electronic texts. Discussions in the Journal range from the reflective (history, theory and reporting on research) to the highly practical (examining technologies, business models and new practices of writing, publishing and reading).
Address:
Journal Subscriptions
Common Ground Publishing
PO Box 463, Altona
Victoria 3018
Australia
Source:
The International Journal of the Book
Journal of Adolescent and Adult Literacy
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The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. The Journal of Adolescent & Adult Literacy is an open forum for educators who work with learners from about age 12 through adulthood. This includes school, college, and university students, and adults in literacy programs in communities, institutions, and the workplace. Articles are written for teachers and scholars, and deal with theory, research, practice, or trends in the field.
JAAL is in its 49th volume of publication. Each volume year includes eight issues, published monthly September through May, with a combined December/January issue.
Subscription Info: JAAL is available in print and online, at rates for individuals and institutions
Address/Source:
Journal of Adolescent & Adult Literacy
Journal of Early Childhood Literacy
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Published by Sage Publications, the Journal of Early Childhood Literacy is a new peer-reviewed journal that serves as a research publication forum for studies within the field of early childhood literacy, publishing relevant contributions in English from researchers in all countries and in all disciplines. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues.
The Journal of Early Childhood Literacy is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. The journal welcomes notices of major conferences, books for review, and announcements of research projects. Contributions are welcome from researchers working in the following areas: anthropology, education, language and linguistics, psychology, sociology, historical and cultural studies. The journal is published three times a year.
Subscription Info: Available in print or electronically on
SAGE Journals Online.
Address:
Journal of Early Childhood Literacy
University of Sheffield
Department of Educational Studies
388 Glossop Road
Sheffield S10 2JA
UK
Source:
Journal of Early Childhood Literacy
Journal of Literacy Research
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JLR Journal of Literacy Research is an interdisciplinary journal publishing research related to literacy, language, and schooling from preschool through adulthood. Articles published in JLR consist of original research, critical reviews of research, conceptual analyses, and theoretical essays. JLR publishes research concerning all aspects of reading and writing including the interrelationships among the various uses of language that affect literacy. Investigations of the social, affective, cognitive, pedagogical, technological, and political dimensions of literacy are appropriate for publication in JLR. Articles represent diverse research paradigms and theoretical orientations, and they employ a variety of methodologies and modes of inquiry. JLR serves as a forum for sharing divergent areas of research and pedagogy and encourages manuscripts that open dialogue among professionals in a variety of disciplines.
Address:
Journal of Literacy Research
C/O Department of Elementary Education
Texas A&M University - Commerce
PO Box 3011
Commerce, TX 75429-3011
Source:
Journal of Literacy Research
The Journal of Literacy and Technology
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The Journal of Literacy and Technology is an online academic journal exploring the complex relationship between literacy and technology in educational, workplace, public, and individual spheres. Articles and scholarly reviews span from the historical to the cutting-edge, from critical scholarship to applied theory to practice. JLT provides a free, accessible scholarly forum for all interested parties to explore and debate issues pertinent to novel literacies and digital culture. With JLT, we encourage new spheres of academic conversation, with the goal of making ideologies and assumptions apparent and considering possibilities and alternatives.
Subscription Info: free online
Address:
The Journal of Literacy & Technology
Florida Atlantic University
246 GCS Department of Communication
777 Glades Road
Boca Raton, FL 33431
Source:
The Journal of Literacy and Technology
Journal of Research in Reading
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Edited by Morag Stuart, the Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology. The Journal also includes brief research notes, notices of conferences (including calls for papers), and reviews of books. The Journal of Research in Reading is published for the United Kingdom Literacy Association.
Address:
School of Psychology and Human Development
Institute of Education
University of London
25 Woburn Square
London WC1H 0AA
UK
Source:
Journal of Research in Reading
Journal of Visual Literacy
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The Journal of Visual Literacy (JVL) is a refereed, scholarly journal. It invites manuscripts that explore empirical, theoretical, practical, or applied aspects of visual literacy and communication. The journal reflects the eclectic nature of the membership of the International Visual Literacy Association (IVLA). The JVL provides an open forum in which researchers and practitioners can explore the evolving field of visual literacy. Manuscripts pertaining to the effective use of visuals in communication, education, business, the arts, law, commerce, medicine, design, and a wide variety of fields are encouraged. JVL is published twice annually, Spring and Autumn.
