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As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.

  • The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
  • The submission file is in Microsoft Word, RTF, or WordPerfect document file format.
  • The text is single-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
  • The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines, which is found in About the Journal.
  • If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a Blind Review have been followed.
  • The submission includes an attached author bio which has been uploaded as a supplementary document when submitting papers online.
  • Tri-Council Ethical Guidelines have been observed or appropriate institutional guidelines related to ethical conduct of research have been met, and a statement regarding ethics has been included in the manuscript.

Papers should normally be between 6000-8000 words in length and must include an abstract of approximately 50-100 words. Please email single-spaced submissions as Word or RTF (Rich Text Format) documents. To facilitate blind review, we request that you ensure that all author biographical details are deleted from the reviewers’ manuscript. Please include bios in a cover letter and upload it as a supplementary document when submitting papers online. There is no charge to authors for the processing or submission of articles. 

All submissions should conform to APA referencing and style guidelines.

Please follow the reference formatting in these examples:

Coldron, J., & Smith, R. (1999). Active location in teachers' construction of their professional identities. Journal of Curriculum Studies, 31(6), 711-726.

Commeyras, M., Bisplinghoff, B.S., & Olson, J. (2003). Teachers as readers. Newark, DE:International Reading Association.

Connor, C.M., Morrison, F.J., & Petrella, J.N. (2004). Effective reading comprehension instruction:Examining child X instruction interactions. Journal of Educational Psychology, 96, 682–698.

Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children, Portsmouth, NH, Heinemann.

Guba, E.G., & Lincoln, Y.S. (1994). Competing paradigms in qualitative research, in: N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 105-117). Thousand Oaks: Sage.

Manuscripts are submitted for anonymous peer review to two members of the Language & Literacy Review Board.

Articles should not have been published elsewhere and will not be under consideration elsewhere while in the review process for Language & Literacy. If published, the author agrees not reprint the article in any form for one year. The author should have observed the Tri-Council Ethical Guidelines or appropriate institutional guidelines related to ethical conduct of research. For co-authored papers, please indicate which author will serve as the contact person.

Send inquiries about submissions to Editorial Assistant at lljourn@ualberta.ca