Publish with ROLE
We are committed to working closely with authors to develop publications. Our submissions model and editorial process support a collaborative relationship between editors and authors. We encourage teachers and researchers in the field to contact us with ideas and proposals.
In evaluating submissions, we will give special priority to work that
Authors are invited to submit brief proposals of 300-500 words to ROLE editor Michael Greer at role.gsole@gmail.com
Proposals should include a description of the topic and approach of your project and a short explanation of how the project fits with the mission and aims of ROLE. Proposals may also include, or be based on, conference slide presentations, teaching practices, models for course design and lesson design, or other work in progress. Our aim is to work with authors at an early stage to develop projects into complete drafts suitable for formal peer review.
We also encourage teachers and researchers to submit to one of our special sections.
Strategies
Section editor Collin Bjork <csbjork@umail.iu.edu>
As editors of the section called “Strategies,” we’d like to encourage you to submit your work to ROLE. This section will offer research that is a mix of both practice and theory. The articles in this section should have a theoretical basis or framework while simultaneously focusing on helping readers implement pedagogical practices within their own curriculum. We seek articles that not only thoroughly explore the teaching of online literacies, but that also make an explicit theoretical argument for various teaching practices, methodologies, or innovative curricula. Authors should consider this section as a place to present case studies, examining the efficacy of curriculum—in other words, authors should examine the effect of an entire curriculum rather than one assignment taught within the course. Other articles in this section may focus on administration, assisting administrators with programmatic changes and providing them with successful models for similar implementation at other universities. Articles that consider administrators as the audience should also focus on program-wide studies, training practices, and curricular changes.
Qualitative and quantitative studies (or mixed-method approaches) are welcome and encouraged; regardless of approach, the author’s methodology should be clear and accessible while serving as an effective framework for the study presented. Authors should include challenges they have experienced and recommendations for other teachers who would be trying to implement the curricula presented in the articles. Authors are also encouraged to include various materials, such as assignments, syllabi, and multimodal instructional tools (videos, podcasts, etc.) including links to other materials when applicable (student-created materials, such as e-portfolios, websites, multimodal projects, and so on). The design of the article should contribute to the meaning or argument presented in the text, serving as a metaphor for what is being discussed. While the submissions for this journal are digital, the word count for this section should be between 6,000-7500 words (or equivalent length for a multimodal text).
Technology Reviews
Section editor Rochelle Rodrigo <shelley.rodrigo@gmail.com>
ROLE seeks reviews of various digital media and applications that support literacy teaching and learning in digital environments. We desire reviews that focus on specific applications (e.g., Prezi), or even particular functions of specific applications (e.g., commenting feature in Google Docs). We also seek reviews that provide comparisons across a genre or family of applications (e.g., discussion boards in different LMSs). We ask that reviewers specifically focus on the teaching and learning of reading and writing, defined broadly. We invite a range of lengths and types of reviews, from short overviews of a new tool to more in depth reviews reflecting on pedagogy and other implications. If you plan to write a technology review, please visit our detailed guidelines.
Book Reviews
Section editor Diane Martinez <dlmartinez@email.wcu.edu>
ROLE book reviews focus on books associated with multiple literacies, most especially digital and critical literacies, as well as books on online teaching and learning. Individual book reviews will cover a wide range of online teaching and digital literacy titles. Contact Diane Martinez for book titles you would like to see reviewed or to ask to be considered as a reviewer.
In evaluating submissions, we will give special priority to work that
- Connects reading, writing, and digital composing in a broad view of literacy and learning.
- Provides strategies and models to improve learning through a focus on accessibility, usability, and diversity.
- Is exploratory and multimodal in form--that is, work that both exemplifies and reflects on the theory and practice of multiple literacies and multimedia learning.
Authors are invited to submit brief proposals of 300-500 words to ROLE editor Michael Greer at role.gsole@gmail.com
Proposals should include a description of the topic and approach of your project and a short explanation of how the project fits with the mission and aims of ROLE. Proposals may also include, or be based on, conference slide presentations, teaching practices, models for course design and lesson design, or other work in progress. Our aim is to work with authors at an early stage to develop projects into complete drafts suitable for formal peer review.
We also encourage teachers and researchers to submit to one of our special sections.
Strategies
Section editor Collin Bjork <csbjork@umail.iu.edu>
As editors of the section called “Strategies,” we’d like to encourage you to submit your work to ROLE. This section will offer research that is a mix of both practice and theory. The articles in this section should have a theoretical basis or framework while simultaneously focusing on helping readers implement pedagogical practices within their own curriculum. We seek articles that not only thoroughly explore the teaching of online literacies, but that also make an explicit theoretical argument for various teaching practices, methodologies, or innovative curricula. Authors should consider this section as a place to present case studies, examining the efficacy of curriculum—in other words, authors should examine the effect of an entire curriculum rather than one assignment taught within the course. Other articles in this section may focus on administration, assisting administrators with programmatic changes and providing them with successful models for similar implementation at other universities. Articles that consider administrators as the audience should also focus on program-wide studies, training practices, and curricular changes.
Qualitative and quantitative studies (or mixed-method approaches) are welcome and encouraged; regardless of approach, the author’s methodology should be clear and accessible while serving as an effective framework for the study presented. Authors should include challenges they have experienced and recommendations for other teachers who would be trying to implement the curricula presented in the articles. Authors are also encouraged to include various materials, such as assignments, syllabi, and multimodal instructional tools (videos, podcasts, etc.) including links to other materials when applicable (student-created materials, such as e-portfolios, websites, multimodal projects, and so on). The design of the article should contribute to the meaning or argument presented in the text, serving as a metaphor for what is being discussed. While the submissions for this journal are digital, the word count for this section should be between 6,000-7500 words (or equivalent length for a multimodal text).
Technology Reviews
Section editor Rochelle Rodrigo <shelley.rodrigo@gmail.com>
ROLE seeks reviews of various digital media and applications that support literacy teaching and learning in digital environments. We desire reviews that focus on specific applications (e.g., Prezi), or even particular functions of specific applications (e.g., commenting feature in Google Docs). We also seek reviews that provide comparisons across a genre or family of applications (e.g., discussion boards in different LMSs). We ask that reviewers specifically focus on the teaching and learning of reading and writing, defined broadly. We invite a range of lengths and types of reviews, from short overviews of a new tool to more in depth reviews reflecting on pedagogy and other implications. If you plan to write a technology review, please visit our detailed guidelines.
Book Reviews
Section editor Diane Martinez <dlmartinez@email.wcu.edu>
ROLE book reviews focus on books associated with multiple literacies, most especially digital and critical literacies, as well as books on online teaching and learning. Individual book reviews will cover a wide range of online teaching and digital literacy titles. Contact Diane Martinez for book titles you would like to see reviewed or to ask to be considered as a reviewer.