Talking Points provides a forum for parents, classroom teachers, and researchers to reflect about literacy and learning.
Talking Points, a peer-reviewed journal, is published in May and October by WLU, the Whole Language Umbrella, a conference of NCTE. Talking Points helps promote literacy research and the use of whole language instruction in classrooms. It provides a forum for parents, classroom teachers, students, and researchers to reflect about literacy and learning. We invite submissions from professionals across the educational spectrum, including classroom teachers, teacher educators, researchers, and educational advocates/activists.
Manuscripts submitted should: (1) be on a topic or issue related to holistic teaching and learning; or (2) present theory and/or research that contributes to the knowledge base for holistic, democratic, and inclusive education. Manuscripts should be no more than 15 pages in length (standard margins, double spaced) and, to ensure a blind review, contain no information identifying the author except on an attached cover sheet. Reference lists should follow APA guidelines.
To submit a manuscript, register as an author at our online manuscript submission system, Editorial Manager, and then follow the steps to submit your article. Manuscripts are accepted at any time.
Teaching Literacy as a Tool for Social Action: What Are the Literacy Pedagogies of Protest?
Submission Deadline: November 15, 2017
Publication Date: May 2018
This issue is non-themed in nature, and we call for manuscripts on a wide range of whole language topics. We welcome manuscripts that address the use of literacy as a tool for social action, but we are also open to various other relevant literacy issues. This may include, but is not limited to, the application of critical literacies, uncovering fake news, investigating ways to empower young learners, or rethinking classroom practices in ways that open spaces for authentic literacy experiences.