Address:
Instructional Psychology & Technology
820 Van Vleet Oval
Collings 321 University of Oklahoma
Norman, OK 73019 USA
Language & Literacy: A Canadian Educational E-Journal
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Language & Literacy is a refereed e-journal for educators interested in a broad range of literacy issues encompassing research and teaching in multimedia, print, and oracy. Articles in Language & Literacy are not published as issues. Instead, submissions are accepted and published continuously. The most recent articles appear on the Articles page. Older articles are moved to the Archives section. Language & Literacy invites contributions of research articles, position papers, fiction and poetry, and reviews concerning literacy issues.
Subscription Info: free online
Address/Source:
Language & Literacy: A Canadian Educational E-Journal
Literacy
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Literacy is a refereed journal for those interested in the study and development of literacy. Its readership comprises practitioners, teacher educators, researchers and both undergraduate and graduate students. Literacy, published three times a year, offers educators a forum for debate through scrutinizing research evidence, reflecting on analyzed accounts of innovative practice and examining recent policy developments. Literacy is the official journal of the United Kingdom Literacy Association (formerly the United Kingdom Reading Association), the professional association for teachers of literacy.
Address:
Education Research Centre
University of Brighton
Falmer
Brighton BN1 9PH
Source:
Literacy
Literacy and Numeracy Studies
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Literacy and Numeracy Studies, an international refereed journal in the education and training of adults is published by the Centre for Language and Literacy, University of Technology, Sydney.
Literacy and Numeracy Studies aims to promote research, scholarship and critical analysis of policy and practice concerning the many and complex ways that adult literacy and numeracy are implicated in adult life. One of the aims of the journal is to extend narrow functional and externally imposed definitions of literacy and numeracy to multiple, open definitions that focus on what people do with their skills, and how they use different texts and modalities in differing contexts.
Editors are pleased to accept papers from a range of theoretical perspectives and research approaches, from researchers and practitioners emerging from differing epistemological positions. Articles published in previous issues reflect the diverse sites and orientations where literacy and numeracy practitioners work both with people with English-speaking language backgrounds and those with language backgrounds other than English. Research sites have included workplaces, prisons, communities, higher education, vocational and adult education, adult ESL, Indigenous populations and virtual environments.
Literacy and numeracy are thus understood here as socio-cultural phenomena, the successful acquisition of which moves beyond test and survey results or conventional education and training settings. Relevant terms that may help potential contributors determine if this is the journal for them include adult basic education, adult and community education, workplace language, literacy and numeracy, academic language, literacy and numeracy, online literacies and critical literacy and numeracy.
Address:
Literacy and Numeracy Studies
Centre for Language and Literacy
Faculty of Education
University of Technology, Sydney
PO Box 123
Broadway NSW 2007, Australia
cll.education@uts.edu.au
Source:
Literacy & Numeracy Studies
Literacy Learning: The Middle Years
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Literacy Learning: The Middle Years is a bi-annual journal primarily for secondary teachers of all subjects who wish to develop students' literacy and learning competencies across the curriculum and beyond. Editorial policy is to sponsor and promote the dissemination and discussion of ideas about literacy teaching and learning issues of concern to secondary teachers; to share insights into how students develop multiple literacies; to report the outcomes of literacy teaching and learning practices; and to foster developments in classroom literacy teaching and learning.
By balancing the selection of theoretical and descriptive articles about classroom practice; procedural outlines of teaching strategies; reports of action and other research, and of professional development initiatives; critical reviews of publications, and discursive commentaries on policy matters, Literacy Learning: the Middle Years aims to sponsor reflective literacy teaching and learning and so contribute to teachers; professional development. Literacy Learning is published by the Australian Literacy Educators’ Association.
Address (ALEA):
PO Box 3203
Norwood
South Australia 5067
Source:
Australian Literacy Educators' Association
Literacy, Teaching, and Learning: An International Journal of Early Literacy
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Literacy Teaching and Learning is a scholarly journal that provides an interdisciplinary forum on issues related to language acquisition, literacy development, and instructional theory and practice. The journal publishes original contributions that reflect multiple perspectives and research paradigms from disciplines such as child development, linguistics, literacy education, psychology, public policy, sociology, special education, and teacher education. The Reading Recovery Council of North America (RRCNA) publishes Literacy, Teaching and Learning, but submissions can be related to a variety of topics beyond Reading Recovery.
