"TRENDS AND INNOVATIONS IN THE FIELD OF LATINOS AND EDUCATION"

1. "TRENDS AND INNOVATIONS IN THE FIELD OF LATINOS AND EDUCATION" Dr. Enrique G. Murillo, Jr. California State University, San BernardinoMarch 7, 2007 Texas TechUniversity • Sponsored by Helen DeVitt Jones Lecturer Series

2. SOME KEY STARTING POINTS OF GENERAL AWARENESS: • 1. We inaugurated the new millennium, as the largest minority group in the U.S. • 2. As of 1998, our children, numerically, had already become the largest minority student demographic in U.S. public schools • 3. Our students, in general are the most under-educated major segment of the U.S. population, and are more than twice as likely to be undereducated than all groups combined • 4. Our students in particular, have the highest dropout (“pushout”) rate, score among the lowest on achievement tests, and have low college enrollment rates Context as Latinos

3. SOME KEY STARTING POINTS OF GENERAL AWARENESS: SOME KEY STARTING POINTS OF GENERAL AWARENESS: Note: The first number in each box represents females; the second, males. Source: U.S. Bureau of the Census (2000). The U.S. Educational Pipeline, by Race/Ethnicity and Gender, 2000.

4. SOME KEY STARTING POINTS OF GENERAL AWARENESS: SOME KEY STARTING POINTS OF GENERAL AWARENESS: Note: The first number in each box represents females; the second, males. Source: U.S. Bureau of the Census (2000). The U.S. Educational Pipeline, by Subgroup and Gender, 2000.

5. SOME KEY STARTING POINTS OF GENERAL AWARENESS: LATINO STUDENTS ATTEND SCHOOLS: • 1. With fewer resources, staffing and programs • 2. With a high mobility rate of both students and teachers • 3. That are located in communities with high poverty rates • 4. That are racially segregated (with academically segregated tracks) • 5. With less-qualified teachers • 6. With more and harsher discipline • 7. With lowered expectations for student achievement, and • 8. With mismatches between school and home culture Context as Educators

6. SOME KEY STARTING POINTS OF GENERAL AWARENESS: • 1. A consistent theme is that many people, including educators, policy-makers, advocates and activists, are often not fully aware of the educational research that currently exists or how it applies. • 2. Increasingly, there has been an emphasis on evidence-based practice in education. The most recent incarnation of this focus is "scientifically based research" (SBR), a phrase often associated with the No Child Left Behind (NCLB) Act of 2001. Context as Researchers and Scholars

7. What areas of children’s lives do we have any direct influence over? : Home Societal Economic Moral/Ethical Motivational Curricular / Instructional Cognitive Affective Mind/Heart HOW CAN WE TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME???

8. AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME, WE NEED TO: • Learn about the cultural histories, traits, backgrounds and diversity of and among Latinos

9. AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME, WE NEED TO: • Build teacher training programs that include a strong student-home culture component so teachers are not only sympathetic and sensitive to a different culture but also appreciative of students' backgrounds and willing to structure the school experience to be compatible with students

10. AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME, WE NEED TO: • Create qualified teachers that have specialized knowledge and skills in language acquisition, biliteracy, and cross-cultural learning

11. AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME, WE NEED TO: • Research the local community and its “social reception,” and the impact of this on the effectiveness of schools and the learning of children in classrooms

12. AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME, WE NEED TO: • Combat the deficit views of Latino students and parents; and understand that the incorporation of students' language, culture, and experiential knowledge should not conflict with teachers' responsibility for providing students with particular academic content knowledge and learning skills; and

13. AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME, WE NEED TO: • Create meaningful and trusting relationships with Latino parents and extended family

14. Q: How can we make research more relevant to practice? • Latino educators and researchers (as many in the general scholarly community) are involved in rethinking our roles and identities, our methods, texts and contexts. We grapple with ways to:– Better communicate findings– Engage in broader discourse with multiple communities– Insert ourselves into the larger dialogue about education– Be proactive and responsive– Write alternative texts– Use new methods • A key issue that relates to the question of method is the question of values. We often espouse a commitment to demonstrating the viability of truly alternative educational approaches.

