This publication contains journal essays and book chapters (from publications of the National Council of Teachers of English) which address trends and issues in elementary language arts education. The following articles appear in the publication's first section, "Writing and a Move to New Literacies": (1) "Sacred Cows: Questioning Assumptions in Elementary Writing Programs" (Brenda Power and Susan Ohanian); (2) "Learning To Write: Honoring Both Process and Product" (JoAnn Portalupi); (3) "Putting Ourselves on the Line" (Pat McClure and Linda Rief); and (4) "Understanding and Transforming the Meaning of Our Lives through Poetry, Biographies, and Songs" (Cecilia M. Espinosa and Karen J. Moore). Articles in the second section, "Critical Literacy," are: (5) "Critical Literacy: Teaching Reading, Writing, and Outrage" (excerpt) (Linda M. Christensen); (6) "Story Time as a Magical Act Open Only to the Initiated: What Some Children Don't Know about Power and May Not Find Out" (Karen Gallas); (7) "Leadership as Critical Practice: A Work-in-Progress" (Susan M. Church); and (8) "Literacy Education as a Site for Social Justice: What Do Our Practices Do?" (Barbara Comber and Helen Nixon). Articles in the third section, "Taking New Action," are: (9) "Columbine's Challenge: A Call To Pay Attention to Our Students" (Robin Stern); (10) "Becoming Proactive: The Quiet Revolution" (Cathy Fleischer, Kathleen Hayes-Parvin, and Julie A. King); (11) "Transformative Learning through a Study Group" (Elizabeth R. Saavedra); (12) "Rights, Respect, and Responsibility: Toward a Theory of Action in Two Bilingual (Spanish/English) Classrooms" (Beth Yeager, Irene Pattenaude, Maria E. Franquiz, and Louise B. Jennings); (13) "Exploring Critical Literacy: You Can Hear a Pin Drop" (Christine Leland, Jerome Harste, Anne Ociepka, Mitzi Lewison, and Vivian Vasquez); and (14) "Critical Literacy in a Fourth-Grade Classroom" (Maria Sweeney). (SR)