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Literacy Research and Instruction

 

Literacy Research and Instruction

ALER welcomes the new editors for Literacy Research and Instruction, a quarterly peer-reviewed journal of the Association of Literacy Educators and Researchers.

From the University of North Carolina - Charlotte, the editors for volumes 58 through 61 are:

  • Adriana L. Medina
  • Paola Pilonieta
  • S. Michael Putman
  • Jean Vintinner

If you are interested in becoming a reviewer, please send your vita to one of our editors. 

The chair of the Publications Committee is Sheri Vasinda.

SCImago Journal & Country Rank

Instructions to Authors

Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the Association of Literacy Educators & Researchers, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and related literacy fields.

 

The journal is especially focused on manuscripts that exhibit systematic methods of inquiry on topics such as professional development of teachers and reading specialists, teacher education programs, adult learning, and instructional practices. Topics of special interest to reading and literacy educators will also be considered.

Literacy Research and Instruction is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. LRI is indexed in the ERIC system and articles are reported in Research in Education. Authors are encouraged to submit articles concerned with instructional practices and/or applied or basic research of special interest to reading/literacy educators. Manuscripts should not exceed 25 pages of narrative length (excluding figures and references). Literacy Research and Instruction is published quarterly with approximately 1,500 copies per issue.

Review Process: Review of manuscripts will be impartially conducted by the Editorial Advisory Board and the editors. Accepted manuscripts may require revisions for clarity, organization, language, mechanics, and/or style. Only completed manuscripts will be reviewed. Manuscripts must be original works, which have not been published elsewhere in any form or submitted simultaneously to other journal(s) for publication. Submissions during summer months require more time for processing.

Articles submitted to Literacy Research and Instruction have a blind review by a team of three external reviewers. The acceptance rate is 15-20% and the review process takes two-three months. Please note that Literacy Research and Instruction uses CrossCheck™ software to screen papers for unoriginal material. By submitting your paper to Literacy Research and Instruction you are agreeing to any necessary originality checks your paper may have to undergo during the peer review and production processes.Literacy Research and Instruction is published by Taylor & Francis. For more information on the journal, go here.

Review Board

Members of the review board are asked to review between six and eight manuscripts a year. If you are interested in being a review board member, please email your CV to  Jean Vintinner at jpvintin@uncc.edu

  • Brefeld, Rosa
  • Crawford, Patricia
  • Culyer, Richard

  •  Curcic, Svjetlana

  •  Dennis, Danielle

  • Fine, Joyce

  • Feinaur, Erika

  • Finley, Lauren

  • Flippo, Rona

  • Hitchens, Carolyn

  • Iwai, Yuko

  • Kavel, Rebecca

  • Lavery, Matthew

  • Leckie, Alisa

  • Lilienthal, Linda

  • Malloy, Jacquelynn

  • Matthews, Sharon

  • McClanahan, Barbara

  • O’Brien, Lisa

  • Pershey, Monica

  • Philippakos, Zoi Apostolia

  • Rosler, Brenda

  • Sand, Dianna

  • Savitz, Rachelle

  • Scott, Chyllis

  • Soares, Lina

  • Thoma, Jennifer

  • Warren, Amber N

  • Weir, Joan

  • William, Tom

  • Young, Chase

Call for Special Issues

Call for Submissions

Special Issue Topic: Teacher Education

Literacy Research and Instruction will be publishing a special topics issue in 2019 focused on Teacher Education.

This special issue takes a broad perspective on teacher education focusing on both the teacher educators and the preservice/inservice teachers they educate. This special issue aims to disseminate information on topics such as the following:

  • Implications of initial licensure teacher performance assessments on the curriculum

  • Policy Initiatives impacting teacher education

  • Impact of changing standards on teacher education

  • Innovative models for clinical experience

  • New directions in teacher education

  • Teacher candidates’ voices in education program

 

This call for manuscripts is intended as a guide to authors as they consider manuscripts for submission around the topic of teacher education. In general, the editorial team of Literacy Research and Instruction encourages submission of manuscripts that focus on instructional methods, practices, and strategies related to reading/literacy and of interest to literacy educators and researchers. The cover letter associated with the manuscript should note the manuscript is being submitted for consideration within the special issue on teacher education. Manuscripts should keep within 25 pages in length, excluding figures and references. Two electronic versions of the manuscript need to be submitted; one will be for blind review. Authors are asked to use the standards in the American Psychological Association Manual, 6th Edition. Submission guidelines can be found online at: http://mc.manuscriptcentral.com/ulri

 

Deadline date: Manuscripts must be submitted by December 1, 2018, for consideration for publication within the special issue on teacher education in June 2019.

