Call for Chapter Proposals

Proposal Submission Deadline: Dec. 1, 2019
Virtual and Augmented Reality in English Language Arts Education
Editors: Clarice M. Moran, Ph.D. (Kennesaw State University)
and Mary Rice, Ph.D. (University of New Mexico)

Virtual realities are digital worlds that users can interact with. Augmented realities blend virtual
reality and real life. Virtual reality and augmented reality share a goal of immersing users in
content. For many, virtual reality or augmented reality are terms that conjure images from The
Matrix, where Keanu Reeves’ character Neo works to escape the Agents. Or, they may trigger
memories of the paralyzed soldier, Jake, lying in a pod, interacting virtually with the inhabitants
of Pandora in Avatar. These science fiction explorations imply that inhabiting other worlds with
only our minds is dystopic and are likely to lead to ruin. Contrary to these images, VR/AR
applications support civilization rather than destroying it. For example, VR/AR have been used
successfully in psychological rehabilitation; they have also been adopted as aids for
understanding the human body (Székely & Satava, 1999).

Fortunately, VR/AR are increasing in affordability and availability through mobile apps and
inexpensive devices. While educators in Science, Technology, Engineering and Mathematics
(STEM) fields have a growing reputation for exploring VR/AR’s potential for classroom learning
(Helsel, 1992), uses in English language arts (ELA) classrooms have been limited. Many ELA
teachers simply do not know how to incorporate VR/AR into the curriculum and they are
largely unaware of the potential of VR/AR tools for teaching literary works and supporting
writing instruction.

Objective of the Book
This book explores the use of VR/AR in secondary ELA classrooms. It will be written for
practitioners and other stakeholders who want to improve their understanding of the ways in
which VR/AR can motivate students and enhance the ELA curriculum. We seek chapters that
offer insights on current research and specific uses of VR/AR in its application to ELA.

Target Audience
Professionals and researchers working in the field of ELA education, including teachers, teacher
educators, researchers, librarians, administrators, and school policy stakeholders should want
to read this book. Chapters will provide insights and support those interested in introducing or
enhancing VR/AR platforms in the ELA classroom.

Recommended Topics
* Making curriculum with specific devices in the ELA classroom (e.g., Google Cardboard)
* Choosing and evaluating VR/AR mobile apps in ELA
* Supporting student engagement with ELA subject matter through VR/AR
*Using VR/AR for professional development and/or initial ELA teacher preparation
* Pairing VR/AR with literature experiences
* Supporting reading and writing process through VR/AR experiences
* Designing virtual field trips
*Promoting parent or community involvement in ELA topics with VR/AR
* Defining issues of access and/or connectivity with the use of VR/AR * Problematizing equity and social justice using VR/AR devices or resources
*Locating funding support and/or marshalling advocacy efforts for VR/AR use in ELA
*Pairing VR/AR with other types of online/digital learning in ELA.
* Leveraging VR/AR as support for special populations (e.g., English learners, students with disabilities) in ELA
* Highlighting specific projects, lesson plans, or applications of AR/VR in the ELA classroom, including those that are interdisciplinary, multi-disciplinary, or transdisciplinary.

Submission Procedure
Teachers, teacher educators, and researchers are invited to submit on or before Dec. 1, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of their proposed chapter. Authors will be notified by February 15, 2020, about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by May 30, 2020, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project. Note: There are no submission or acceptance fees for manuscripts submitted to this book publication. All manuscripts are accepted based on a double-blind peer review editorial process. All proposals should be submitted to and addressed to the editors (listed below).

This book is scheduled to be published by Lexington Books, an imprint of Rowman and Littlefield. Lexington Books publishes cutting-edge peer-reviewed monographs in the social sciences and humanities. Written by both emerging and established scholars, Lexington’s award-winning books include single-authored works, edited collections, and interdisciplinary works. See for their wide range of offerings. This publication is anticipated to be released in 2021.

Editorial Review Board
Darren Crovitz, Kennesaw State University
Jennifer Dail, Kennesaw State University
Nicole Damico, University of Central Florida
Troy Hicks, Central Michigan University
Ewa McGrail, Georgia State University
Amy Piotrowski, Utah State University
Katie Rybakova, Florida State University
Ryan Rish, University of Buffalo
Katie Rybakova, Florida State University
Lauren Zucker, Northern Highlands Regional High School, Allendale, NJ

Important Dates
December 1, 2019: Proposal Submission Deadline
February 15, 2020: Invitations for Full Chapter Submissions Sent to Potentials Authors
May 30, 2020: Full Chapter Submissions Due to Editors
July 30, 2020: Review Results Returned to Authors
August 15, 2020: Final Acceptance Notifications to Authors
August 30, 2020: Final Chapter Submissions to Editors

Inquiries can be forwarded to Clarice M. Moran, Ph.D. (Kennesaw State University) – Mary Rice, Ph.D. (University of New Mexico) –

Proposals should be submitted to

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