Address:
Clemson University
404C Tillman Hall
Clemson, SC 29634
Literacy Today
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Literacy Today is essential reading for those in schools, colleges, libraries, local councils and beyond who want to be up to date on literacy issues. Published quarterly and written in an easily accessible style, Literacy Today offers a comprehensive listing of the latest literacy research, publications and resources. Articles by practitioners across the age range, from early years provision to adult and community literacy, provide a unique cross-sector perspective.
Literacy Today is published and edited by the Education Publishing Company and produced in Britain with the aid of partners in the literacy world. These include the National Literacy Trust, which established the magazine in 1994 and continued to produce it until June 2005. The magazine has always reported on activity outside the UK, but from September 2005 this will increase. There will be regular coverage of literacy developments in Australia, Canada, New Zealand and the USA.
Literacy Today provides a unique cross-sector perspective, from early years to continuing education, on current literacy issues across practice, policy and research. It reports on successful literacy teaching practices, exciting initiatives involving the arts and libraries and the reporting of research which informs literacy practices. Each issue includes feature articles, a substantial research section, reviews of major reports, conference reports, media coverage of literacy, document and research digests, abstracts of papers relevant to literacy published in academic journals and reports of parliamentary debates on literacy.
Address:
The Education Publishing Company Ltd
Devonia House
4 Union Terrace
Crediton, Devon EX17 3DY
Email: info@educationpublishing.com.
Source:
Literacy Changes Lives or
The Education Publishing Company Limited
Publishing History
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Publishing History is a scholarly journal published by Chadwyck-Healey devoted to the socio-economic and literary history of book, newspaper and magazine publishing. This specialist bi-annual journal covers the whole spectrum of publishing from the author to the reader, and contains scholarly articles; memoirs by contemporary publishers; conference papers; archive listings; and reviews, annotations and fascimile reprints of important documents relating to the history of publishing. Publishing History is published twice a year.
Address:
Customer Service
Chadwyck-Healey Ltd.
The Quorum, Barnwell Road
Cambridge CB5 8SW
ENGLAND
Source:
Publishing History
Quarterly of the National Writing Project & the Center for the Study of Writing and Literacy
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For the last 27 years, our professional journal has provided thought-provoking and inspiring articles on exemplary teaching practices and cutting-edge issues from some of the most skilled, accomplished, and talented writing teachers. The final print issue of The Quarterly will be released in fall 2005, and the publication will evolve into an online journal in fall 2006. We believe that a shift to the online environment will enable us to fulfill more effectively our goal of reaching as many readers as possible with the knowledge and expertise being generated throughout the NWP network.
The primary audience for The Quarterly consists of teachers of writing, kindergarten through university level, as well as college instructors engaged in preparing teachers to teach writing. A secondary audience includes researchers and scholars in the teaching of writing, school administrators, curriculum directors, and parents. We encourage articles of between 1,000 and 5,000 words on the following topics: classroom strategies related to teaching writing and literacy; teacher research and more formal scholarly inquiry in these areas; essays on language and the craft of writing; discussion of standards, assessment and other school reform issues as they relate to literacy education; pieces about teaching literacy in specialized communities of learners—English language and adult learners, for instance. We also publish reviews of books no more than two years old that focus on literacy issues.
Subscription Info: free online
Address:
Editors
National Writing Project
University of California
2105 Bancroft Way, #1042
Berkeley, CA 94720-1042
Source:
National Writing Project, The Quarterly Archives
Reading and Writing
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Reading and writing skills are fundamental to literacy. Consequently the processes involved in reading and writing and the failure to acquire these skills as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines such as neuropsychology cognitive psychology psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than his own.
Reading and Writing cuts through this fog of jargon breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields such as linguistics information processing neuropsychology cognitive psychology speech and hearing science and education. Reading and Writing publishes high quality scientific articles pertaining to the processes acquisition and the loss of reading and writing skills. The journal publishes research articles critical reviews theoretical papers case studies and book reviews. The journal also publishes short articles under 'In Brief' section. Case studies and pilot reports with preliminary results may be suitable for publication in this section. Some topics that are appropriate for publication in the journal are: models of reading writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing.
Address:
Reading and Writing
An Interdisciplinary Journal
Springer Publications
P.O. Box 17
3300 AA Dordrecht
The Netherlands
Source:
Springer
Reading and Writing: An Interdisciplinary Journal
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Reading and Writing publishes high-quality scientific articles pertaining to the processes, acquisition, and the loss of reading and writing skills. The journal publishes research articles, critical reviews, theoretical papers, case studies and book reviews. The journal also publishes short articles in the `In Brief' section. Case studies and pilot reports with preliminary results may be suitable for publication in this section. Some topics that are appropriate for publication in the journal are: models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. Reading and Writing breaks down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education.
