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** Contributing Editors Needed **
We are currently looking for additional Contributing Editors for this newsletter.
Contributing Editors provide newsletter content and serve on the Advisory Board of the Learning Conference and the corresponding Journal.
For details, see: http://ijl.cgpublisher.com/diary/52

**Award Winner Announcement**
Congratulations to Dr Nancy A. Chicola, the winner of the International Award for Excellence in the Area of Literacy and Education.
Please see: http://ijl.cgpublisher.com/diary/49

**Call for Papers**
Writing and Legal Writing Teachers, Instructors, and Professors of Color and/or
Progressive Orientation Conference
16-17 May 2008
Howard University School of Law
Washington, D.C., USA
Please see: http://ijl.cgpublisher.com/diary/50

**Recent Publications**

Kumiko Aoki, Confucius vs. Socrates: The Impact of Educational Traditions of East and West in a Global Age
This paper discusses the conflicts between educational traditions in Asian (Eastern) countries and those in Western countries.
Please see: http://ijl.cgpublisher.com/product/pub.30/prod.1566

Crain Soudien, Then and Now: The Significance of the Legacy of June 16, 1976 for Youth Development in South Africa
This paper attempts to develop an analytic narrative for describing youth development, and the different trajectories it takes in South Africa, in a wider psycho-social frame.
Please see: http://ijl.cgpublisher.com/product/pub.30/prod.1559

**Learning Journal Volume 15 (2008)**
Paper submissions are open for Volume 15 of the Journal. The final deadline for submissions is 6th July 2008.
Please see: http://l08.cgpublisher.com/publish.html

**Complimentary Electronic Subscription Access**
There are now over 1800 published articles available. If you registered for the Fifteenth International Conference on Learning take advantage of your complimentary electronic subscription by logging in at www.Learning-Journal.com . You'll also be able to download the full issue in electronic format.

**Learning Journal Volume 14 (2007)**
The eleventh issue will be published shortly.

You can view the contents of other published issues at:
Issue 1 http://ijl.cgpublisher.com/product/pub.30/prod.1268
Issue 2 http://ijl.cgpublisher.com/product/pub.30/prod.1299
Issue 3 http://ijl.cgpublisher.com/product/pub.30/prod.1330
Issue 4 http://ijl.cgpublisher.com/product/pub.30/prod.1361
Issue 5 http://ijl.cgpublisher.com/product/pub.30/prod.1392
Issue 6 http://ijl.cgpublisher.com/product/pub.30/prod.1423
Issue 7 http://ijl.cgpublisher.com/product/pub.30/prod.1449
Issue 8 http://ijl.cgpublisher.com/product/pub.30/prod.1475
Issue 9 http://ijl.cgpublisher.com/product/pub.30/prod.1506
Issue 10 http://ijl.cgpublisher.com/product/pub.30/prod.1535

**Learning Symposium 2007**
For those who attended the e-Learning Symposium paper submissions are now closed. Submitted papers have been assigned to referees.
Please see: http://ijl.cgpublisher.com/diary/48

**Would you like to be an Associate Editor?**
All referees will be credited as Associate Editors for the volume of the Journal in which they have contributed.
Please see: http://ijl.cgpublisher.com/diary/51

**The Fifteenth International Conference on Learning**
Venue: University of Illinois, Chicago, USA
Dates: 3-6 June 2008
http://www.learningconference.com/

**Call for Papers**
The deadline for the next round in the Call for Papers is 8 May 2008.
Please see: http://l08.cgpublisher.com/proposal_entry_intro

**Accommodation Options**
Accommodations can be booked during the registration process in the registration area, however, if you have already registered you should email the Conference Secretariat with your booking request.
For information on room rates and to contact the Conference Secretariat, see:
http://l08.cgpublisher.com/accommodation_options.html

**Internet Access at James Stukel Towers**
If you wish to purchase internet access, please select the 'Internet Access' option on the online registration form when you register for the conference. (Note: Wireless internet access is available at the Student Center, which is approximately four blocks from Stukel Towers.)
Please see: http://l08.cgpublisher.com/accommodation_options.html

