ALEA Publications

 February 2009

 

Featured Articles
Sample articles are provided for personal viewing purposes only.  Please contact ALEA to purchase a copy of this journal.

2009
Number 1:  Teachers of digikids:  do they navigate the divide?  Judine Ladbrook
Number 2:  Education for biliteracy:  Maximising the linguistic potential of diverse learners in Australia's primary schools  Paul Molyneaux

2008
Number 3: The mouse is not a toy: Young children’s interactions with e-games Susan Roberts, Emilia Djonov and Jane Torr
Number 2: Literacy in history: Language and meaning Mary J. Schleppegrell, Stacey Greer and Sarah Taylor
Number 1: Oral feedback in the context of written language Eleanor Hawe, Helen Dixon and Enid Watson   

 

2007
Number 3: Inequalities in student achievement for literacy: Metropolitan versus rural comparisons John Pegg and Debra Panizzon
Number 2: Expanding the semiotic repertoire: Environmental communications in the primary school Helen Nixon
Number 1: Reading Intervention: the benefits of using trained tutors, Gary Wooley and Ian Hay

2006
Number 1: Pathways to Multiliteracies, Julie Hamston.
Number 2: Interrupted Schooling and the Acquisition of Literacy, Jill Brown, Jenny Miller and Jane Mitchell.
Number 3: Literacy pedagogy and computer technologies, Linda D. Labbo.

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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;

enhance understanding of literacy issues in relation to their wider educational and social contexts;

help readers keep abreast of current literacy research;

examine current research with a view as to how it might be implemented for classroom teachers;

encourage the identity of classroom teachers as researchers;

provide a forum in which literacy professionals from all settings can exchange and discuss ideas and practices relevant to their work.

Click on links above to read contents of selected copy.
You can download a monograph of the report 'In Teachers’ Hands: Effective Teaching Practices in the Early Years of Schooling' which has been published as the October 2005 edition of the Australian Journal of Language and Literacy (AJLL).

The Australian Journal of Language and Literacy (AJLL), a journal of the Australian Literacy Educators’ Association, is produced three times a year. It is directed at Australian and overseas audiences whose interests range from early childhood to adult literacy education, English as an additional language, Indigenous education and learners with diverse language and literacy needs.

The Australian Journal of Language and Literacy aims to:

Keep readers informed about current national and international literacy research;

· Enhance understanding of literacy issues in relation to their wider educational  and social contexts;
· Provide a forum in which literacy professionals from all settings can exchange and discuss ideas and practices relevant to their work;
· Examine and present research with a view as to how findings might be implemented by classroom teachers as researchers;
· Present balanced and in-depth investigations of literacy practices and theories.

Review Process

The AJLL has an editorial team, an editorial board and a review board of eminent literacy educations from Australia and overseas. All unsolicited manuscripts are subject to blind review. The normal time-frame for review is three months and every effort is made to complete the process promptly. Presentation of the manuscript in the required format enhances the speed with which a review can be completed.

Manuscript Specifications

A manuscript will be accepted only on the understanding that it is an original contribution which has not been published previously and is not under consideration for publication elsewhere. It is the author’s responsibility to obtain permission to reproduce all copyright material (eg newspaper articles, illustrations from books). It is also the author’s responsibility to ensure that ethics clearance has been obtained where required.

The entire manuscript, including a short abstract, the reference list and any tables or figures and their captions must be submitted. Manuscripts should be approximately 4500-5000 words. They are to be typed in A4 size with double spacing and a 2.5 cm margin on all sides. Font should be 11pt Palatino. All headings are to be aligned to the left. Tables and figures should be set out on separate pages at the end of the article, clearly numbered, with captions attached. An insertion point should be marked in the text of the manuscript. Manuscripts which greatly exceed the word limit are likely to be returned to the author(s) for further editing.

Author’s name, address, phone, fax and email contacts must be on the covering email. It is important for the review process that the author’s name is not evident on or in the body of the manuscript.

Please ensure that you have carefully edited and proofread your manuscript. Accepted papers that have style problems or missing references will be returned to their author for revision.

Referencing Style

All references should conform to the American Psychological Association (APA) style. Please consult the APA Publication Manual, 5th edition, or recent editions of AJLL. Please be particularly careful with electronic referencing. The APA publishes a brief guide to electronic referencing which is available free at their website: www.apastyle.org/elecref.html.

Submission of manuscripts

Manuscripts are to be submitted electronically and should be sent as an attachment in Microsoft Word. All manuscripts and author biographies should be forwarded to:

Dr Jennifer Rennie
Managing Editor AJLL
Email: ajll@education.monash.edu.au

AJLL reference style follows the American Psychological Association Publication Manual. Some examples follow, however, contributors should refer to the manual for further details.

Journal articles Singh, M. (1989). A counter-hegemonic orientation to literacy in Australia. Journal of Education, 17(1), (34–56).

Books

• Freire, P. (1972). Pedagogy of the Oppressed. New York: Herder & Herder.
• Taylor, D. (1983). Family Literacy: Young Children Learn to Read and Write. Portsmouth, New Hampshire: Heinemann.
• The Macquarie Dictionary (1991). (2nd ed.), Sydney: Macquarie Library.
• Rasmussen, R., & Rasmussen, H. (Eds) (1982). Prejudice in Print: The Treatment of Ethnic Minorities in Published Works. Centre for Migrant Studies, Monash University: Melbourne.

Chapter in a book Maxwell, G. (1995). School-based assessment in Queensland. In C. Collins (Ed.) Curriculum Stocktake: Evaluating School Curriculum Change. Canberra: Australian College of Education.

Reports and unpublished reports Crowley, M. (1997). Working class conditions in Australia. PhD thesis, University of Wollongong. Office of the Status of Women. (1981). Fair Exposure. Canberra: AGPS. Department of Employment, Education and Training. (1997). Mapping Literacy Achievement: Results of the 1996 National School English Literacy Survey. Canberra: AGPS.

Conference papers Published conference proceedings DuPont, P. (1987). Children’s knowledge of literary texts. Proceedings of the Third Linguistic Congress of the International Linguistic Association. Houston, Texas: International Linguistic Association (34–8). Conference presentations Brown, R. (1999). Technology and literacy in Kindergarten classrooms. Paper presented to the International Reading Association, San Diego, 3-6 May.

Web articles Leu, D. Jr., Karchmer, R., & Diadiun Leu, D. (1999). The Miss Rumphius Effect: Envisionments for literacy and learning that transform the internet. Reading Online www.readingonline.org/electronic/RT/rumphius.html

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