Address/Source:
Springer: Languages and Literature
Reading and Writing Quarterly
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Reading and Writing Quarterly provides direction in educating a mainstreamed population for literacy. It disseminates critical information to improve instruction for regular and special education students who have difficulty learning to read and write. Interdisciplinary in scope, the journal addresses the causes, prevention, evaluation, and remediation of reading and writing difficulties in regular and special education settings. It encourages manuscripts on teaching the reading and writing processes to students experiencing difficulties in these areas. Possible topics include adjustments for language-learning style, literature-based reading programs, teaching reading and writing in the mainstream, study strategies, language-centered computer curricula, oral language connections to literacy, cooperative learning approaches to reading and writing, direct instruction, curriculum-based assessment, the impact of environmental factors on instructional effectiveness, and improvement of self-esteem.
Address:
Taylor & Francis, Inc.
325 Chestnut Street, Suite 800
Philadelphia, PA 19106
Source:
Reading & Writing Quarterly
Reading Matrix: An International Journal
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The Reading Matrix: An International Online Journal is a peer-reviewed professional journal with an editorial board of scholars in the fields of second language acquisition and applied linguistics. The journal seeks to disseminate research to educators around the world. It is interested in exploring issues related to L2 reading, L2 literacy in a broader sense, and other issues related to second language learning and teaching.
The Reading Matrix was created as an interactive journal, not an electronic version of a traditional print publication. The journal is published twice a year exclusively on the World Wide Web. Doing so allows us to reach a broad audience. It also provides a multimedia format more suited to some of our goals as we explore language as it taught and learned in both traditional and hypertextual environments, and it facilitates and encourages dialogue and communication from researchers and educators, offering an international perspective on the issues presented. As an online journal, we are committed to providing a forum for alternative modes of inquiry and viewpoints about the nature of literacy practices of diverse groups of persons around the globe.
Subscription Info: free online
Address/Source:
The Reading Matrix: An International Online Journal
Reading Research Quarterly
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For 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on questions of literacy among learners of all ages. In RRQ, you’ll find reports of important studies, multidisciplinary research, various modes of investigation, and diverse viewpoints on literacy practices, teaching, and learning. In addition to peer-reviewed articles, Reading Research Quarterly includes theory and research into practice, new directions in research, international reports on literacy research, book reviews, and supplementary online-only content.
Address:
Reading Research Quarterly
University of Georgia
309 Aderhold Hall
Athens, GA 30602-7125, USA
Source:
Reading Research Quarterly
The Reading Teacher
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Every issue of RT includes a host of practical, hands-on ideas for the classroom, each one based on sound theory. Regular columns on such topics as struggling readers, family literacy, urban education, and technology give you insight on important issues in literacy teaching and learning. Rounding things out are reviews of children’s books and professional materials. Each volume year includes eight issues, published monthly September through May, with a combined December/January issue.
Address/Source:
The Reading Teacher
Report on Literacy Programs
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Report on Literacy Programs is a bi-weekly newsletter on basic skills training and workplace literacy. It provides insider information with regular features on changes in the literacy field including programs being tested by educators and businesses; grants, contracts and allotments; and important meetings and conferences. Plus, you'll get a comprehensive view of literacy efforts such as the United Way's Adult Literacy Initiative, the work of the Barbara Bush Foundation, The American Newspaper Publisher Association's promotion of literacy volunteerism, and much more. Report on Literacy Programs covers all aspects of literacy, including its relationship to job skills development, language acquisition by immigrants, GED, and vocational programs. It is published twice monthly.
Address:
Business Publishers, Inc.
2601 University Blvd. W, 2nd Floor, Silver Spring, MD 20902
1-800-274-6737
Simile: Studies in Media and Information Literacy Education
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Published by University of Toronto Press, Studies In Media & Information Literacy Education (SIMILE) provides a venue for scholarly articles that bridge the subject areas of media and information literacy. SIMILE, a peer-reviewed journal, is interested in publishing research that advances knowledge about media and information literacy. At the same time, the journal seeks studies directed at a readership in the fields of information/media studies, library science, and education. SIMILE will also examine ways in which reference- and teacher-librarians, teachers, and other concerned professionals can integrate media literacy concepts into instructional sessions.
