Journal of Communication Pedagogy
Call for Papers (Volume 6): Pedagogy of Renewal
Submission Deadline: March 1, 2022
Editor: Deanna D. Sellnow, University of Central Florida
Associate Editor: Renee Kaufmann, University of Kentucky
The Journal of Communication Pedagogy (JCP) is a peer-reviewed journal sponsored by the Central States Communication Association. The journal publishes only the highest quality articles that extend communication theory, research, and practice in meaningful ways. We seek manuscripts that focus on instructional communication research situated in a variety of contexts such as (but not limited to) health, business/industry, religious, risk/crisis, public relations, journalism, forensics, and nonprofits both within the borders of the United States and beyond them. We are particularly interested in the use of technology (including virtual reality and artificial intelligence) in instruction. We welcome manuscripts that focus on instructional communication research within the communication discipline and beyond it (e.g., education, agriculture, social work, legal studies, engineering and S.T.E.M., pharmacy, nursing, health sciences). In sum, we seek manuscripts that examine communication pedagogy as it occurs across subfields in the communication discipline, in disciplines throughout the academy, and in contexts beyond the walls of higher education.
Volume 6 focuses more specifically on the pedagogy of renewal. The pedagogy of renewal concerns how we--post-pandemic-lockdown--respond to and proactively lead research and practice within the rapidly changing landscape of teaching and learning. The global lock-down that occurred in 2020 resulted in a secondary crisis in education at all levels and across disciplines. The lockdown that forced educators, from those teaching preschool through those teaching college courses to swiftly shift to remote instruction whether or not we had any previous experience. Our students, too, were forced to shift to remote learning environments whether or not they had appropriate access to needed technological affordances. The fact that we did so with some success illustrates resilience on the part of administrators, teachers, students, and parents/caregivers. Our resilience allowed us to survive through the lock-down while keeping the classroom doors open so-to-speak. As we move through the recovery stage of crisis, we find ourselves at a crossroads. We can (a) try to go back to “business as usual,” which most of us realize is not possible or (b) seize this as an opportunity to transform our research agenda and teaching practices to something better than it was pre-pandemic. Thus, this volume is devoted to publishing research articles and pedagogical essays that focus on going forward by embracing a pedagogy of renewal. Whereas resilience speaks to making sense of and surviving the crisis event (which the education industry achieved), renewal is an opportunity to "fundamentally alter the form, structure, and direction" of standard day-to-day operations and practices (Weick, 1988, p. 78).
We seek three manuscript types:
Original Research Studies are theory based, methodologically sound, and data-driven empirical analyses of communication pedagogy as it occurs in any context including, but not limited to traditional face-to-face or online classrooms. We welcome all methods of scholarly inquiry. The discussion section must include (a) conclusions as they extend theory and research, (b) implications that inform instructional communication practices, and (c) suggestions for future research. Manuscripts should not exceed 8500 words, including title page, abstract, tables, notes, references, and appendices.
Reflective Essays are agenda-setting pieces focused on a thorny issue or problem inherent in communication pedagogy as it occurs in a particular context (e.g., health, business, risk, crisis, public relations, journalism, education) or in society that educators may need to address. Each essay must clearly identify the thorny issue or problem and suggest means by which to address it. Reflective essays may be written in first person and should not typically exceed 3000 words, including title, abstract, tables, notes, references, and appendices.
Best Practices describe best practices for training practitioners in the field to improve communication skills (e.g., listening, empathy, civil discourse, formal presentations in face-to-face and online environments, conflict management and resolution, teamwork, gender, intercultural, leadership) as applied directly to their professions. These professions may range from health (e.g., doctor-patient relational communication) to business (e.g., employer-employee communication, customer service) to education, among others. Manuscripts must be grounded in research, and include best practice tips for successful implementation based on experience/assessment. Best practice articles may be written in first person and should typically not exceed 3000 words, including title, abstract, tables, notes, references, and appendices.
Submission Guidelines: https://scholarworks.wmich.edu/jcp/
Journal of Communication Pedagogy (Volume 6)
Call for “Invited Forum” Abstracts: Pedagogy of Renewal
Submission Deadline: January 15, 2022
We invite titles and abstracts (max. 250 words) for the Invited Forum on Pedagogy of Renewal. We seek both reflective essays and best practices pieces that focus on the pedagogy of renewal:
how we--post-pandemic-lockdown--respond to and proactively lead research and practice within the rapidly changing landscape of teaching and learning.
Whether we like it or not, the forced changes we experienced in 2020 will never go back to “business as usual.” This forum is designed to envision what we can learn from that experience as an opportunity to improve what was “business as usual” pre-pandemic to what it could become if we think outside the boxes of traditional pedagogy to embrace a pedagogy of renewal. We seek manuscripts focused on what we need to research to inform what is not yet known about best practices in this pedagogy of renewal, as well as how we might use what we learned to improve pedagogies in all learning spaces (e.g., traditional and online classrooms, training and development, etc.).
For additional questions, contact: Deanna.Sellnow@ucf.edu
Submit titles and abstracts to: Deanna.Sellnow@ucf.edu [on or before January 15, 2022]