CALL FOR PAPERS: The Next Digital Scholar Nearly all 50 states and the District of Columbia have

now officially adopted the Common Core State Standards (hereafter the Standards), a set of learning outcomes for K-12 schools designed to enhance students college and career readiness across a range of subjects, including English Language Arts (ELA). Particularly notable is the strong presence of both digital information literacy and writing in digital environments in the ELA Standards, a presence that exists across the K-12 level outcomes outlined in the Standards. The authors of the Standards themselves describe the desired student attribute of digital information literacy as the ability to use technology and digital media strategically and capably (7). In fact, proficiency in gathering, synthesizing, and evaluating digital resources as well as composing with them in digital spaces are integral to the Standards. At least five of the ten anchor Standards for writing, for example, address the role of reading, researching, and writing in digital environments. While the Standards have been widely adopted, it is clear that teachers and the school districts in which they work are not well prepared to help students achieve the Standards. To address this problem, The Next Digital Scholar will help librarians and K-12 English Language Arts teachers achieve and their administrators and districts assess the new Common Core Standards focused on reading, researching, and writing. Many of the resources currently available for K-12 librarians and ELA teachers work from the Standards to students. We believe the opposite approach must be engaged. Thus, this collection seeks to turn the Standards upside down by working largely from students and technologies to the Standards, letting students information behaviors drive curriculum and pedagogy. The Next Digital Scholar will suggest that the problem with the Standards is not the Standards in and of themselves. In fact, attention to locating, using, and referencing digital information is found throughout the Standards. Instead, we contend that the Standards must have a stronger sense of students existing digital research and writing behaviors and habits of mind if the Standards are going to be successfully achieved inside todays classrooms. Therefore, we are seeking essays to complete an edited collection on implementing and assessing the Standards. We seek essays that provide answers to the following, as well as other, questions: - What do the particular standards for reading, researching, and writing reveal about notions of literacy in a digital age? What priorities do they establish for us as K-12 teachers, English and English Education university faculty, administrators, librarians, and citizens? - How do the Framework for Success in Postsecondary Writing and the Information Literacy Standards for Higher Education help us understand the Standards? What might it mean to view the Standards through the lens of these other foundational documents? - What technology use and information behavior trends for K-12 students might we capitalize on for enacting and assessing these Standards? What trends might pose challenges? - What specific digital technologies allow for meeting the Standards? In what ways have you used them? In what ways could we use them in and/or outside of the classroom? - What emerging and future technologies offer the most potential for implementing and/or assessing the Standards? What new technologies do we need? We encourage potential contributors to consider the Standards themselves, practical strategies for enacting and evaluating them, and ways in which new digital technologies (might) shape the Standards and these processes. If you are interested in contributing to this collection, please send a 500-word abstract of your proposed essay by January 15, 2013 to Randall McClure at randallmcclure@gmail.com and James P. Purdy at purdyj@duq.edu. Queries are welcome!