Call for submissions for International Journal of Teaching and Learning in Higher Education

For interested faculty: a call for submissions…

International Journal of Teaching and Learning in Higher Education

http://www.isetl.org/ijtlhe/

Special Issue

New Technologies and New Approaches in Higher Education Pedagogy

Guest Editor: Krista P. Terry

Radford University; kpterry@radford.edu

As emerging technologies begin to dissolve boundaries between time, place and space, educators find themselves searching for methods to understand the attributes and functions of these new media technologies in order to leverage them toward enhancing the teaching and learning process. Mobile learning devices have facilitated ubiquitous learning environments that transcend the traditional classroom boundaries while personal broadcasting and social computing technologies have harnessed the power of individuals to create and collaborate through computer mediated environments. The evolution of these technologies provides educators with both challenges and opportunities to create rich and engaging learning experiences for their learners.

This issue will focus on how best to match attributes and features of new technologies with instructional goals and objectives in order to communicate with and teach a generated of 'wired', multi-tasking, media-immersed students. Manuscripts in this issue should focus on (a) the research, theory and practice of designing effective learning environments that are focused on the integration of new media technologies, and/or (b) the application of new media technologies to higher education.

Potential topics may include, but should not be limited to:

* mobile learning, podcasts, cell phones and tablet computing
* social learning, folksonomies, networks, and communication tools
* virtual worlds and gaming environments
* blogs, wikis and user-generated content

Specific Guidelines:

Finished manuscripts must be submitted by November 1, 2007. Please see the IJTLHE Submission Guidelines for detailed author guidelines and submission procedures. For further information or inquiry about this special issue, contact the Guest Editor: Krista P. Terry.

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PURPOSE OF JOURNAL

The International Journal of Teaching and Learning in Higher Education (ISSN 1812-9129) provides a forum for higher education faculty, staff, administrators, researchers, and students who are interested in improving post-secondary instruction. The IJTLHE provides broad coverage of higher education pedagogy across diverse content areas, educational institutions, and levels of instructional expertise. The specific emphasis of IJTLHE is dissemination of knowledge for improving higher education pedagogy. Electronic distribution of IJTLHE maximizes global availability.

All manuscripts submitted to IJTLHE should be in accord with the journal's purpose - to encourage the study, development, application, and evaluation of higher education pedagogy. All manuscripts are refereed (blind) using a peer-review process involving at least two reviewers. The acceptance rate of IJTLHE is approximately 25%.

TYPES OF MANUSCRIPTS

Research Articles: Research articles include 15-25 page manuscripts that are theoretical or empirical in nature. Research articles are to be well grounded in the relevant literature and present knowledge, methods, and insights relevant to higher education pedagogy. The broad scope of the journal and its diverse readership necessitates that research articles address issues that have a wide appeal and significance in higher education.

Instructional Articles: Instructional articles are 10-20 page manuscripts designed to explain and clarify innovative higher education teaching methods. Instructional articles, while grounded in the literature on higher education pedagogy, focus on the explanation of tentative, emerging, or alternative teaching methodologies, rather than the strict reporting of empirical data.

SUBMISSION PROCEDURE
All submissions to IJTLHE must be made online through the Online Submission utility. Prior to submitting a manuscript, please read carefully the Submission Guidelines. Do not send submissions by email or postal mail.

REVIEW PROCESS
Upon submission, all authors will receive an acknowledgement of receipt. Each manuscript will be blind reviewed by two members of the Review Board. The review process will take approximately 4-6 weeks. At the end of the four-week review process authors will be notified as to the status of their manuscripts.

Call for ACRL conference reports in Library Hi-Tech News

If you are going to the ACRL National Conference in Baltimore, March 29-April 1, 2007 we hope that you will please consider contributing to a conference report to be published in Library Hi-Tech News (LHTN) in the June 2007 issue. We are seeking coverage of specialized sessions, keynote addresses, poster sessions, the conference culture, and especially how libraries are introducing and employing new technologies and trying new things with different technology applications. We plan to stream different opinions and contributions and welcome different viewpoints on a theme or program that is already covered. We invite your participation and ask that you let us know if you plan to contribute a submission. The deadline is April 27, 2007. We look forward to hearing from you. Thank you for your consideration. This is a particularly good way for new librarians to get a byline!

Julia Gelfand
co-edcitor, LHTN
jgelfand@uci.edu
949-824-4971

Call for Chapter Authors: Practical Pedagogy for Library Instructors: 15 Strategies to Make Your Students Stand Up and Applaud

Call for Authors [please excuse the cross-posting]

Have an instructional approach that is getting applause from your Undergrads? Are students leaving the library saying “this is the best time I’ve ever had in the library?” Do faculty members comment that they are impressed with the instruction sessions you’ve provided to their students? Do you have time this summer to sit down and do some writing (and maybe earn a little extra credit for your CV in the process…)?

