期刊名称：LITERACY
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
Literacy is the official journal of the United Kingdom Literacy Association (formerly the United Kingdom Reading Association), the professional association for teachers of literacy.
Literacy is a refereed journal for those interested in the study and development of literacy. Its readership comprises practitioners, teacher educators, researchers and both undergraduate and graduate students. Literacy offers educators a forum for debate through scrutinising research evidence, reflecting on analysed accounts of innovative practice and examining recent policy developments.
Keywords
reading, literacy, education, phonics, phonology, morphology, phonetic, united, kingdom, association, national, trust, teaching, educational, theory, language, journal, research, analysis, article, periodical, reviews, book, studies
Abstracting and Indexing Information
- Academic Search (EBSCO Publishing)
- Academic Search Premier (EBSCO Publishing)
- Arts & Humanities Citation Index (Thomson Reuters)
- British Education Index (University of Leeds)
- CPIQ: Canadian Periodicals Index (CPIQ)
- CSA Biological Sciences Database (ProQuest)
- CSA Environmental Sciences & Pollution Management Database (ProQuest)
- Current Contents: Arts & Humanities (Thomson Reuters)
- Current Contents: Social & Behavioral Sciences (Thomson Reuters)
- Ecology Abstracts (ProQuest)
- ERA: Educational Research Abstracts Online (T&F)
- ERIC: Educational Resources Information Center (CSC)
- Linguistics & Language Behavior Abstracts (ProQuest)
- ProQuest Central (ProQuest)
- ProQuest Education Journals (ProQuest)
- PsycINFO/Psychological Abstracts (APA)
- SCOPUS (Elsevier)
- Social Sciences Citation Index (Thomson Reuters)
- Studies on Women & Gender Abstracts (T&F)
- Web of Science (Thomson Reuters)
Instructions to Authors
Literacy is a refereed journal for those interested in the study and development of literacy and language. We welcome the following kinds of contributions:
- reports of recent research in the field of language and literacy
- informed and analytical accounts of innovative practice
- critiques of recent policy developments and examination of their impact
- Discussions and debates about current issues
In order to widen the forum for debate, researchers are also invited to submit shorter reports of Research in Progress.
Submission of manuscripts
Submission of a manuscript will be on the understanding that is an original contribution that has not been published previously, and is not currently under consideration by another journal.
Manuscripts should be submitted online at http://mc.manuscriptcentral.com/literacy. Full instructions and support are available on the site and a user ID and password can be obtained on the first visit. Support can be contacted by phone (+1 434 817 2040 ext. 167) Monday-Friday, or at http://mchelp.manuscriptcentral.com/gethelpnow/index.html.
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. Articles should be between 3000 and 5000 words, and contributions to Research in Progress between 2000 and 2500 words. Articles should be submitted, preferably electronically, complete with abstracts of around 200 words, and some six key words that can be used to index the paper. The author's name should not appear on the article.
As the journal has a wide readership, authors should write in an accessible style. Technical language and reference to local organisations should be used as required, but should always be clearly explained. Titles should both attract the reader and reflect the content.
Articles will be reviewed anonymously by two independent referees. Their comments will be forwarded to the author. The Editor reserves the right to make changes to the manuscripts where necessary to bring them into conformity with the stylistic and bibliographic conventions of the journal.
Illustrative material: Any tables or figures should be supplied electronically. Illustrative material accompanying an article should be of high quality (eg original photographs, children's work etc. rather than photocopies). Each piece should be attached on a separate sheet and its approximate position marked in the text. These should be numbered and placed in a separate file from the body of the article. Electronic figures should be supplied as either TIFF or EPS format files (Halftones at 300 dpi and line art at 600 dpi). We recommend these formats as they result in the best quality in the final version of your paper. Most packages will allow you to export to these formats.
For further details please visit http://www.blackwellpublishing.com/bauthor/illustration.asp. The approximate place of tables and figures in the body of the paper should be clearly indicated.
References: If an author is cited in the text, a date should follow in brackets, and the full details be given under ’References’ at the end of the text. Multiple entries by an author or set of authors in the same year should be postscripted a, b, c, etc. after the year of publication. An exact page reference should be given in the text for any verbatim quotation. Titles of journals should not be abbreviated. Please follow this style:
Books:
BRUNER, J. (1986) Actual Minds, Possible Worlds. Cambridge,
Massachusetts and London: Harvard University Press.
Articles:
HEATH, S. B. (2000) Seeing our way into learning. Cambridge Journal of Education, 30.1, pp.121–131.
