Special Issue (Call for Papers)

Multimodality in L1 Education

Guest Editor:  Marco Magirius

The special issue brings together contributions on multimodal media, such as films, comics, picture books, literary computer games etc. with the following research question: How can the specifics of different media help to initiate aesthetic experiences for learners with different abilities and differences in prior knowledge? We welcome empirical studies with heterogeneous learning groups and differences between learners in terms of cultural backgrounds, genders, and comparisons between experts- and novice-readers/- viewers etc. A qualitative research paradigm is suggested, but not mandatory.

Your abstract (200-400 words) should describe the theme, research question, and, if possible, method(s), main results, and implications. Please send your abstract with the submission system at  by January 31, 2023. . Please use the “Subject Box” to indicate that your submission is designated to the special issue. All authors and co-authors must register on the platform.

Should you have any questions concerning the special issue or the submission process, please send an email to (and not to the generic L1 journal email address).


Special Issue (Closed) (forthcoming December 2023)

Modelling Processes of Comprehension, Aesthetic Experience, and Interpretation in Literary Conversations

Guest editor: Mark-Oliver Carl

The special issue brings together contributions from the 13th ARLE conference which widen the horizon of research on literary conversations beyond analyses of verbal interaction to include insights into the nexus between conversations and internal literary reception processes. The Special Issue begins with an introductory overview, then a systematic review of existing research focused on Scandinavia; it continues with theoretical contributions reflecting on the conceptual transfers and relations between models from different disciplinary backgrounds. There are also five contributions reporting about methodologically innovative empirical studies into different reception processes (comprehension, deep reading, aesthetic experiences, interpretation, ethical criticism) as well as different forms of conversation in different educational contexts (teacher questions, student-driven literary conversations, classroom debates, students’ reflections on peer reading protocols and EMME, teachers’ collegial talk, teacher professionalization measures) and potential implications for classroom communication about literature.


Special Issue (Closed):  (forthcoming January 2024)

The Qualities of Inquiry-Oriented Literature Education Practice: Results from a large-scale intervention study in Denmark.

Guest Editors: Nikolaj Elf and Thomas Illum Hansen

Following up on the 2019 L1 article by Hansen, Elf, Gissel and Steffensen entitled Designing and testing a new concept for inquiry-based literature teaching: Design Principles, development and adaptation of a large-scale intervention study in Denmark, this special issue presents quantitative and qualitative results from the KiDM study and discusses implications for ongoing and future research in a Nordic region and internationally. The special issue comprises first a brief introduction by Hansen & Elf to the background, design and future potentials of the KiDM project, and how we have further developed a theoretical understanding of quality literature education, and how the KiDM project has informed an ongoing Nordic comparative project on Quality Literature Education (QUALE) within the Nordforsk Center of Excellence Quality in Nordic Teaching (cf. Finally, we shortly introduce the five contributions and the Afterword.