[ ALEA Today| Australian Journal of Language and Literacy (AJLL) | Practically Primary | Literacy Learning: the Middle Years ]

 

Editors:
Robyn Henderson, University of Southern Queensland

Email: robyn.henderson@usq.edu.au

Annette Woods, Queensland University of Technology

Email: annette.woods@qut.edu.au

Elizabeth Hirst, Griffith University

Email: e.hirst@griffith.edu.au

 

A journal primarily for secondary teachers of all subjects who wish to develop students' literacy and learning competencies across the curriculum and beyond.

Editorial policy is to sponsor and promote the dissemination and discussion of ideas about literacy teaching and learning issues of concern to secondary teachers; to share insights into how students develop multiple literacies; to report the outcomes of literacy teaching and learning practices; and to foster developments in classroom literacy teaching and learning.

By balancing the selection of theoretical and descriptive articles about classroom practice; procedural outlines of teaching strategies; reports of action and other research, and of professional development initiatives; critical reviews of publications, and discursive commentaries on policy matters, Literacy Learning: the Middle Years aims to sponsor reflective literacy teaching and learning and so contribute to teachers; professional development.

Articles from educators in all spheres are welcomed, but especially from teachers of any subject discipline. Upon receipt by the Editor, manuscripts are peer reviewed by members of the Editorial Advisory Board as to their suitability for publication in the journal.

Literacy Learning: the Middle Years is a journal for teachers and educators involved in the middle years of schooling, from Years 5 to 9. These years are widely recognised as critical in students’ development as learners. This journal takes a sharp focus on the middle years and provides a forum for teachers and researchers to come together to share insights into practice, research and policy, and how these relate to and impact on quality learning. It is for primary teachers interested in supporting students’ literacy learning prior to their transition to secondary school, and it is for secondary teachers in all curriculum areas who have a particular interest in enhancing students’ literacy learning as a cross-curricular issue.

Editorial policy is to sponsor and promote the dissemination and discussion of ideas about literacy teaching and learning which are of concern to teachers in the middle years of schooling; to share insights into the development of the ‘curriculum literacies’ required in secondary schools; to document effective literacy teaching and learning practices; and to promote classroom literacy teaching and learning.

Each edition contains a selection of practical and theoretical articles about classroom practices and teaching strategies, and teacher professional development; reports of recent research; commentary and exploration of literacy policy development; and critical reviews of relevant publications. Literacy Learning: the Middle Years thus aims to foster reflective literacy teaching and learning, and contribute to teacher professional development.

Contributions from educators in all spheres are welcomed, and especially from classroom teachers in all curriculum areas. Contributions received by the Editor are peer-reviewed by the Editorial Advisory Board as to their suitability for publication in the journal.

Articles of 3000 words are preferred, but other options can be negotiated. Contribu­tions may be submitted electronically, but hard copy must also be supplied.

The contents of Literacy Learning: the Middle Years reflect the opinions of contributors and are not necessarily the policy of the Australian Literacy Educators’ Association. Whereas every effort has been made to ensure that no copyright has been infringed, individual authors are responsible for the accuracy and originality of the material. Permission to reproduce material in Literacy Learning: the Middle Years must be obtained from the authors and the Editor.