**Conference Dinner**
The Conference Dinner will be held in the "Greek Town" section of Chicago at the Parthenon Restaurant.
Please see: http://l08.cgpublisher.com/accommodation_options.html

**Conference Tours**
Join our guide for a private tour of the Jane Addams Hull House. This optional tour is complimentary, but numbers are limited, so please enroll if you'd like to attend.
Please see: http://l08.cgpublisher.com/accommodation_options.html

**Main Speakers**
Please see: http://l08.cgpublisher.com/main_speakers.html

The Learning Community Newsletter is intended to serve as a forum through which its recipients can communicate items of relevance to their colleagues and, in doing so, assist in the building of community around a shared interest in education and learning. Contributing Editors play a key role in the Newsletter by providing essential content, including information on conferences and symposia, fellowships, books by Learning Community members, opportunities to publish, and additional items of interest. The Contributing Editors are particularly well suited to this role because their disciplinary affiliation, professional networks and geographical location, among other things, often provide them with access to information that might be otherwise overlooked or inaccessible.

We are currently looking for additional Contributing Editors for the Learning Community Newsletter. We greatly appreciate the continued participation of Contributing Editor, Ernest O'Neil of Ministry of Education, Ethiopia. However we recognize that, given the size of the task, additional Editors are needed to significantly increase Newsletter content. We are looking for people who are professionally engaged and interested in the mission of the Newsletter, as well as able to commit to submitting at least one contribution per month.

In addition to assisting with the Newsletter, Contributing Editors serve on the International Advisory Board of the International Conference on Learning, www.Learning-Conference.com and its corresponding Journal, www.Learning-Journal.com. Advisory Board members provide suggestions on the themes of each year's Conference and Journal, as well as the overall intellectual direction. In return, Contributing Editors receive a complimentary registration to the Conference and subscription to the Journal.

Applicants should send a letter of interest and CV to Helen Agans at helen.agans@commongroundpublishing.com. Please note that because we are interested in the serving the diverse, and truly international, interests of the Learning Community, we hope to have a correspondingly diverse applicant pool. Once we have received and reviewed all applications, e-mail notifications will be sent to all applicants notifying them of the final decision.

All referees will be credited as Associate Editors for the volume of the Journal in which they have contributed (although, of course, the particular papers they refereed will not be identified). If you would like to referee papers please email cg-support@commongroundpublishing.com and provide a short resume and research interests and if we have any appropriate papers we will contact you.

Writing and Legal Writing Teachers, Instructors, and Professors of Color and/or Progressive Orientation Conference (WLWTIPCPOC), Howard University School of Law, 16-17 May 2008 http://www.law.howard.edu/writingconference

This conference is for any person who has an interest in and concern for teaching writing at any of its levels and in any of its forms, from early childhood to graduate and professional programs. The conference is particularly designed to bring together writing teachers of color, writing teachers who are progressively oriented, and writing teachers who teach a significant number of students of color.

The conference theme is: From Grammar School to Graduate and Law School: Building to Bridge the Achievement Gap. In addition to plenary sessions, the Conference will also include numerous works-in-progress and colloquium presentations. We would particularly like to invite you to respond to the Conference Call-for-Papers on the following topics:

• Teaching writing to students of color
• Writing and social change and engineering
• Building coalitions among faculty: grammar to graduate/professional schools
• "Literacy" in immigrant communities
• Literacy in urban communities
• other

Please e-mail Christi Cunningham at ccunningham@law.howard.edu if you have any questions or are interested in

1. presenting a paper on one of the topics listed above
2. presenting a work-in-progress
3. being a commentator for a work-in-progress
4. proposing a panel topic

The deadline for the next round in the call for papers (a title and short abstract) is March 1 2008. Some conference papers may be published in the Howard Law Journal.

We look forward to receiving your proposal and hope you will be able to join us in Washington, D.C. in May 2008.

We greatly appreciate the contributions of Ernest O’Neil. Ernest has served as Editor and currently serves as Contributing Editor of this Newsletter. We are looking for additional Contributing Editors who, like Ernest, will provide topical content for the monthly Newsletter. In addition to providing this content, Contributing Editors are automatically placed on the Advisory Board of the International Conference on Learning and the International Journal of Learning. They also receive a complimentary registration to the Learning Conference and a complimentary subscription to the Learning Journal. Please send a letter of interest and CV to Helen Agans at helen@commongroundpublishing.com

Congratulations to Dr Nancy A. Chicola, the winner of the International Award for Excellence in the area of literacy and education.

