The Journal of Interactive Technology and Pedagogy
Re-viewing Digital Technologies and Art History
Kimon Keramidas, New York University and The Graduate Center, CUNY
Ellen Prokop, The Frick Art Reference Library
By raising awareness of the importance of integrating technology into intellectual work, The Journal of Interactive Technology and Pedagogy (JITP) promotes fluency in computational tools and analytical techniques and enhances our understanding of the role that new technologies play across different disciplines. This special issue focuses on digital art history (DAH), an emerging subfield of art history that considers how new technological tools have led to new strategies in teaching, research, conservation, and curation.
Interest in digital tools among art historians is uneven: while many have eagerly adopted new technologies and applied them to their research and teaching, others have been less willing to experiment with new methodologies and pedagogical practices. In an era of collaborative platforms and flipped classrooms, the PowerPoint lecture still holds sway. Surprisingly, for a professional field increasingly reliant on digital outreach and complex technological analysis, training and professional development often remains focused on survey-style classes and traditional curatorial practice. This issue aims to engage with these questions from a wide range of positions that explore how the digital has impacted the practice of art history as well as examine how DAH can improve current understanding of our shared visual and material culture.
We welcome submissions from authors across the academic spectrum, both within traditional art history departments and without, as well as curators, conservators, educators, and other art professionals. As always JITP encourages submissions in non-traditional publication formats. For this issue in particular we encourage innovative submissions that highlight the question of visuality and the digital. Possible topics include:
- fundamental shifts in the understanding of visual and material culture through the digital lens
- teaching visual culture literacy in K-12 curricula
- DAH in cultural heritage vs. the academy
- the impact of DAH on traditional art history curricula and career paths
- big data projects, data visualization, and digital scholarship in the study of visual culture
All work appearing in the Issues section of 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. Additionally, all submissions will be considered for our “Behind the Seams” feature, in which we publish dynamic representations of the revision and editorial processes, including reflections from the authorial and editorial participants.
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 firstname.lastname@example.org
Submission deadline for full manuscripts May 15th, 2017. 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.
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.
- The Teaching Fails section seeks moments of insight from ideas that fell flat—assignments that didn’t work out, readings that none of your students understood. Tell us your story as a way of thinking through what went wrong. Help others learn to fail better. Questions about this section should be sent to email@example.com with “Teaching Fail query” in the subject line.
- Tool Tips calls for reviews of an IT tool or a set of comparable tools that you have used in a class. 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 reviews is 500–1,000 words. Questions about this section should be sent to firstname.lastname@example.org with “Tool Tips query” in the subject line.
- We also welcome Assignments or syllabi highlighting interactive technology or pedagogy, along with a short narrative reflection (roughly 400–1,000 words) on how well the assignment or course plan worked in practice. Links to a class website or online responses to the assignment would be ideal. Questions about this section should be sent to email@example.com with “Assignment query” in the subject line.
- Blueprints The Journal of Interactive Technology and Pedagogy’s newest section, BluePrints, features (innovative) recipes or (innovative) applications of a standard recipe for digital teaching and research that can be shared among instructors and researchers. Blueprints are procedural step-by-step instructions explicitly guiding and enabling the reader to replicate and or derive a similar project from the instructions given. JITP invites digital scholars to submit short recipes with reflections about using recipes. Note: Recipes do not need to be original, but your submission reflects original application of the recipe. Read more.
- Finally, 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 firstname.lastname@example.org with “Review query” in the subject line.
Please view our submission guidelines for information about submitting to the Journal.
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.