Subscription Info: free online
Address:
SIMILE
School of Communication
University of Nebraska at Omaha
Arts & Sciences Hall
107-P
Omaha, Nebraska 68182-0112
Source:
SIMILE: Studies in Media and Information Literacy Education
Studies in Written Language and Literacy
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A multi-disciplinary series presenting studies on written language, with special emphasis on its uses in different social and cultural settings. The series combines sociolinguistic and psycholinguistic accounts of the acquisition and transmission of literacy and brings together insights from linguistics, psychology, sociology, education, anthropology and philosophy.
Address:
John Benjamins Publishing Company
P.O.Box 36224
1020 ME Amsterdam
The Netherlands
Fax: +31-(0)20-6739773.
Source:
Studies in Written Language and Literacy
Visible Language
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Visible Language is concerned with research and ideas that help define the unique role and properties of written language. A basic premise of the journal is that writing/reading form an autonomous system of language expression which must be defined and developed on its own terms. To this must be added research and ideas that help define the presentation of information within the digital arena. The shift from page to screen is comparable in its significance to the shift from manuscript to print. Developing the knowledge base and conventions for this new media will take time and challenge our ability to move beyond the book and into more fluid and relational systems of presentation.
Address:
Rhode Island School of Design
Graphic Design Dept.
2 College St.
Providence, RI 02903
Source:
Visible Language Directory
Women in Literacy and Life Assembly
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WILLA, or Women in Literacy and Life Assembly, is an assembly of the National Council of Teachers of English. WILLA came to life in November 1991, succeeding and replacing the NCTE Committee on Women in the Profession. The purpose of WILLA is to improve the teaching of English language arts by focusing attention on gender-related issues in literacy teaching and learning, including the status and image of women and girls, men and boys; to advise the profession at large on issues relating to the role and images of women; and to foster the exchange of ideas and perspectives among people interested in gender issues relating to English. Members receive the newsletter Crosscurrents twice a year and the journal WILLA annually. Writings include essays on a variety of topics, interviews, fiction, and poetry.
Subscription Info: Journal subscription included with membership to WILLA
Address:
Membership Chair/Treasurer
421 Sterling St.
Vermillion, SD 57069-3422
Source:
Women in Literature and Life Assembly
Written Communication: An International Quarterly of Research, Theory, and Application
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The essential journal for research on the study of writing in all its symbolic forms, Written Communication has a broad and interdisciplinary view of what writing is, how writing gets done, and what writing does in the world. Written Communication's aims and scope encompass a wide range of topics, and its pages consistently provide readers with new research findings, new theoretical concepts, and new ways of understanding how writing is practiced in schools, workplaces, and communities.
Written Communication is a quarterly international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains; cognition and composing; the structure of written text and written communication; relationships among gender, race, class and writing; and connections among writing, reading, speaking, and listening. Also of interest are review essays and reviews of research on topics important to writing researchers.
Address:
Department of English
Kent State University
PO Box 5190
Kent, OH 44242-0001
journals@sagepub.com
Source:
Written Communication
Written Language and Literacy
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Written Language and Literacy is a peer-reviewed journal concerned with two major aspects of written language: (a) the structures, histories, typologies, and functions of the writing systems (scripts) used by the languages of the world; and (b) literacy, i.e. the institutionalized use of written language, from the interdisciplinary viewpoints of linguistics, anthropology, sociology, psychology, education, literature, and book arts. Written Language and Literacy focusses on typology of scripts; historical development of scripts; descriptive analysis of scripts; decipherment of ancient scripts; formal and functional relationships between scripts and spoken languages; semiotics of written language (as contrasted with speech); pragmatics of written language; invention of scripts; adaptation of scripts to new languages; orthographic design and reform; psycholinguistic and neurolinguistic aspects of the processes of writing, reading, and literacy; calligraphic and typographic adaptations of scripts; cultural, social, psychological, and political implications of scripts; related notational systems (numerical, mathematical, musical etc.); ethnolinguistic aspects of literacy (as contrasted with orality); sociolinguistics of literacy; cognitive models of script choice and of literacy; interaction between the literate and non-literate worlds; cross-cultural and cross-linguistic studies of literacy; the roles of written, printed, and computationally processed language with respect to spoken language and human life.
Subscription Info: subscription@benjamins.com
Address:
WL&L
IWTS/MPI
P.O. Box 310
6500 AH Nijmegen
The Netherlands
Source:
Written Language & Literacy