Dr Chicola’s paper, A View Beyond Tolerance: Teacher Candidate Experiences with Culturally Responsive Education, can be accessed in the online bookstore: http://ijl.cgpublisher.com/product/pub.30/prod.1497

Paper abstract: Teacher Candidates at Buffalo State College are often white middle class females who have few experiences with diverse populations. In an effort to facilitate learning of knowledge, skills, and dispositions that will help them go beyond teaching tolerance to becoming exemplary teachers in the diverse classrooms they will encounter as they enter the profession, the focus on cultural responsive teaching and multicultural education within the elementary social studies methods course has been expanded to include a rigorous reflective writing assignment. The CREED paper, electronic discussions, as well as class presentations address culturally responsive pedagogy (CRP) and multicultural education. This study was conducted to determine the perceived effectiveness of the new assignment and related class presentations and discussions in preparing teacher candidates for the actuality of teaching in diverse classrooms. Fifty teacher candidates engaged in a semester of study and reflection that culminated with the CREED writing assignment. Focus group discussions and perception surveys were implemented at the conclusion of each semester to determine perceptions of competency and needed course revisions related to CRP. The results revealed a discomfort among the participants when reflecting on their own biases, but a strong commitment to making the necessary changes in order to teach in a culturally responsive manner. Additionally, the teacher candidates acknowledged a need for more information and strategies as well as experiences in schools with diverse populations of students to become culturally responsive teachers who will be able to embrace diversity in their own future classrooms.

If you have read this paper and would like to make comments please add a review at http://ijl.cgpublisher.com/product/pub.30/prod.1497/addReview

International Award – List of Runners Up

• Realising the Educational Potential of Student Tours Zelma Bone and Geoff Watson http://ijl.cgpublisher.com/product/pub.30/prod.1476
• Storming the Academic Tower? Patriarchy at Work in UK University Education Helen Corr http://ijl.cgpublisher.com/product/pub.30/prod.1355
• Questioning and Expository Text Comprehension Thelma M. Gunn http://ijl.cgpublisher.com/product/pub.30/prod.1407
• The Underpinning Knowledge Bases of an Alternative Teacher Education Model Julie Kiggins http://ijl.cgpublisher.com/product/pub.30/prod.1292
• Elementary Pre-service Teachers' Motivation Towards Science Learning at an Australian University Barbara M Odgers http://ijl.cgpublisher.com/product/pub.30/prod.1333
• The Adequacy of African Language in Dispensing Modern Technological Cultures Solomon Olanrewaju Makinde http://ijl.cgpublisher.com/product/pub.30/prod.1393
• Pedagogical Implications of Asynchronous Online Discussion for the Training of Secondary School Teachers in a Multicultural and Non-native English Speaking Setting Brinda Oogarah-Pratap http://ijl.cgpublisher.com/product/pub.30/prod.1378
• Student Resistance to Radical Feminist Ideologies Juliet Perumal To be published in an upcoming issue
• C2E-Learning in Technical Education: E-Readiness of India Parminder Singh Reel and Kavita Burse http://ijl.cgpublisher.com/product/pub.30/prod.1523

www.Learning-Journal.com

Learning Journal Volume 15 (2008)

Paper submissions are open for Volume 15 of the Journal.

Submission guidelines can be found at http://l08.cgpublisher.com/publish.html You will first need to submit a conference proposal, please see details at http://l08.cgpublisher.com/proposal_entry_intro

Once you receive notification that your proposal has been accepted you will be able to upload your full paper for refereeing.

The deadline for submissions for pre-conference double-blind refereeing is 3rd March 2008. Refereeing for early submissions has already commenced.

Learning Journal Volume 14 (2007)

Refereeing of papers is finalised.

The Associate Editors listing for Volume 14 is now available at
http://ijl.cgpublisher.com/about.html#ae

There are nine published available at www.Learning-Journal.com.

