Award Details
Nominations are not accepted for this award.
Purpose:
This award recognizes outstanding Language Arts articles that move forward the Elementary Section Steering Committee‘s mission of the pursuit for justice and equity, brings the sociocultural realities of children鈥檚 everyday lives into language arts instruction, and facilitates conversations of rich and authentic literacies.
Eligibility:
The award shall be given every fall, covering issues published between September and July of the previous volume year. Research/scholarship articles, not department articles, will be eligible for the award.
Award Specifics:
The award is presented at the Elementary Get-Together during the . The winner receives a framed copy of the cover of the issue of Language Arts in which the article is published.
Judging:
In July, the editor(s) of Language Arts shall draw up the annual list of eligible authors and shall be the arbiters of eligibility. The Elementary Section Steering Committee award subcommittee will determine the winner.
起点传媒 Distinguished Article Award Winners
2024
“What about the 1%? Transforming Current Literacy Pedagogy for Students with Significant Support Needs鈥� Vol. 101, No. 3, January 2024, by Monica C. Kleekamp
2023
鈥淓ngaging Elementary Students beyond the Text through Multimodal Critical Literacy鈥� Vol. 100, No. 6, July 2023, by Dorian Harrison and Rebecca E. Linares
2022
“History Is a Way of Building Identity: How One Independent Neighborhood Elementary School Uses Black Cultural Movements to Engage Children鈥檚 Sociopolitical Perspectives” Vol. 99, No. 3, January 2022, Wintre Foxworth Johnson, University of Virginia聽
2021听
“‘Seeing鈥� Difference Differently: Inquiry-Based Learning as a Site/Sight of Intersectional Justice in English Language Arts” Vol. 98, No. 3, January 2021 by Jon M. Wargo,聽Boston College
2020
“Creating a Collage of Story and Memory to Support Identity Work and Connect with Literacy Teaching” Language Arts,聽Vol. 97, No. 5, May 2020 by Melody Zoch,聽University of North Carolina Greensboro
2019
“A Queer Approach to Addressing Gender and Sexuality through聽Literature Discussions with Second Graders,”聽Language Arts, Vol. 96, No. 2, November 2018 by聽Paul Hartman, Chicago Public Schools
2018听
鈥淭ranslanguaging and Responsive Assessment Adaptations: Emergent Bilingual Readers through the Lens of Possibility鈥� (95.6, July 2018) by Laura Ascenzi-Moreno, Brooklyn College, Brooklyn, New York
2017
Stephanie Jones, University of Georgia, Athens and Karen Spector, University of Alabama, Tuscaloosa, “” May 2017