Teaching library: Journals

Teaching library

The US is better served with relevant journals, and – although a lot of the material is directed to specifically North American conditions – it is well worth dipping in College English and in the MLA publication Profession. Duke University Press now publishes an impressive new journal Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture which, once again, although addressed to the US context, contains much in the way of stimulating and suggestive articles and case studies. In some university libraries it is available electronically.

Nicole King and Ben Knights were the editors of a special UK edition of Pedagogy (Vol. 7 issue 3, Fall 2007). This contains a wide range of articles and shorter ‘from the classroom’ pieces concerning innovative practice in HE English teaching.

One way of grasping a whole way of thinking about the seminar is through reading a classic article by Colin Evans ‘Teaching the Humanities: Seminars as Metalogues’ (Studies in Higher Education 15.3 1990).

We strongly commend to your attention the journal Arts and Humanities in Higher Education which is published three times a year. Every issue is worth browsing, but articles specifically relevant to English subjects include:

2002 (1.1) Philip Smallwood, ‘”More Creative than Creation”: On the Idea of Criticism and the Student Critic’. 59-71.

2002 (1.1) Bill Hutchings and Karen O’Rourke, ‘Problem-Based Learning in Literary Studies’. 73-83.

2003 (2.1) Gillian J. Ballinger, ‘Bridging the Gap between A Level and Degree: Some observations on managing the transitional stage in the study of English Literature’. 99 – 109.

2004 (3.1) Keverne Smith, ‘School to University: An Investigation into the Experience of First-Year Students of English at British Universities’. 81 – 93.

2005 (4.2) Ben Knights, ‘Intelligence and Interrogation: The identity of the English student’. 33 – 52.

2005 (4.3) Ken Jones, Monica McLean, David Amigoni, and Margaret Kinsman, ‘Investigating the Production of University English in Mass Higher Education: Towards an alternative methodology’. 247 – 64.

2006 (5.1) Carol Atherton, ‘A-level English Literature and the Problem of Transition’. 65 – 76.

2006 (5.3)Andrew Green, ‘University Challenge: Dynamic subject knowledge, teaching and transition’. 275 – 90.

2007 (6.1) Benjamin Colbert, Rosie Miles, Francis Wilson, and Hilary Weeks, ‘Designing and Assessing Online Learning in English Literary Studies’. 74 – 89.

2007 (6.1) Michael R. Dressman, ‘The History of the English Language Course: A cross-disciplinary approach to the Humanities’. 107 – 13.

2008 (7.1) Phyllis Creme, ‘A Space for Academic Play: Student learning journals as transitional writing’. 49 – 64.

2008 (7.3) Randy Bass and Sherry Lee Linkon, ‘On the Evidence of Theory: Close reading as a disciplinary model for writing about teaching and learning’. 245 – 61.

2010 (9.2) Sally Mitchell, ‘Now you don’t see it; now you do: Writing made visible in the university’. 133 – 48.

2011 (10.1) articles by Michael Coventry, Diana Wallace, Samantha Pinto, and Ben Knights as referred to on Book page. 19 – 45.

The English Subject Centre magazine, WordPlay (previously the English Subject Centre Newsletter, carried short articles on teaching and learning matters and copies were distributed free to all English Departments.

The Cambridge Quarterly 40th anniversary issue was dedicated to teaching in university English (Vol. 34, no.3, 2005)

The Subject Centre has repeatedly drawn attention to ways in which forms of subject knowledge and expertise may illuminate matters of teaching and learning. (See for example the Pedagogic research pages of this website.) Thus, the Poetics and Linguistics Association journal, Language and Literature, has recently featured work on the pedagogy of linguistics and reciprocally on the potential for linguistic and stylistic approaches to generate pedagogic insight. See, for example:

Daniel Allington and Joan Swann, ‘Researching literary reading as social practice’. Language and Literature August 2009 18: 219-230.

Joan Swann and Daniel Allington, ‘Reading groups and the language of literary texts: a case study in social reading’. Language and Literature August 2009 18: 247-264.

Sara Whiteley, ‘Text World Theory, real readers and emotional responses to The Remains of the Day’. Language and Literature February 2011 20: 23-42.

In 2010 a special issue of Language and Literature(19.1 edited by Michael Burke) was devoted to ‘Pedagogical issues in stylistics’. And in 2011 a forthcoming issue (20.3, edited by Richard Steadman-Jones and Ben Knights) will be devoted to ‘Stylistic analysis and pedagogic research’.

For ease of reference, most of the journals mentioned above are listed below:

Journals which relate to teaching English

  • Arts and Humanities in Higher Education
    is a major new journal launched in June 2002 to serve the community of arts and humanities educators internationally, by publishing significant opinion and research into contemporary issues of teaching and learning within the domain.
  • Changing English
    is an established journal for English teachers at every level. The journal aims to encourage international dialogue between teachers and researchers and support teachers and schools on issues surrounding literacy and language. In particular, Changing English considers the future of English as a subject in the context of its history and the scope for development and change.
  • College English
    is the professional journal for the college scholar-teacher. CE publishes articles about literature, rhetoric-composition, critical theory, creative writing theory and pedagogy, linguistics, literacy, reading theory, pedagogy, and professional issues related to the teaching of English. Each issue also includes opinion pieces, review essays, and letters from readers.
  • Pedagogy
    is an innovative journal that aims to build a new discourse around teaching in English studies. Reversing the long history of marginalization of teaching and the scholarship produced around it, it offers a forum for critical reflection and spirited debate. The journal publishes articles by senior scholars as well as more junior members of the profession, featuring voices from many subdisciplines and institutions.
  • Critical quarterly
    is internationally renowned for its unique blend of literary criticism, cultural studies, poetry and fiction. The journal addresses the whole range of cultural forms so that discussions of, for example, cinema and television can appear alongside analyses of the accepted literary canon.
  • English in Education
    is NATE’s highly regarded journal, published three times a year. The journal is intended for all those professionally concerned with the learning and teaching of English and Drama in nursery, primary, secondary, further and higher education.
  • English Association publications
    The English Association’s work covers primary through to tertiary teaching. Their publications are available from their website.
  • Studies in Higher Education
    articles dealing with any aspect of higher education, approached from any perspective or discipline.
  • English Education
    is published by CEE, the Conference on English Education, and serves as a forum for discussion of issues related to (1) the nature of our discipline, especially as it spans all levels of instruction, and (2) the education and development of teachers of English at all levels.
  • Profession
    is a journal of opinion about and for the modern language profession.