You can view the contents and/or purchase the two new issues in print or electronic format at:
Issue 8 http://ijl.cgpublisher.com/product/pub.30/prod.1475
Issue 9 http://ijl.cgpublisher.com/product/pub.30/prod.1506

You can view the contents and/or purchase the entire issue in print or electronic format at:
Issue 1 http://ijl.cgpublisher.com/product/pub.30/prod.1268
Issue 2 http://ijl.cgpublisher.com/product/pub.30/prod.1299
Issue 3 http://ijl.cgpublisher.com/product/pub.30/prod.1330
Issue 4 http://ijl.cgpublisher.com/product/pub.30/prod.1361
Issue 5 http://ijl.cgpublisher.com/product/pub.30/prod.1392
Issue 6 http://ijl.cgpublisher.com/product/pub.30/prod.1423
Issue 7 http://ijl.cgpublisher.com/product/pub.30/prod.1449

You can also purchase individual papers in both print and electronic formats.

Learning Symposium 2007

For those who attended the e-Learning Symposium paper submissions are now closed.

Submitted papers have been assigned to referees. Authors were notified when their paper was assigned to referees. If you have been requested to referee could you please submit your report by the requested date. We appreciate the participation of all referees.

Conference News

The Fifteenth International Conference on Learning
Venue: University of Illinois, Chicago, USA
Date: 3-6 June 2008
http://www.Learning-Conference.com

Main Speakers Named
http://l08.cgpublisher.com/main_speakers.html

Juana M Sancho Gil is a professor in Educational Technology at the University of Barcelona, she is Co-Director of the Centre for the Study of Change in Culture and Education at the Scientific Park of Barcelona (www.cecace.org) and coordinator of the Quality Research Education, Training, Innovation and New Technologies (www.fint.doe.d5.ub.es/fint). She has participated and coordinated several European, international and local research projects related to educational innovation and change and the impact and use of ITC in education and acted as advisor on various research projects in European, Spanish and Latin American institutions. She has been visiting scholar at the Educational Technology Center of Harvard University and Invited Professor at the UNESCO Chair of "Distance Education" at the Universidade Federal de Minas Gerais (Brazil). She is co-director of the book series Repensar la educación (Rethinking education) published by Octaedro and circulated widely in Spain and Latin America. She has published a number of books and articles both nationally and internationally.

James R. Gavelek is an Associate Professor of Curriculum and Instruction at the University of Illinois at Chicago. Dr. Gavelek received his PhD from Washington State University. His scholarly interests focus on the role of language and other embodied semiotic processes in understanding the development of mind. He is especially interested in the implications of an integrated and embodied semiotics for rethinking teaching, learning and the school curriculum. Dr. Gavelek serves on the editorial boards of Reading Research Quarterly and the Yearbook of the National Reading Conference. He is the coordinator of the Ph.D. program in Literacy, Language, and Culture.

Dr. Susan R. Goldman's current research activities focus on the psychological processes involved in how people understand and learn from text, discourse, multimedia, and conversation (face to face and online). A second important focus of Dr. Goldman's research is on new assessment models that can inform decision-making during learning and instruction processes. The work on assessment is related to Dr. Goldman's interests in collaborating with educational practitioners on school-based educational reform efforts. In her current position at the University of Illinois at Chicago, she is co-directing the Center for the Study of Learning, Instruction, and Teacher Development. The Center provides a context for continuing work on teacher professional development and student learning and initiating work on teacher preparation. A key question in these activities is the role of electronic technologies in supporting teaching, learning, and assessment. She is also affiliated with the Cognitive Division of the Psychology Department and the Educational Psychology program in the College of Education.

Dr. Goldman is the current Chair of the Governing Board of the Society for Text and Discourse, an international, multidisciplinary group of scholars, researchers, and educators. Dr. Goldman is an active member of the American Educational Research Association where she has served as Vice-President for Division C:Learning and Instruction, and as the Program Chair for Division C. She also served as the chair person of the Special Interest Group Text, Technology, and LearningStrategies. Professor Goldman was a member of the AERA Committee on Government and Professional Liaison for a three year term. Dr.Goldman also serves on the editorial boards of a number of journals concerned with education, learning, or discourse.

