We welcome contributions to Practical Literacy: the Early and Primary Years.
Authors of articles published in our journals retain the right to self-archive the final draft of their articles in their institution鈥檚 e-repository. 快播 does not give permission to archive copy-edited published versions of articles published in our journals.
We welcome submission of articles, especially those in line with each issue鈥檚 proposed theme. Under the editorial of each issue of Practical Literacy: the Early and Primary Years the theme for the next couple of issues with due dates is listed. Articles should be between 500 and 1,500 words and be appealing and useful to classroom teachers. The aim of Practical Literacy: the Early and Primary Years is to enhance classroom practice in literacy teaching.
Practical Literacy is designed to inspire and assist early years and primary school classroom teachers to enhance their literacy teaching. We therefore welcome practice-oriented contributions of between 500 and 1500 words that address the journal鈥檚 broad aim or the issue鈥檚 theme specifically.
Please note it is not necessary for submissions to be related to the theme of an issue, we are happy to receive submissions on a range of literacy topics. See author guidelines below for help with formatting, style and content. Articles should be sent as Word files. High quality photos or illustrations are highly encouraged, and should be sent as separate files.
We strongly encourage teacher education students and graduate students to think about writing for this publication. Contributions can be emailed to the co-editors: robyn.english@education.vic.gov.au or nthompson@csu.edu.au
*submission needs to include the mailing address for the author to receive a hard copy of the journal
| THEME | DEADLINE | PUBLICATION DATE | |
Pedagogies for Language In this issue, we invite contributions that showcase pedagogical approaches for the teaching of the Language Strand of the Australian Curriculum English. This issue aims to celebrate how students are engaged in learning about the sub-strands of Language for interacting with others, Text structure and organisation, and Language for expressing and developing ideas in the primary school years. Contact Beryl b.exley@griffith.edu.au or Nathan nlowien@une.edu.au to let them know of your plans or if you need assistance. | 1 June 2026 | October 2026 | |
Text users as meaning makers
| 1 October 2026 | February 2027 | |
| Scaffolding for Success with Literacies Contributions for this issue will explore teaching and learning strategies that support learners鈥� literacy learning. Articles will provide insight into how educators scaffold young children and students鈥� engagement with the multiple literacies they experience in education and/or comment on the role/concept of strategies in literacy teaching. | 1 February 2027 | June 2027 |