If you’ve answered “yes” to any of these questions, you might be just the person we are looking for.

Doug Cook and Ryan Sittler are working with ACRL to publish a book tentatively entitled - Practical Pedagogy for Library Instructors: 15 Strategies to Make Your Students Stand Up and Applaud. The book will be in two sections; we need 15 chapter authors for Part Two.

We want real librarians doing real things that work in the classroom. If you have an instructional approach that you believe is successful, please consider submitting a proposal. Pedagogy “happens” whether you are aware of it or not – all good ideas will be considered. We can help you match the appropriate pedagogy to your instructional strategy.

Please look at the following book outline. ++++KEEP READING+++ the instruction/information for submitting a proposal is at the end of this email.

The OUTLINE of the book is as follows:

Part One

Chapter One [Doug] - Overview of Pedagogy and Related Instructional Strategies.

This chapter provides an overview of the primary views of learning and instruction, in use today, with college students and adults – this includes Behavioral Theories, Cognitive Theories, and Constructivist Theories. This chapter will provide the framework for the book and will be used to organize Part Two. An overview, and a brief historical grounding, will be provided for each theory. All theories have different emphases and applications. As such, the primary emphases of each theory will be discussed along with the instructional strategies most strongly tied to each theory described.

[Email Doug for a more complete outline of Chapter One as we didn’t want to make this any longer.]

Chapter Two [Ryan] - Review of the Literature: Pedagogy and Instructional Strategies in Libraries.

This chapter will use the framework from Chapter One to review the books and articles produced by library instructors over the last 10-15 years. This chapter will comment on the primary instructional strategies described in the literature today.

Part Two

We need 15 authors for these chapters [5 for Behavioral, 5 for Cognitive, 5 for Constructive]

A. Behavioral

Brief Description - The primary concern is an identifiable change in behavior. Emphasis is on the instruction/presentation of information. The learning environment is important. Learners are listeners.

Potential Instructional Strategies

-Learning objectives

-Task Analysis

-Mastery learning

-Computer Assisted Instruction

-Self-management

-Information Literacy Standards

-Backward Curriculum Design

-Lesson planning based on objectives

-Other Strategies?

B. Cognitive

Brief Description – The primary concern is gaining knowledge. Behavior change follows knowledge gain. Learning is information processing. How information is learned is important. Students are active.

Potential Instructional Strategies

-Concept attainment

-Exposition

-Problem solving

-Discovery learning

-Meta-cognition [learning to learn]

-Learning styles

-Instructional Design [Gagne]

-Critical thinking skills

-Training and Development [Human Resources, Business]

-Other Strategies?

C. Constructive

Brief Description – The primary concern is becoming more able to participate in the community. The external world directs knowledge construction. All knowledge is contextual. How information is constructed is important. Students engage in active dialogue.

Potential Instructional Strategies

-Community of learners

-Inquiry learning

-Problem based learning

-Cognitive apprenticeships

-Critical pedagogy

-Feminist pedagogy

-Multi-literacies

-Adult Education/Andragogy

-Contract learning

-Other Strategies?

Your final chapter will include:

1. Explanation of one learning strategy – How does this fit into Part One/Chapter One. Define your instructional goals.

2. Why you chose this one strategy – your personal reasons.

3. Applications – Strategy is best for.

4. Case study or lesson plan – Your real-world application.

5. Personal reflection – tell us about the success you have had with this one strategy.

10-12 double-spaced manuscript pages [maximum]

Chicago style [http://www.chicagomanualofstyle.org/]

+++++KEEP READING++++++ +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Please email Doug [dr_library_guy@yahoo.com] AND Ryan [rlsittler@aol.com] if you are interested in writing a chapter.

Proposals should be submitted no later than Midnight, April 30, 2007.

Include the following in your message:

1. 1 paragraph explaining the potential chapter.

2. 1 paragraph describing lesson plan/case study which would use your proposed pedagogical strategy.

3. 1 paragraph regaling what you have written before. However first-time authors are welcome!

4. 1 Paragraph biography – tell us about you.

Timeline and Final Chapter Information

-June 1, 2007 – finalized list of authors/chapters

-September 1, 2007 – final chapters to Doug and Ryan

-January 15, 2007 – final edits to ACRL

-June 2008 – Book ready for ALA Annual debut

Dr. Doug Cook

Distance Librarian, Professor

Shippensburg University Library,

717-477-1123 ext. 3312