15. Three Current Projects:A:B:The Handbook of Latinos and Education: Theory, Research and PracticeC:

16. Vision • JLE seeks to identify and stimulate more relevant research, practice, communication, and theory by providing a rich variety of information and fostering an outlet for sharing. The various manifestations of the diverse frameworks and topical areas typically range anywhere from--but aren't limited to--theoretical and empirical analyses, policy discussions, research reports, program recommendations, evaluation studies, finding and improving practical applications, carefully documenting the transition of theory into real-world practice, linking theory and research, new dissertation research, literature reviews, reflective discussions, cultural studies, and literary works.  

17. Vision • JLE is open to varying research methodologies and narrative models so as to encourage submissions from varied disciplines, areas, and fields. "Education" is defined in the broad cultural sense and not limited to just formal schooling. Particular attention is given to geographical equity to assure representation of all regions and "Latino" groups in the United States. Policies and practices promoting equity and social justice for linguistically and culturally diverse groups are particularly encouraged and welcomed for consideration. A range of formats for articles is encouraged, including research articles, essay reviews and interviews, practitioner and community perspectives, book and media reviews, and other forms of creative critical writing.

18. Editorial Scope • The Journal of Latinos and Education (JLE) provides a cross-, multi-, and interdisciplinary forum for scholars and writers from diverse disciplines who share a common interest in the analysis, discussion, critique, and dissemination of educational issues that impact Latinos. There are four broad arenas which encompass most issues of relevance:  (1) Policy, (2) Research, (3) Practice, and (4) Creative & Literary Works. • JLE encourages novel ways of thinking about the ongoing and emerging questions around the unifying thread of Latinos and education. The journal supports dialogical exchange--for researchers, practitioners, authors, and other stakeholders who are working to advance understanding at all levels and aspects--be it theoretical, conceptual, empirical, clinical, historical, methodological, and/or other in scope.

19. Creation out of Collaboration • The JLE was first conceived when a group of scholar/activists from CSU San Bernardino presented a symposium on the effects of California’s Proposition 227 at the American Educational Studies Association in 1999. During this conference, we conversed about, and proposed the collaborative creation of a new academic journal to specifically address issues surrounding the education, broadly defined, of Latinos in the U.S. • Upon return, the group that now included members of the Center for Equity in Education at CSUSB (now the Executive Council), met regularly over the course of a full year to design and create the JLE. In conducting a comprehensive document analysis and review of existing academic journals, it became evident that articles on Latinos and Education were being published sporadically, appearing singly, apart, or in isolated instances in highly specialized journals, or were simply absent. This situation is created by a combination of factors including but not limited to a lack of interest in these issues, high competition for public space, and /or lack of opportunity to publish.

20. Need and Niche What we learned from our Document Analysis: At the moment, there are still too few major publications on Latinos and Education. There are research reports currently published all over the place or in highly specialized books and journals. Further, there is no one comprehensive published review of theory, research and practice on the topic.  Despite some seminal publications, Latino issues remain often seen as limited in focus (academic colonialism).  Mainstream publications tend to consider Latino issues as peripheral to broader issues in the discipline.  Mainstream publications also tend to focus on nationally known "Latino" authors and look only to the work of a few to publish.

21. FEATURE ARTICLES: THEORY, RESEARCH, POLICY AND PRACTICEParental Motivation, Attitudes, Support and Commitment in a Southern Californian Two-Way Immersion Program Rosalie Giacchino-Baker and Bonnie PillerSocial, Cultural and Political Influences on the Development of an Educational Partnership James R. ValadezNegotiating Our Way through the Gates of Academe Michelle A. Holling and Amardo RodriguezIncreasing the College Preparedness of At-Risk Students Alberto F. Cabrera, Regina Deil-Amen, Radhika Prabhu, Patrick T. Terenzini, Chul Lee, and Robert E. Franklin, Jr.Worlds Together . . . Words Apart: An Assessment of the Effectiveness of Arts-BasedCurriculum for Second Language Learners Stephanie Urso Spina“Against the Grain: Confronting Hispanic Service Organizations in Times of Increasing Inequalities, 1930 and 2005”Linda HeidenreichMaestras, Mujeres y Mas: Creating Teacher Networks for Resistance and VoiceTheresa Montaño and Joyce BursteinAccountability by Assumption: Implications of Reform Agendas for Teacher PreparationSocorro G. Herrera and Kevin G. MurryAssimilation vs. Multiculturalism: Bilingual Education and the Latino ChallengeJulia Burdick-Will and Christina GómezA Tribute to Thomas P. Carter (1927 – 2001): Activist Scholar and Pioneer in Mexican American Education Richard R. ValenciaPensando en Cynthia y su hermana: Educational Implications of U.S./Mexico Transnationalism for Children Edmund T. Hamann, Víctor Zúñiga and Juan Sánchez García“If the student is good, let him fly”: Moral Support for College among Latino Immigrant ParentsSusan Auerbach Table of Contents VOLUME 5, 2006

