The Journal of Interactive Technology and Pedagogy
Jojo Karlin, CUNY Graduate Center
Stephen Klein, Digital Service Librarian, CUNY Graduate Center
Danica Savonick, CUNY Graduate Center
Teaching and Research with Archives
As an open-access journal comprised of educators, scholars, and librarians deeply committed to studying how knowledge is produced, preserved, and circulated, the Journal of Interactive Technology and Pedagogy is thrilled to announce a special themed issue on archives. Digital technologies have prompted renewed attention to archival research and teaching practices, creating new opportunities for engaging primary sources, while also raising ethical questions about how archives are created, organized, shared, accessed, and preserved.
For this themed issue, JITP seeks scholarly work exploring how archival technologies and methodologies influence teaching, learning, and research. How do scholars locate authoritative information and guarantee continued access in the current media landscape? How do we teach undergraduate students best methods for performing archival research and evaluating sources presented digitally? Other topics can include, but are not exclusive to:
- the use of digital technologies and techniques to facilitate archival research and construction
- pedagogies of archival research in the undergraduate classroom
- collaborations among faculty, archivists, and students
- explorations of access, equity, sustainability, integration, and preservation
- relationships among archives, institutions, and publics
- the ethics of archival research methods
- the place of archives (public, academic, digital)
- material intersections of administration, preservation, and dissemination
We invite and encourage both textual and multimedia (please see these guidelines) submissions employing interdisciplinary and creative approaches in the humanities, sciences, and social sciences. Besides scholarly papers, the submissions can consist of audio or visual presentations and interviews, dialogues, or conversations; creative/artistic works; manifestos; or other scholarly materials.
All work appearing in JITP is reviewed by the issue editors and independently by two scholars in the field who provide formative feedback to the author(s) during the review process. We practice signed, as opposed to blind, peer review. We intend that the journal itself—both in our process and in our digital product—serve as an opportunity to reveal, reflect on, and revise academic publication and classroom practices.
As a courtesy to our reviewers, we will not consider simultaneous submissions, but we will do our best to reply to you within three months of the submission deadline. The expected length for finished manuscripts is under 5,000 words. All work should be original and previously unpublished. Essays or presentations posted on a personal blog may be accepted, provided they are substantially revised; please contact us with any questions at email@example.com.
The submission deadline for full manuscripts is June 15, 2018. Please view our submission guidelines for information about submitting to the Journal.
JITP runs on two overlapping timescales, to accommodate both traditional and evolving models of peer review:
Issues operate on a measured pace, with block releases timed to allow for extensive peer review and revision before publication. Submissions to this section receive formative feedback from two members of our review board or editorial collective, and Issue Editors work with authors to bring accepted pieces to their fullest potential. The best submissions to this section will demonstrate sustained engagement with the relevant scholarship of teaching, learning, and technology, as well as a critical awareness of their own strengths and limitations. We currently plan to release two issues per year, with some themed issues and others drawn from the general submissions pool. For information on submitting to issues, please see our submission guidelines. Our Issue Editors can be contacted at firstname.lastname@example.org and our Managing Editor can be contacted at email@example.com.
Short Form Sections
Released continuously throughout the year, JITP’s Short Form sections (described below) operate on a publish-first-then-peer-review model, with corresponding editors curating submissions on a rolling basis.
Please note that our Short Form sections are published independently of our Issues. Submissions that do not conform to short forms prescriptions will not be reviewed.
- Assignments publishes syllabi, lesson plans, and assignments that highlight interactive technology and pedagogy, along with a short narrative reflection (suggested length of 800–1,200 words) on how well the assignment worked in practice. Links to a class website or online responses to the assignment would be ideal. Before submitting, please review our published Assignments pieces and include a brief statement (1-2 sentences) that explains why your submission is appropriate for this section. Questions about this section should be sent to firstname.lastname@example.org with “Assignment query” in the subject line.
- Blueprints features short recipes for digital teaching and research – series of replicable steps that can be shared among instructors and researchers. JITP invites digital scholars to submit innovative recipes or innovative applications of a standard recipe, and/or reflections about using such recipes (see The Programming Historian for reference). Before submitting, please review our published Blueprints pieces and include a brief statement (1-2 sentences) that explains why your submission is appropriate for this section. Please click here to read more about our Blueprints requirements.
- We invite Reviews of new and important texts in the field, as well as reports from noteworthy conferences and workshops relevant to the subjects of technology and pedagogy. If you have an idea for a review, or would like to hear about upcoming reviewing opportunities, please write to email@example.com with “Review query” in the subject line.
- Teaching Fails publishes ideas that fell flat—assignments that didn’t work out, readings, projects, or digital tools that none of your students understood. Tell us your story as a way of thinking through what went wrong. Fail better by helping others learn from your mistakes. The suggested length for a Teaching Fails submission is 800-1,200 words. Before submitting, please review our published Teaching Fails pieces and include a brief statement (1-2 sentences) that explains why your submission is appropriate for this section. Questions about this section should be sent to firstname.lastname@example.org with “Teaching Fail query” in the subject line.
- Tool Tips calls for examinations of a digital tool or a set of comparable tools that you have used in a class. We are most interested in pedagogical uses of tools for instruction, or tools used by students to accomplish academic work. The best submissions will address how smoothly the tool worked and detail its strengths and drawbacks. Links to online examples of the tool being utilized would be ideal. The suggested length for a Tool Tips submission is 800–1,200 words. Before submitting, please review our published Tool Tips pieces and include a brief statement (1-2 sentences) that explains why your submission is appropriate for this section. Submissions that do not adhere to our Short Forms section will be rejected. We do not accept product advertisements. Questions about this section should be sent to email@example.com with “Tool Tips query” in the subject line.
Please view our submission guidelines for information about submitting to the Journal. There are no Article processing charges (APC) or submission charges for any section of the Journal.
In compliance with BOAI, we allow users to ‘read, download, copy, distribute, print, search, or link to the full texts of these articles…or use them for any other lawful purpose.’ All content published with the Journal is licensed with a Creative Commons Attribution-Noncommercial-Sharealike 3.0 United States License.
Note: Open source, or at the very least, no-cost licensed projects are given preference. Furthermore, a disclosure revealing direct or associated involvement in a project is required.