Call for Participation:
Hybrid Pedagogy is an open-access journal that
: connects discussions of critical pedagogy, digital pedagogy, and online pedagogy;
: brings higher education teachers into conversation with K-12 teachers and the open education community;
: considers our personal and professional hybridity;
: disrupts distinctions between students, teachers, and learners;
: explores the relationship between pedagogy and scholarship;
: invites its audience to participate in (and be an integral part of) the peer review process;
: and thus interrogates (and makes transparent) academic publishing practices.
Hybrid Pedagogy offers a new academic publishing model influenced by digital culture. As a scholarly journal, we encourage participation in the composition and peer review of articles across disciplinary and professional boundaries. We use what we call “collaborative peer review,” in which members of the editorial collective engage directly with authors to revise and develop articles, followed by post-publication peer review. In lieu of a more traditional “call for submissions,” Hybrid Pedagogy requests authentic engagement with our community and its methods. We invite experimentation and improvisation.
Hybrid Pedagogy actively pushes the boundaries of what, how, and when academic work is published. We're open to anything related (even loosely) to digital and analog pedagogy, including but not limited to multimedia work, scholarly essays, anecdotal narratives, and practical tips. The articles we advance for review
: make big claims, ask hard questions, and provoke discussion;
: revise traditional notions of scholarship by disrupting conventions, reimagining form, and perforating the boundaries of disciplines and institutions;
: forego conventional citation methods in favor of more dynamic digital media citation practices;
: reference other work published in the journal, drawing connections and creating dynamic conversations;
: offer context and analysis that goes beyond mere explication of teaching practices;
: engage critical pedagogy broadly-defined.
To Participate:
1. Read the most recent articles featured on the home page. For more information on the project of the journal, start with Hybridity, pt. 2: What is Hybrid Pedagogy? and Hybridity, pt. 3: What Does Hybrid Pedagogy Do?.
2. Comment on the articles, which are meant to be the start to productive conversations and not static reservoirs. This is an integral component of our review process, letting authors see what questions and further thinking their articles generate.
3. Join or initiate discussion on our community Forum.
4. Participate in our regularly scheduled #digped chat on Twitter. Or search #digped for the archive of recent conversations about digital pedagogy.
5. Tweet relevant digital and pedagogical media from across the web to @hybridped.
6. Follow @hybridped, @jessifer, @allistelling, @rswharton, @slamteacher, and our contributing authors and editors. You can also find us on Facebook.
7. Visit our concordance of digital tools, which offers a growing annotated list of pedagogical tools discussed within the journal and/or recommended by contributors.
8. Share Hybrid Pedagogy content across your own personal learning networks.
9. Help support the work of the journal.
Follow @HybridPed
To Publish:
1. Participate on the pages of the journal, joining the conversation by engaging with other contributors.
2. Compose an article in a Google Doc with hyper-links built-in. Most published pieces are between 800 - 1200 words, but we are open to longer-form scholarship and encourage multimedia experimentation.
3. Share the Google Doc with hybridped@gmail.com. Fill out the submission form below including a link to the Google Doc.
4. Be prepared to engage with the community of readers who will respond to your work.
: connects discussions of critical pedagogy, digital pedagogy, and online pedagogy;
: brings higher education teachers into conversation with K-12 teachers and the open education community;
: considers our personal and professional hybridity;
: disrupts distinctions between students, teachers, and learners;
: explores the relationship between pedagogy and scholarship;
: invites its audience to participate in (and be an integral part of) the peer review process;
: and thus interrogates (and makes transparent) academic publishing practices.
Hybrid Pedagogy offers a new academic publishing model influenced by digital culture. As a scholarly journal, we encourage participation in the composition and peer review of articles across disciplinary and professional boundaries. We use what we call “collaborative peer review,” in which members of the editorial collective engage directly with authors to revise and develop articles, followed by post-publication peer review. In lieu of a more traditional “call for submissions,” Hybrid Pedagogy requests authentic engagement with our community and its methods. We invite experimentation and improvisation.
Hybrid Pedagogy actively pushes the boundaries of what, how, and when academic work is published. We're open to anything related (even loosely) to digital and analog pedagogy, including but not limited to multimedia work, scholarly essays, anecdotal narratives, and practical tips. The articles we advance for review
: make big claims, ask hard questions, and provoke discussion;
: revise traditional notions of scholarship by disrupting conventions, reimagining form, and perforating the boundaries of disciplines and institutions;
: forego conventional citation methods in favor of more dynamic digital media citation practices;
: reference other work published in the journal, drawing connections and creating dynamic conversations;
: offer context and analysis that goes beyond mere explication of teaching practices;
: engage critical pedagogy broadly-defined.
To Participate:
1. Read the most recent articles featured on the home page. For more information on the project of the journal, start with Hybridity, pt. 2: What is Hybrid Pedagogy? and Hybridity, pt. 3: What Does Hybrid Pedagogy Do?.
2. Comment on the articles, which are meant to be the start to productive conversations and not static reservoirs. This is an integral component of our review process, letting authors see what questions and further thinking their articles generate.
3. Join or initiate discussion on our community Forum.
4. Participate in our regularly scheduled #digped chat on Twitter. Or search #digped for the archive of recent conversations about digital pedagogy.
5. Tweet relevant digital and pedagogical media from across the web to @hybridped.
6. Follow @hybridped, @jessifer, @allistelling, @rswharton, @slamteacher, and our contributing authors and editors. You can also find us on Facebook.
7. Visit our concordance of digital tools, which offers a growing annotated list of pedagogical tools discussed within the journal and/or recommended by contributors.
8. Share Hybrid Pedagogy content across your own personal learning networks.
9. Help support the work of the journal.
Follow @HybridPed
To Publish:
1. Participate on the pages of the journal, joining the conversation by engaging with other contributors.
2. Compose an article in a Google Doc with hyper-links built-in. Most published pieces are between 800 - 1200 words, but we are open to longer-form scholarship and encourage multimedia experimentation.
3. Share the Google Doc with hybridped@gmail.com. Fill out the submission form below including a link to the Google Doc.
4. Be prepared to engage with the community of readers who will respond to your work.