22. ESSAYS AND INTERVIEWSBeing Seen/Being Heard: moving beyond visibility in the academy Robert J. TorresVOCES: COMMUNITY, PARENTS, TEACHERS AND STUDENTS“Como si le Falta un Brazo”: Latino Immigrant Parents and the Costs of Not Knowing English Jo Worthy A Latina Teacher’s Journal: Reflections on Language, Culture, Literacy, and Discourse Practices Mariana Souto-ManningBOOK AND MEDIA REVIEWSBook Review: Teaching Hispanic Children by Toni Griego Jones and Mary Lou Fuller Paul H. MatthewsGibson, M.A., Gándara, P., Koyama, J.P. (Eds.) (2004). School Connections: U.S. Mexican Youth, Peers, and School Achievement. New York: Teachers College Press. Mónica G. GarcíaRobert K. Ream. 2005. Uprooting Children: Mobility, Social Capital, and Mexican American Underachievement. New York: LFB Scholarly Publishing LLC. Gilberto Q. ConchasALTERNATIVE FORMATSLanguage Lessons Melisa CahnmannA Teacher’s Indispensable Qualities: A Freirean Perspective Douglas J. Simpson, Garrett H. Boroda, Betsy L. Bucy, Alan Burke, Walter L. Doue, Sharon L. Faber, Mary C. Fehr, Wesley A. Fryer, Gregory D. Gonzales, Chasidy J. Harp-Woods, Sarah McMahan, Suzanne M. Nesmith, Sherri A. Reynolds, Sandra E. Riegle, Jacqueline E. Romano, Ruby J. Willey, Saundra Wimberley, and Mijin Won Table of Contents VOLUME 5, 2006

23. Handbook of Latinos and Education: Theory, Research & Practice HLE shares the same vision and premise as JLE:However, the HLE will have the unique purpose and function of profiling the scope and terrain of this particular domain of academic inquiry. It will represent the most significant and potentially influential work in the field of Latinos and Education, in terms of its contributions to research, to professional practice, and to the emergence of related interdisciplinary studies and theory.

24. Need and Niche What we learned from our JLE experience: • Currently there is no one comprehensive published review of research and practice on the topic of Latinos and Education.  • The Journal of Latinos and Education has helped provide an important publication avenue for writers who seek to address Latino Educational issues.  • However, the intent of the HLE is to provide chapters that will be a comprehensive review of research and practice on the topic, and not a research report of a single study, as is commonplace for a journal such as the JLE.

25. Handbook of Latinos and Education: Theory, Research & Practice The length of the Handbook will be 600-900 printed pages (900 - 1200 manuscript pages) The volume will be divided into sections, each addressing a major theme in the field. Each section will have about 6-10 chapters. Each chapter will focus on a specific aspect within the section themeSection I:Theoretical and Methodological ApproachesSection II:Politics/PolicySection III:Language and CultureSection IV:Teaching and LearningSection V:Appendix of Resources

26. Handbook of Latinos and Education: Theory, Research & Practice A multi-stakeholder collaborative team:Editorial Board help us build a contents map, review chapter drafts, and identify the most pertinent resources for the appendix.  Consulting Editors work with specific authors and chapters (to comprehensively review key scholars, the array of conceptual, philosophical and methodological approaches, and the main programs of research and lines of thinking). Associate Editors and Section Editors work with the respective Section Teams, to hold the sections together conceptually and address any gaps in the knowledge base Advisory Board Chapter Authors Consulting Editors Section Editors Associate Editors Acquisitions, Production Manager and CopyEditors Editor

27. Handbook of Latinos and Education: Theory, Research & Practice One of the goals of HLE is to actively mentor the next generation of educational researchers, Latino or otherwise, working with our populations.Each Associate Editor (early career) is paired with a Section Editor (veteran scholar) whose reputation holds standing in the field. Both will serve as a dyad, but the weight of the management or oversight will rely mostly with the junior scholar of early career, while the veteran or mentor scholar will offer their experience and knowledge to better charter the terrain or mapping of the section’s focus. Additionally, a similar mentorship process is integrated with the respective chapter contributors to their section. That is, for as many chapters as possible, contributors will be asked to pair themselves in the similar early career/veteran scholar dyads.  Then, moreover, they are in turn paired with one or two additional Consulting Editors.This collaboration among chapter contributors, working together with the consulting editors, section editors, associate editors and together with the principal editor, serves to triangulate the content, validity, reliability and quality of the scholarship.