Fernando Hernández is a professor in the Unit of Art Education at the Fine Arts Faculty of the University of Barcelona and coordinator of an Interuniversities Doctoral program on "Art Education: Teaching and Learning on Visual Arts", where several researcher projects are carried out on how primary and secondary students and teachers understand Art Education issues and notions, particularly those around Visual Culture. In this field he is the director of a post-graduate course on 'Studies on Visual Culture'. He is also a member the Quality Research Group Education, Training, Innovation and New Technologies (FINT-Formación, Innovación y Nuevas Tecnologías) http://fint.doe.d5.ub.es/fint; and codirector of the Centre for the Study of Change in Culture and Education http://www.cecace.org at the Scientific Park of the University of Barcelona. He is codirector of the book series Repensar la educación (Rethinking education) published by Octaedro and has published a good number of books and articles both nationally and internationally.

James W. Pellegrino is currently a Distinguished Professor in Psychology and Education and Co-Director of the Learning Sciences Research Institute at the University of Illinois at Chicago. His research and development interests focus on children's and adult's thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. He has written over 235 books, chapters and journal articles in the areas of cognition, instruction and assessment. Much of his current work is focused on analyses of complex learning and instructional environments, including those incorporating powerful information technology tools, with the goal of better understanding the nature of student learning and the conditions that enhance deep understanding. Increasingly his research and writing has focused on the role of cognitive theory and technology in educational reform and translating research results into implications for practitioners and policy makers. He has served as head of several National Academy of Science/National Research Council study committees, including the Study Committee for the Evaluation of the National and State Assessments of Educational Progress, co-chair of the Study Committee on Learning Research and Educational Practice, and co-chair of the Study Committee on the Foundations of Assessment. He chaired the NRC/NAS Panel on Research on Learning and Instruction for the Strategic Education Research Partnership and served as a member of the Study Committee on Test Design for K-12 Science Achievement. He is a lifetime National Associate of the National Academy of Sciences and a member of the Board on Testing and Assessment of the National Research Council. He was recently elected a member of the National Academy of Education.

Salim Vally is a Senior Researcher/Lecturer at the Education Policy Unit, School of Education, University of Witwatersrand in South Africa. He has studied at the universities of York and the Witwatersrand. He was employed at the Wits Education Policy Unit in 1995. Vally was a founding member of the South African Students Movement until its banning in 1977. In 1979 he left South Africa as a result of fierce repression by the erstwhile apartheid regime. He returned to South Africa to teach in township schools and spent eight years as a trade unionist in the then newly formed independent trade unions being a founding member of the Congress of South African Trade Unions.

He is the spokesperson of the Anti-War Coalition and the Palestine Solidarity Committee He serves on the boards of various non-governmental and professional organisations and is an active member of various social movements. Vally is also the co-ordinator of the Education Rights Project which works with communities in many townships and informal settlements around the country. He has published extensively in journals and books and is a regular commentator in the mass media. His research interests include the impact of globalisation on education, school violence, resistance and reproduction, curriculum developments, social movements and the academy and the nexus between poverty, social justice and education. Salim is also the recipient of the Visiting Scholar Award from the Institute for Social and Economic Research from the School of International and Public Affairs, University of Columbia. He belongs to a number of professional associations and editorial boards including the Editorial Advisory Board, Journal for Critical Education Policy Studies, University College, Northampton, the Centre for Civil Society, School of Development Studies, University of Kwazulu-Natal and the Community Law Centre, University of the Western Cape. He will be taking up a visiting professorship at his alma mater, York University, in September 2007.

Online Conversations

Please join us in the online conversations at: http://ijl.cgpublisher.com/diary. We encourage entries from a range of topics. Recent entries address a range of topics from educational leadership to ethics in research. Your comments are welcomed as well.

Creator Sites

All officially registered Learning Conference participants can make their own Creator Website. The first step is visiting the CGPublisher Creator page (http://www.cgpublisher.com/ui/about/for_creators.html). When you've logged in, you can proceed to develop a website to serve as private storage and collaborative space, and publicly display publications, biographical and contact information, weblog entries, and external links.