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 LLA, Literacies and Languages for All, 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. Please number the pages. Manuscripts and reference lists should follow the latest APA guidelines, and the manuscript should be consistent with NCTE’s Statement on Gender and Language.
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.
Questions? Contact editors Patricia C. Paugh and Sherry Sanden at email@example.com.
Miscue Analysis: Key to Understanding the Reading Process
Submission deadline: March 1, 2020
Talking Points seeks manuscripts on a range of whole language teaching and learning topics. For the October 2020 issue we particularly invite submissions detailing the use of miscue analysis to support the growth of 21st-century readers. As an approach with decades of evidence supporting its use, we aim to showcase the power of miscue analysis to build understanding of teaching, learning, and the reading process and to support teachers’ work with student readers. Some examples of manuscripts appropriate for this issue might include miscue research that supports our knowledge about how readers approach and work with text, accounts of preservice and inservice teachers’ understandings about miscue analysis, descriptions of teachers applying information acquired from miscue analysis to their work with readers, ways that educators negotiate discrepancies between miscue analysis and school-/district-/state-mandated assessment systems, and opportunities for miscue analysis to support the literacy growth of a diverse population of 21st-century learners. We encourage manuscripts that reclaim whole language beliefs and practices as powerful pedagogies that support children’s lifelong literacy understandings and perspectives.
Children’s Literature That Anchors Meaningful and Critically Focused Literacy Practices
Submission deadline: October 1, 2020
Talking Points seeks manuscripts on a range of whole language teaching and learning topics.
For this issue, we invite submissions that explore the role of quality children’s literature in anchoring meaningful and critically focused literacy classrooms. Examples might be manuscripts that provide evidence of children’s literature as the basis for creating rich and welcoming learning spaces for the intersectionality of students’ identities; engage teachers in furthering a dialogic literacy environment where students learn to share and listen to others’ perspectives; utilize literature to encourage students to critically interact with dominant social messages encountered in their daily lives; address what “quality” means in children’s books; expand or disrupt the meaning of children’s literature outside of printed books; share classroom experiences of authors’ or illustrators’ visits; discuss how practitioners deal with censorship or pressures to avoid including children’s literature about controversial topics; provide guidance on developing classroom libraries that are inclusive; and explore classroom use of texts in multiple languages. We encourage manuscripts that demonstrate the role of children’s literature in reclaiming whole language beliefs and practices as powerful pedagogies that support children’s lifelong literacy understandings and perspectives.
Note: For this issue, we especially welcome brief reviews of children’s books for inclusion in the Classroom Voices section.
Classroom Voices (ongoing feature)
Submission deadline: October 1 for the May issue; March 1 for the October issue
In each issue of Talking Points, the Classroom Voices section provides space for shorter alternative pieces that highlight the richness of whole language in the classroom. We invite classroom vignettes, photo essays, book reviews, samples of students’ work, teacher interviews, or anything else that helps us situate the principles of whole language in real classroom contexts. These pieces should be no longer than 1–2 double-spaced pages of text; accompanying photos should be submitted in a standard graphics format (tiff, jpeg, etc.) in high resolution (300 DPI) and will require signed permissions from the photographer and the subjects. Student work will also require permission to be included.
Note: For all pieces, please rely on the Whole Language Beliefs (http://www2.ncte.org/groups/wlu/beliefs/) to demonstrate how your work draws on and contributes to whole language principles and teaching practices.