28. HLE Contents Map SECTION I: Theoretical and Methodological Approaches • Historical Foundations of Latino Education •  Reflexivity and Epistemology in Latino Educational Research •  Activist Research in Latino Education •  Latino Identities •  Borderlands Theories and Latino/Chicano Cultural Studies in Education •  Gender and Latina/Chicana Feminisms in Education •  Latino Critical Race Theory in Education •  Funds of Knowledge •  Social Capital Theory •  Transnational and Comparative Perspectives

29. HLE Contents Map SECTION II: Politics/Policy • New Latino Diaspora • Higher Education • Accountability and High Stakes Testing • Transnationalism/Globalization • Language Ideologies and Language Policy • Administration and Leadership • Race and Ethnicity • Faculty of Color in Academe • Quest for Social Justice

30. HLE Contents Map SECTION III: Language and Culture • Language • Language, Culture and Cognition • Language, Culture and Identity • Distributed Culture and Cognition • Biculturalism and Education • Bilingualism and Education • Dual Language Learning • Family and School Contexts • Immigration

31. HLE Contents Map SECTION IV: Teaching and Learning • Frameworks for Understanding the Schooling Experience of Latinos in K-12 Schools • Learning to Teach in Urban Schools Serving Culturally and Linguistically Diverse (Latino) Students • Teaching and Learning in an Era of Standards-Based Reform • Understanding the Impact of High Poverty on the Schooling Experiences of Latino Students • Language Policy and Implications for Classroom Practice • Focus on Educational Attainment and Student Achievement • Literacy and Biliteracy • Inquiry into the  Function of Private Schools in the Education of Latino Students • Non-Formal Schooling • Best Practices

32. HLE Contents Map SECTION V: Appendix of Resources  • Adult/Continuing Education:    (ESL/Civics Instruction, GED, Vocational Training, Extended Studies, Community Colleges, Career Training, Literacy, Funding Opportunities, and more) • Commercial Products:  (Software, Audio/Video Tapes, DVDs, Teaching Supplies/Aids, and more) • Demographics/Statistics:  (Census and Statistics Agencies, and more) • Events:   (Conferences, Society Meetings, Workshops/Seminars, Celebrations/Festivals, and more) • Government:   (Legislation, Policy, Leadership, Politics, and more) • Groups:  (Organizations, Agencies, Community Projects, Associations, Professional Societies, and more) • Higher Education:   (Colleges, Universities, Institutes, Centers, Degrees, Programs, Concentrations, Funding Opportunities, Academic Competitions, Awards, Mentorship, Internships, Training, and more) • Internet Tools/Technology:   (Sites, Webliographies, Clearinghouses, Portals, Digital/Virtual Libraries, Directories, and more) • Libraries/Galleries/Museums:   (Collections, Archives, Permanent Exhibitions, and more) • Non-Print Media:   (Television Programming, Recordings, Motion Pictures, Radio Programming, and more) • Parents and Teachers:   (Pre-K/Early Childhood, K-12, Funding Opportunities, and more) • Periodicals:   (Journals, Magazines, Newsletters, Newspapers, and more) • Publications:    (Articles, Special Journal Issues, Book/Media Reviews, Conference • Proceedings/Presentations, Reference Works, Encyclopedias, Bibliographies, Dictionaries, Books, Book Chapters, Literature, Monographs, Technical Papers/Research Reports, Dissertations/Theses/Scholarly Projects, ERIC Documents, and more)

33. Handbook of Latinos and Education: Theory, Research & Practice The Appendix of Resources will serve as a directory or guide for all those sharing a common interest in educational issues that impact Latinos and will be linked as part of the National Latino Education Network (NLEN).  The NLEN is a members-based electronic community currently sponsored by the Journal of Latinos and Education, made up of researchers, teaching professionals and educators, academics, scholars, administrators, independent writers and artists, policy and program specialists, students, parents, families, civic leaders, activists, and advocates.  The website (http://nlen.csusb.edu/) will provide online features, one of which is a Resource Guide/Clearinghouse that allows members to search and browse for resources, opportunities and activities in the Latino Educational community.  This online resource guide will be made available in printed form in the Handbook of Latinos and Education.  

