This post, written by members Julie Gorlewski and David Gorlewski, is a reprint of “From the Editors” from the January 2017 English Journal.
One of the benefits of editing English Journal is that we are entrusted with bound copies of every issue ever printed. These journals, displayed in shelves in the journal office, remind us of the constancy and the relentless change that marks our field. Times have changed; that is certain. In some ways, contemporary classrooms would be unrecognizable to educators teaching English in 1911, when the journal was established. And yet many of the debates and challenges prevalent in classrooms 100 years ago remain relevant today. Our work still centers on learners, teacher, and texts.
This remarkable collection of articles, curated by Suzanne Miller and David Bruce, attests to the complexity of this work as well as our need to adapt and evolve even as we sustain our principles and vision. Throughout this issue, the guest editors and authors remind us that we consume and produce various kinds of media on a daily basis.
Acts of consumption and production are mutually influential; what we consume affects what (and how) we produce, and what we produce affects what (and how) we consume. Moreover, contributors inspire us to extend our own learning in order to model for students the importance of stretching past comfortable practices and materials.
As we read and thought about the articles, with a century’s worth of EJ infusing the air that we breathed, three themes emerged. These themes reflect the intersections of innovation and tradition, and are as present in the bound journals as they are in the 21st century literacies emphasized in this issue. The first theme is collaboration. Teachers and students thrive in environments when collaborative opportunities abound. Multimodal literacies are particularly well-suited for students and teachers to become partnered in the learning process, and for teachers to experience the joys and frustrations of exploring new media and technologies. The second theme, innovation, is generally associated with bold new initiatives. While such initiatives are seductive, it is instructive to note that the word “innovation” is not defined strictly as a product; it is also a process – a process that builds upon what already exists. The third theme we noted is contextualization. Now, as always, the contexts in which teaching and learning occurs are critical. As our lives, inside and outside of the classroom, become increasingly digital, we must maintain our focus on learners and teachers as embodied human and social creatures.
We deeply appreciate the generosity of Suzanne Miller and David Bruce in developing this special issue. We trust that readers will be inspired, exhilarated, and revitalized by the ideas shared throughout. Educators who embrace the principles of collaboration, innovation, and contextualization flourished in 1911 and, with luck, will be flourishing still in 3011.