Welcome! The Minnesota English Journal Online is best navigated by clicking on the titles at the right, under RECENT POSTS (below the CATEGORIES), or by choosing specific categories and then looking for specific titles. By clicking on a specific category, readers will see all the articles grouped within that category. By clicking on a writer’s name, you will be directed to their article(s). A list of Contributor Bios (linked to their work) can be found on at the link on the top of this page.
Michael and Scott would like to thank all of the contributors for sharing their ideas and expertise in our profession. We have greatly enjoyed putting together this year’s MEJ Online. Enjoy the issue.
–Michael MacBride and Scott Hall, Co-editors
The Purpose of the MEJ Online
The MEJ Online represents a significant “make-over” of MCTE’s academic periodical, and we invite your direct participation as readers and as contributors. The new MEJ Online offers expansive and interactive features, both for readers and writers, improving communication, inclusiveness, and community connectedness.
Prior to April 2014, the MCTE published the MEJ once a year as a peer-reviewed collection of papers driven by pedagogy, theory, and research. After publication, each journal remained static, cemented in time, often relegated to the bookshelf. Writers rarely, if ever, received feedback, because readers were unable to participate in the discussion of topics broached by articles.
To keep pace with technology and the changing landscape of our professions, the MEJ Online must effectively mirror the needs and preferences of the organization and show prospective members of MCTE will have much to gain by reading, contributing to, and interacting with the MEJ Online.
Based upon the above discussions, we have decided upon the following priorities:
- Continue to peer-review longer, scholarly researched papers on theory and praxis; it is important for us to fulfill this service for the entire organization.
- Request teachers at all levels to share best practice and classroom narratives.
- Request teachers at all levels to share the means by which they assess their students’ progress, including interventions and strategies.
- Encourage short or long experiential articles on how to teach online effectively.
- Encourage short or long experiential articles on using technology to improve teaching, research, and writing.
- Encourage short or long experiential articles, driven or not by theory, on collaborative writing and collaborations among teachers.
- Encourage written efforts, short or long, by instructors (alone or in collaboration with others) engaged in the development of a culture of writing in their schools.
- Encourage opinion or issue-driven pieces of current interest to the profession.
To do any or all of these things effectively will require reciprocal communication between writers and readers. Therefore, every piece of writing in the MEJ Online will include a COMMENT FUNCTION. Our publication will be a LIVING JOURNAL—one that grows and is enriched by the comments it records. Each writer work will have a REAL AND LIVING AUDIENCE: one that expresses common interest in a piece, offers suggestions for its application, disagrees with its major premises while offering some emendations, and (perhaps most importantly) indicates that the piece has been downloaded, delivered to students, and used with results that can be measured and shared. These priorities cannot succeed without YOUR active engagement—whether by submitting work that you truly care about (whatever length and shape and subject) and by your determination to engage an interactive community of teachers of writing and language and literature.
Please refer to the “CALL FOR PAPERS” currently posted here and on the MCTE website. Do not hesitate to contact us should you need further information. Welcome to the new MEJ Online. It’s yours.