34. Enroll Onlinehttp://nlen.csusb.edu Online Features and Benefits include:An Archive/Directory that allows members to search and network with other registered members (individuals, institutions, businesses, agencies and groups).A Resource Guide/Clearinghouse that allows members to search and browse for resources, opportunities and activities in the Latino Educational community.An online and email Newsletter that allows members to access the latest information, news, stories and research on Latinos and Education.An online, searchable Announcements Database that allows members to post and search for all announcements there, including fellowships, awards, employment opportunities, calls for papers and other collaborative opportunities.E-Mail Listserve informing members of Breaking News that require immediate attention and action.Programs and News broadcasted via video and audio broadband.Online Surveys, which can be publicly displayed, about opinions and strategies in dealing with the current educational crisis faced by Latinos. Join the NLEN

35. Para Los Niños El Fin - Gracias

36. Workshop on Publishing: “Academic Journals”Dr. Enrique G. Murillo, Jr.California State University, San BernardinoMarch 8, 2007Texas TechUniversity-Sponsored by Helen DeVitt JonesLecturer Series

37. Q1: What kinds of things can we find out by reading research publications? • Other research out there (references), reviews of available research • New terms • New questions to ask about a phenomenon • Methods for doing or replicating a study • Recommendations for practice & prescriptions for action • How notions are defined or operationalized

38. Q2: Are some forms of research better or more trustworthy than others? What types of preliminary questions might you ask? • Where is the research presented? • How much information do you have about the methods? • Who put out/funded the research? • How representative is the sample? • Why did the researcher(s) do the study? • Can the study be replicated? • Given what you already know, do the findings seem reasonable?

39. Q3: What are the Foundations of Trust? • The peer-review process. - Different for presentations than for journals. - “Blind” • Journal selectivity. - Acceptance rate, editorial board, are the reviewers active researchers, judgement of others. • Reputation of the author. - Although sometimes it is the reputation that gets them published in the first place. • Source of Funding. - Government source, or major philanthropic organization usually a trustworthy sign. • Sponsorship. -Research or Professional Organization usually a trustworthy sign.

40. Q4: What are the Sources of Credibility? “Research is a public act - investigator must relay a truthful account of whatever he or she conducted” • Where is research published:– Journals– Conference Proceedings– Monographs– Books– Internet • ***Peer reviewed journals: provide the most reliable source of quality control.The process of peer review is generally considered critical to establishing a reliable body of research and knowledge. Scholars can only be expert in a limited area ; they rely upon peer-reviewed journals to provide reliable and credible research which they can build upon for subsequent or related research. As a result, significant scandal ensues when an author is found to have falsified the research included in a published article, as many other scholars, and more generally the field of study itself, have relied upon that research. • Less reliable:– Foundations (not peer reviewed) – Businesses (lobby for legislation) – Polling (often confuse with research)

41. Q5: What is the typical Journal Submission Process? • In academia generally, submissions are unsolicited. Scholars submit their manuscript to any given journal on an open basis (unless a special thematic issue is planned where there are deadlines set for submission). • The Cover Letter is read/reviewed. This is to make sure the author(s) have both identified the section under which the submission applies, and stated that the manuscript represents results of original work, that the findings reported in the manuscript have not been published previously, and that the manuscript is not being simultaneously submitted elsewhere. • The editor (and associates) then determine whether or not to reject the submission outright. Most often this is on the grounds of not being appropriate to the subject or editorial scope of the given journal, or not written in the appropriate format/writing style or exhorberrant page length .

42. Q6: What is the typical Journal Review Process? • If the editors choose to consider the manuscript for possible publication, it is then subject to a blind peer-review process (by other scholars of the editor’s choosing). • There are typically at least two outside reviewers; a third reviewer may sometimes be asked if the two disagree and there are conflicting reviews. • The feedback and comments of these outside reviewers are used by the editors in the final determination of whether to accept or reject the manuscript. This same feedback is returned to the authors with either a letter of rejection, letter to revise and resubmit, or letter of acceptance. • If accepted, articles are then subject to further (and sometimes considerable) editing by the journal editors before publication. Because this can be a lengthy process, an accepted article will generally not appear in print until several months at the very least to a whole year or more, after its initial submission.

