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. Our peer review process is collaborative and aimed not at intellectual gatekeeping but at helping writers and scholars develop their work.

The articles we advance for review
: make big claims, ask hard questions, and provoke discussion;
: revise traditional notions of scholarship by disrupting convention, reimagining form, using a style accessible to a broad audience, and perforating the boundaries of disciplines and institutions;
: forego traditional 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 go beyond mere explication of teaching practices;
: engage critical pedagogy broadly-defined.

To submit your work:
1. Compose an article in a Google Doc. Most published pieces are between 1000 – 1500 words, but we are open to longer-form scholarship and encourage multimedia experimentation.
2. Submit the piece by completing our submission form. Set the document permissions so that anyone with the link can edit.
3. Within a few weeks, our Managing Editor will be in touch to discuss your submission.
4. If your article is advanced for review, you will be paired with two peer editors, whom you’ll interact with directly throughout the process until your article is ready for one final production review by a third editor.
5. All works published on Hybrid Pedagogy are open-access and licensed to the public under a Creative Commons license.



Other Ways 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. Participate in our regularly scheduled #digped chat on Twitter. Or search #digped for the archive of recent conversations about digital pedagogy.
4. Tweet relevant digital and pedagogical media from across the web to @hybridped.