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Countdown to the DML Competition Winners' Showcase: Day 20 International Journal of Learning and Media

Volume 2, Issue 2-3 of the International Journal of Learning and Media (IJLM) is now available online, published under Creative Commons Attribution-Noncommercial-No Derivative Works. That means no institutional passwords, no journal requisition forms, no opaque library-vendor license, just click, read, and share. I wanted to highlight content from the recent volume, but the format of IJLM is so ambitious and compelling it deserves its own post.

Here's why:

1. Interactivity. For most online journals, interactive means hyperlinking. Full stop. IJLM goes well beyond that, with webinars, forums, and networking built into the site.

2. Multimedia. One section in particular, Knowing and Doing, was designed for publications that "exceed the boundaries of the printed page." Editors write that, "Contributors are encouraged to work with existing platforms such as Flickr, Diver, or YouTube or to develop written contributions supplemented by the inclusion of data sets, video clips, simulations, or other interactive elements. Video, graphic, or photo essays are also acceptable formats."

3. Interdiscplinary. We do better when we share information with other fields, regardless of the structures of scholarly publishing. So how refeshing to find a journal that is at heart interdisplinary.

From the IJLM site: The scope of the journal is broad and ambitious, and we intend to push beyond the confines of traditional disciplinary approaches. This includes the publication of work in non-traditional, media-rich formats that might embed still images, video, audio, or experiment with non-linear writing and/or other forms of interactivity. We envisage topics to include, but not be limited to:

  • shifting notions of literacy and participation
  • media and civic engagement
  • historical perspectives on media and learning
  • digital divides and participation gaps
  • identity, media, and learning
  • changing views of creativity and innovation
  • technologies of the imagination
  • media literacy and media education
  • representation, race, and ethnicity
  • designing learning environments
  • the political economy of media and education
  • social and cultural dimensions of media and learning
  • DIY and participatory media
  • children's culture and youth culture
  • new approaches to assessment
  • games and learning
  • generational conflicts and connections
  • theories of technology, learning, and culture
  • policy and regulatory issues
  • rethinking media production and consumption
  • media in the classroom
  • lifelong learning
  • media, play, and learning

David Buckingham, Tara McPherson, Ellen Seiter and former editor Katie Salen wrote the following about the aim of IJLM:

"The International Journal of Learning and Media (IJLM) provides a forum for scholars, researchers, and practitioners to examine the changing relationships between learning and media across a wide range of forms and settings. Our focus is particularly, but by no means exclusively, on young people, and we understand learning in broad terms to include informal and everyday contexts as well as institutions such as schools. We are especially interested in the broader social and cultural dimensions of these issues and in new and emerging media technologies, forms, and practices. We are particularly keen to promote international and intercultural exchange and dialogue in the field and encourage contributions from a variety of academic disciplines and perspectives, including papers from practitioners and policy-makers. Through scholarly articles, editorials, case studies, and an active online network, IJLM seeks to provide a premier forum for emerging interdisciplinary research and debate and to help shape the development of the field around the world. We publish contributions that address the theoretical, textual, historical, and sociological dimensions of media and learning, as well as the practical and political issues at stake. While retaining the peer review process of a traditional academic journal, we also provide opportunities for more topical and polemical writing, for visual and multimedia presentations, and for online dialogues. The journal is supported through the MacArthur Foundation's program on Digital Media and Learning. The journal builds on six "state of the art" volumes of research in the field published by The MIT Press early in 2008. All submissions will be evaluated based on originality, correctness, relevance, and readability."

There are many winners in the DML Competition cohorts who do research, either in relation to their award-winning projects, or as part of their own research interests. If and when they publish in IJLM, I look forward to linking directly to their work.



Countdown to the 2010 DML Competition Showcase features Where Are They Now? updates on the 2008, 2009, and 2010 winners. The 2010 DML Competition winners will showcase their projects at the Designing Learning Futures DML Conference on March 4, 2011 in Long Beach, California.

Visit our DML Countdown page to view more updates from featured projects.




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