Chapters within books:
HALL, K. (2003) ’Effective literacy teaching in the early years of school.’ in N. Hall, J. Larson and J. Marsh (Eds.)Handbook of Early Childhood Literacy. London: Sage pp.315–326
NEW: Online production tracking is now available for your article through Blackwell’s Author Services.
Author Services enables authors to track their article – once it has been accepted – through the production process to publication online and in print. Authors can check the status of their articles online and choose to receive automated e-mails at key stages of production. The author will receive an e-mail with a unique link that enables them to register and have their article automatically added to the system. Please ensure that a complete e-mail address is provided when submitting the manuscript. Visit www.blackwellpublishing.com/bauthor for more details on online production tracking and for a wealth of resources including FAQs and tips on article preparation, submission and more.
Copies: Six copies of the issue of the journal in which a paper appears will be supplied to its first named author free of charge. All contributors will receive a free PDF offprint of their article.
Copyright Transfer Agreement: If your paper is accepted, the author identified as the formal corresponding author for the paper will receive an email prompting them to login into Author Services; where via the Wiley Author Licensing Service (WALS) they will be able to complete the license agreement on behalf of all authors on the paper.
For authors signing the copyright transfer agreement
If the OnlineOpen option is not selected the corresponding author will be presented with the copyright transfer agreement (CTA) to sign. The terms and conditions of the CTA can be previewed in the samples associated with the Copyright FAQs below:
CTA Terms and Conditions
For authors choosing OnlineOpen
If the OnlineOpen option is selected the corresponding author will have a choice of the following Creative Commons License Open Access Agreements (OAA):
Creative Commons Attribution License OAA
Creative Commons Attribution Non-Commercial License OAA
Creative Commons Attribution Non-Commercial -NoDerivs License OAA
To preview the terms and conditions of these open access agreements please visit the Copyright FAQs hosted onWiley Author Services and visit http://www.wileyopenaccess.com/details/content/12f25db4c87/Copyright--License.html.
If you select the OnlineOpen option and your research is funded by The Wellcome Trust and members of the Research Councils UK (RCUK) you will be given the opportunity to publish your article under a CC-BY license supporting you in complying with Wellcome Trust and Research Councils UK requirements. For more information on this policy and the Journal’s compliant self-archiving policy please visit: http://www.wiley.com/go/funderstatement.
Editorial Board
Editors
Dr Cathy Burnett
Sheffield Hallam University
E-mail c.burnett@shu.ac.uk
Dr Julia Davies
The University of Sheffield
E-mail: j.a.davies@sheffield.ac.uk
Reviews Editor
Vivienne Smith
Department of Primary Education
University of Strathclyde
Email: vivienne.smith@strath.ac.uk
Editorial Board
Gabrielle Cliff Hodges, Faculty of Education, University of Cambridge
Victoria Carrington, University of East Anglia
Barbara Comber, Queensland University of Technology
Teresa Cremin, The Open University
Sue Ellis, University of Strathclyde
Andrew Goodwyn, University of Reading
Kathy Hall, University College Cork, Ireland
Shirley Brice Heath, Stanford University, USA
Charmian Kenner, Goldsmiths, University of London
Andrew Lambirth, The University of Greenwich
Margaret Mackey, School of Library and Information Studies, University of Alberta, Canada
Guy Merchant, School of Education, Sheffield Hallam University
Trinka Messenheimer, Bowling Green State University, Ohio, USA
Debra Myhill, University of Exeter
Olivia O'Sullivan, Centre for Literacy in Primary Education, London
Kate Pahl, School of Education, University of Sheffield
Lissa Paul, Brock University, Canada
Taffy E. Raphael, University of Illinois at Chicago, USA
Janet Soler, The Open University
Graeme Trousdale, The University of Edinburgh
Christopher S. Walsh, The Open University
Editorial Advisory Group
Evelyn Arizpe, University of Glasgow
Anne Burke, Memorial University (Canada)
Margaret Cook, UK
Robyn Cox, Australian Catholic University
Clare Dowdall, University of Plymouth
Sue Dymoke, University of Leicester
Rosie Flewitt, The Open University
Rósa Guðrún Eggertsdóttir, University of Akureyri (Iceland)
Christine Hall, University of Nottingham
Karl Kitching, University College Cork (Ireland)
Margaret Mallett, Education Department, Goldsmiths College, London
Tony Martin, University College of St Martin
Elaine Millard, Birmingham City University
Colin Mills, University of Manchester
Helen Nixon, University of South Australia (Australia)
Margaret Perkins, University of Reading
Malcolm Reed, Graduate School of Education, University of Bristol
Dinah Volk, Cleveland State University, Ohio (USA)
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