This article offers a way of thinking about literacy instruction that critiques current reasoning, but also provides a space to dynamically think outside of prevalent practices. It presents a framework for both planning and studying literacy pedagogy that combines a practical everyday model of the reading process with Michel Foucault's (1988c)…

This article (1) argues that literacy is being redefined as a result of the use of digital media, and (2) provides suggestions for policy makers, budget decision-makers, teachers, researchers, and interested others about literacy and language arts standards, assessment, and teaching related to "new literacies," including: (a) Maximize the…

Recalls memorable moments from the author's public school life which imply that the best possible learning environments are active, meaningful, personalized, and collaborative; nourished by conversation, by reading, and by writing among teachers, administrators, parents, and students; and that the best teachers are learners. (SR)

Presents an interview with Bernice E. Cullinan. Notes that she has been named the Outstanding Educator in the Language Arts for 2003. Notes that the recipients of this award are selected by members of the Elementary Section Steering Committee of the National Council of Teachers of English. Talks about who she is and what she feels she has…

Presents a conversation with Dorothy Watson, the 2002 Outstanding Educator in the Language Arts recipient. Hopes that this profile will provide insight into Dorothy Watson and her intellectual foundations, her humaneness, and her passion for teaching and learning. (SG)

Defines semiotics and outlines its implications for teaching language arts. (PRA)

Review New Zealand's language arts assessment practices at all grade levels. Suggests alternative approaches to student evaluation. (MM)

Offers a peek inside the journals kept by a well-known language-arts educator, which he uses as a repository for his thoughts, drawings, articles of interest, notes from conversations with others on his own work, the work of others, and education in general. Shows how the journal is an "audit trail" of its owner's learning. (SR)

Reviews trends in the types of research submitted to receive the National Council of Teachers of English Promising Researcher Award. (DD)

Defines and discusses the concepts of empowerment and motivation, and clarifies the relationship between them. Shows how language arts teachers can take advantage of both in developing more effective classroom practices. Gives examples of motivationally sound practices from the domain of writing instruction that might also be construed as examples…

Attempts to bring some clarity to an understanding of the common attitudes that this culture holds about language and grammar standards. Notes that understanding language attitudes can help language arts teachers know where they themselves stand and how they can address negative or harmful attitudes in the educational setting. (SG)

Presents descriptions of influential individuals who have shaped language arts education as it is know today. Elaborates on contributions of: Sylvia Ashton-Warner; Natalie Robinson Cole; Julia Weber Gordon; and Alvina Treut Burrows. (SG)

Describes a series of workshops for elementary and secondary teachers which demonstrated the interrelatedness of reading to language processes. (DD)

Presents ten categories which illustrate the range of the uses of language, and discusses implications for instruction. (DD)

Uses materials from the ERIC system to suggest ideas for a more imaginative use of language in the classroom and provides examples of how to accomplish this. (DD)