Editors

 

Call for Submissions: Emerging Scholars Series

 

Literacy Research and Instruction introduces the Emerging Scholars Series. This section of the journal will be devoted to publishing articles written by new scholars in the field of literacy education.

 

This call for submission is intended as an opportunity for doctoral candidates or faculty members with less than two year experience to publish ongoing research or work in progress. In general, the editorial team of Literacy Research and Instruction encourages submission of manuscripts that focus on instructional methods practices, and strategies related to reading/literacy and of interest to literacy educators and researchers.

 

The cover letter associated with the manuscript should note the manuscript is being submitted for consideration within the Emerging Scholars Series of Literacy Research and Instruction. Manuscripts should be less than 10 pages in length, including figures and references. Manuscripts will undergo editor review only. Each manuscript should include a brief literature review, methodology, and preliminary findings associated with the research being described. Authors are asked to use the standards in the American Psychological Association Manual, 6th Edition. Submission guidelines can be found online at: http://mc.manuscriptcentral.com/ulri

 

Deadline date: Ongoing

Editors

Submission Procedures

Submission Procedures: Online submission is required.
Go to:
http://mc.manuscriptcentral.com/ulri

Editorial Team Call

Call for Applications for Editors, Literacy Research and Instruction

Quarterly journal of the Association of Literacy Educators and Researchers

Applications must be submitted by February 15, 2018

 

Applications are being accepted from teams of committed and enthusiastic literacy professionals for the position of editors of the Literacy Research and Instruction. This peer-reviewed journal publishes articles on aspects of literacy related to the four major areas of the organization: teacher education, college reading, clinical, and adult learning. The editors manage the review and publication processes to ensure a quality publication. A valuable and unique service to ALER and to the literacy profession in general, this editorship opportunity comes only once every three years. Please seriously consider working with a team of colleagues to submit an application. Applicants must be current ALER members.

 

Expectations:

  1. Encourage manuscript submissions
  2. Recruit reviewers
  3. Prepare semi-annual reports of accept/reject decisions for ALER Board of Directors
  4. Work with Taylor and Francis to produce the journal
  5. At least one member of the editorial team will attend the ALER annual meeting* each fall to
    1. Attend the ALER Board meeting & Publication Committee meeting
    2. Present at the Editorial Board Appreciation Breakfast
    3. Co-host a session for prospective authors
    4. Give activity report at the Legislative Assembly
  6. Produce 4 issues a year of which one may be a themed issue

 

Applications, which must be submitted electronically, should contain the following:

1.       Mission statement

2.       Specific goals for the Literacy Research and Instruction

3.       Qualifications of applicant/s

4.       Demonstration of previous editorial experiences and editing skills

5.       Curriculum vitae for each applicant that indicates a record of scholarly and professional activities

6.       Evidence of institutional support (from each institution represented)

7.       Statement of logistics (including a manuscript process flow chart that delineates a proposed timeline and the roles/responsibilities of each team member)

8.       Sample call for manuscripts

9.       Sample call for reviewers

 

All applications will be reviewed by members of the ALER Publications Committee.

 

Recommendations for appointment as editors will be forwarded to the ALER Executive Board for approval. The new editors will be announced in spring 2019 and will then produce Literacy Research and Instruction for 2020, 2021, and 2022. The new editors will begin receiving manuscripts in summer 2019 with their first issue due to be published in January 2020. The last issue for this team of editors will be fall 2022.

 

Send all application materials electronically on or before February 15, 2019 to:

Sheri Vasinda, Chair, ALER Publications Committee

sheri.vasinda@okstate.edu

 

*Funding for conference attendance is the responsibility of each member.

Members Only Link

Membership in the Association of Literacy Educators and Researchers
includes a subscription to Literacy Research and Instruction.

Members only link to LRI archives

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ALER seeks to stimulate the self-development and professional growth of professors, teachers, reading specialists and students at all educational levels. We encourage the continuing improvement of college and university curricula and assist preparation programs for teachers and reading specialists. Our members work at the forefront of policy, pedagogy and practice.  Further, we encourage the continuing improvement of administrative, clinical, diagnostic and instructional practices related to the learning process.
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