43. * Please return by: ------ This form is for your convenience. Conclusions can be reported by check mark, but your comments are particularly important. Feel free to add a sheet if needed.Date: ------ Manuscript #: ----- Manuscript Title: -----------------------------------------------------------Manuscript Submitted to Section (circle): Feature Articles     Essay Reviews & Interviews       Voces          Book & Media Reviews    Alternative FormatsReviewer: -------------------------------------------------------------------1. Recommend acceptance as is (also please check a, b or c).        a. Major contribution. b. Warrants publication. c. Acceptable to publish if space is plentiful.2. Recommend acceptance with reservation (please specify below).        a. Not exceptionally important and/or substantial b. Other 3. May be publishable with extensive revisions and further review.4. Recommend rejection. With extensive revisions would probably still be ofborderline quality (please check one or more of the following).     a. Topic unsuitable (suggest another journal?). b. Contributes nothing new.     c. Technically deficient (specify). d. Other References: 1. Adequate. 2. Inadequate (add any suggestions below).Format (APA), Style, Order and Elements, etc (if applicable, and acceptance recommended): 1. Well written, routine editing. 2. Needs considerable editing (please specify below). Comments (confidential): Comments (for author): JLE SAMPLE MANUSCRIPT REVIEW FORM

44. Para Los Niños El Fin - Gracias

45. Workshop on Publishing: “Academic Books”Dr. Enrique G. Murillo, Jr.California State University, San BernardinoMarch 8, 2007Texas TechUniversity-Sponsored by Helen DeVitt JonesLecturer Series

46. Q1: What about Books? Some realities: • Academic publishers dream of really profitable books. • One major reason why academic books get published at all is that many major university and research libraries will maintain standing orders to buy all or the majority the books from certain major publishers in particular fields. Since this represents a guaranteed market, the publishing companies can know exactly how big it is, and how long a prospective book they can afford to publish for that market, and make a profit. • Many such books will have a low reading circulation, remain at deep discount, or are tossed out by publishers. Many publishers don't even print more copies than they are sure will be taken by libraries and can potentially be out of print almost as soon as they are in print.

47. Q2: What are the Routes to a Marketable Book? “Generally, marketable books are by established authors with major reputations.” But there are other routes to a book contract, and understanding that marketability greatly influences the acceptance of your prospectus, will increase this likelihood. • Publishers know that there are large markets in education-related topics. • They also know that a book that can be used in college courses, even advanced graduate levels. • The first intelligible book in a new field or cross-disciplinary subfield. • One that has practical uses, like explaining methodology or reviewing and comparing lesser known but significant theories. • One that applies a new approach to some well-known and widespread problem or issues. • One that has policy implications. • Or, a book that applies and in part popularizes the work of a well-known theorist in some new area.

48. Q3: Where do I start? Academic publishers are always looking for good manuscripts. • It is not recommended to just send a manuscript to a publisher without prior discussions and negotiations. • In many cases, established reputable authors can get a book contract on the basis of a chapter outline and one or two sample chapters. • But new authors will likely not get a contract like this. Rather, just a letter of encouragement to submit the completed manuscript. • Acquisition editors hang out at professional conferences in the exhibit areas and they converse with scholars to keep current with what's going on. • Get your mentor or an established author you know, to introduce you to a publisher's representative. • Make a very, very sketchy suggestion of a possible topic you are writing about and drop in a few key buzzwords. • If they show any interest, get their business card, and follow up with a letter that contains a more detailed idea. Ask if they would like to see more before mailing your formal prospectus.

49. Manuscripts are reviewed similarly to journal articles, but often not as stringent and not always necessarily blind peer-review. • It is harder to know what reviewers it will be sent to, but their current authors are likely, and major publishers also have favorite academic advisors, often known as "series editors". • It may be easier to actually pitch a book with a series editor than with the actual publisher. • Same thing: pitch your ideas to a series editor at a professional conference. New series are usually looking for manuscripts. Q4: What is the typical Prospectus Review Process? “A successful first book makes you very welcome at that publisher for your second book. It may also make your work of interest to other publishers.”

50. Q5: How Do I Choose a Publisher? Choose your publisher carefully. • What matters to academic publishers is marketing. • You want a publisher who will exhibit your book at conferences, mail out announcements of it, include it in widely distributed general mailings, and even place it in bookstores. • The point is not to get rich, the royalties are very small on these books. The point is to get your book read and known by more people. • Some publishers are also easier to get along with in the editorial offices than others, but this changes with personnel and should not be a major consideration except in extreme cases. • Some publishers also take a very long time to produce a book; you wait your turn in a long list for publication. Marketability prospects move you up the waiting list. Big publishers are generally better for speed and marketing services than small ones, but small ones may give you more help and personal attention.