[Air-L] The Journal of Interactive Technology and Pedagogy Call for Submissions (Deadline June 30, 2020)

[Communication @JITP]

*The Journal of Interactive Technology and Pedagogy * *General Issue*
*with a Forum on Data and Computational Pedagogy *


*Issue Editors: Gregory Palermo (Northeastern University)*
*Brandon Walsh (University of Virginia Library)*



*Editorial Assistant: Kelly Hammond (CUNY Graduate Center) *

Call for submissions URL:
https://jitp.commons.gc.cuny.edu/call-for-submissions/

The *Journal of Interactive Technology and Pedagogy* (JITP) seeks scholarly
work at the intersection of technology with teaching, learning, and
research. We are interested in contributions that creatively take advantage
of the affordances of digital platforms and critique their limitations. We
invite both textual and multimedia submissions employing interdisciplinary
and innovative 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,
including work that addresses the labor and care considerations of academic
technology projects.

For this issue, we will accept both general submissions on any topic within
the field, and contributions destined for a subsection featuring
conversations on Data and Computational Pedagogy.

*Forum on Data and Computational Pedagogy*

As algorithms dynamically categorize, distribute, and elevate certain kinds
of information, and play an increasing role in shaping experiences of data,
how are we fostering students’ critical engagement with using and making
data? This featured section will showcase submissions addressing the
challenges and opportunities emerging from thinking about computation,
pedagogy, and data literacy together. How, when, and to what effect are
educators encouraging facility with the transformation and re-presentation
of data? How do educators and students grapple with issues of power and
agency when using data? What pedagogical interventions might help our
readers to think differently about data or computational literacy? How
might our understanding of data analysis as a transformative and literate
practice structure research on teaching? Pedagogical contributions that
draw upon related theoretical debates are more than welcome, such as those
in critical algorithm studies, data feminism and ethics, critical code
studies, science and technology studies, computational humanities, writing
analytics, algorithmic rhetoric, literacy studies, and information science.

To float ideas and proposals for this forum specifically, please contact us
at admin at jitpedagogy.org.

*Brief Guidelines for Submissions*

Research-based submissions should include discussions of approach, method,
and analysis, so as to provide a teachable model for future researchers.
When possible, research data should be made publicly available and
accessible via the Web and/or other digital mechanisms, a process that JITP
can and will support as necessary. Successes and interesting failures are
equally welcome. Submissions that focus on pedagogy should balance
theoretical frameworks with practical considerations of how new
technologies play out in both formal and informal educational settings.
Discipline-specific submissions should be written for non-specialists.

For further information on style and formatting, accessibility
requirements, and multimedia submissions, consult JITP’s accessibility
guidelines <https://jitp.commons.gc.cuny.edu/submit/#accessibility>, style
guide <https://jitp.commons.gc.cuny.edu/submit/#style-guide> and multimedia
submission guidelines
<https://jitp.commons.gc.cuny.edu/multimedia-submission-guidelines-and-best-practices/>
.

*Submission and Review Process*

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 anonymous or “blind,” peer review. We intend that the
journal itself—both in our process and in our digital product—serves 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
admin at jitpedagogy.org.



*Important Dates*

Submission deadline for full manuscripts is *June 30th, 2020*. Please view
our submission guidelines <https://jitp.commons.gc.cuny.edu/submit/> for
information about submitting to the Journal. The editorial team and the
JITP editorial collective want to offer any support we can to those facing
increased caregiving workloads. We seek to put our pedagogical and
collaborative mandate into practice by inviting constructive communication
with authors developing their work during this difficult period. If you are
unable to meet this deadline for whatever reason given COVID-19–related
disruptions, please email the editors at admin at jitpedagogy.org to discuss
an extension. *Optionally*, if you would like to receive feedback from the
editors on an abstract or paper proposal, please submit it to the editors
by *May 31st, 2020*.

This issue is slated for publication in December 2020.