Children’s Literature Assembly 

Celebrating the 2018 Notable Children’s Books in the Language Arts

The 2018 Notables list is an annual list of works of fiction, non-fiction, and poetry written for children, grades 4-8.  All books selected represent playful, inventive and unique use of language.

Children’s Literacy Association Research Award and Bonnie Campbell Hill National Literacy Literacy Leader Award

Applications are due July 1, 2018.

These two grants support research and professional development involving children’s literature and, where specified, are dedicated to improving the teaching and learning of reading and writing in real world contexts in grades k-8. Both awards have specific requirements regarding NCTE and/or CLA membership. Please see the award guidelines for more details.


The Early Childhood Assembly of the National Council for Teachers of English invites nominations for the Early Literacy Educator of the Year Awards.  These awards recognize one master teacher and one teacher educator in the area of early childhood focusing on language and literacy development. We encourage nominators to think broadly with regard to the definition of educator; administrators, literacy specialists, tutors are powerful teachers, and we encourage these and other educators to included in our nominations.  The Early Childhood Assembly will select nominees who demonstrate innovative, rich pedagogy in language arts in early childhood.  The awards will be presented during the NCTE Annual Convention.

The winners will be recognized and given a plaque, a set of professional books, and a lifetime membership to the Early Childhood Education Assembly. In addition, interviews with the Early Literacy Educators of the Year will be featured in the Early Childhood Assembly Yearbook.  These awards are a wonderful opportunity to recognize creative, dedicated educators making an impact on the practice of English education in early childhood.

The Early Literacy Educator of the Year Awards:

  • recognize the work of outstanding early literacy educators;
  • bring recognition to the field of early literacy and its place in English education;
  • allow NCTE to recognize and acknowledge the importance of early language and literacy development;
  • invite outstanding early childhood educators to join the NCTE community to create networks of support and serve as advocates and in their field.

For information, please contact Dana Frantz Bentley:

Submissions are due on August 1st, 2018.

Call for Submissions


The Alan Review

How We Play the Game: YA Literature and Sport

Volume 46: Issue 2 (Winter 2019)

Submissions due: July 1, 2018

Sport, culture, identity, and power are intimately related. Sport can both reaffirm and challenge societal beliefs, strengthening and calling into question existing ideologies related to gender, race, and class. While it might be true that “it’s a long race and you can always outwork talent in the end” (Matthew Quick, Boy 21, p. 8), the relationship between sport and socioeconomics, for example, is real: sport is an industry driven by profit, and young people pay to play. Working hard sometimes isn’t enough to gain access, leading us to wonder who gets to participate and if and how such issues are addressed in YA literature.

Sport can also unite and divide people—with real consequences. It’s true that the team element of sport can connect people in memorable ways, as “it’s amazing how two thin pieces of clothing can hold such deep memories. Laughter, pain, victory, defeat, friendship, fatigue, elation… they’re all there, but only to the person who’s worn the uniform” (Wendelin Van Draanen, The Running Dream, p. 187). But it’s also true that sport can perpetuate inequities across people across time, as evidenced by this scene from Sherman Alexie’s The Lone Ranger and Tonto Fistfight in Heaven: “Last night I missed two free throws which would have won the game against the best team in the state. The farm town high school I play for is nicknamed the ‘Indians,’ and I’m probably the only actual Indian ever to play for a team with such a mascot. This morning I pick up the sports page and read the headline: INDIANS LOSE AGAIN. Go ahead and tell me none of this is supposed to hurt me very much” (p. 179).

For this issue, we invite you to consider the presentation of sport in YA titles and how YA sports literature might be used to foster a more nuanced understanding of the game and its players, its history and institutional norms, and its impact on life on and off the court.

As always, we also welcome submissions focused on any aspect of young adult literature not directly connected to this theme. All submissions may be sent to Please see the ALAN website ( for submission guidelines.