Publication analysis
About the publication
Title: School Library Connection
ISSN: 2380-98411
Website: https://schoollibraryconnection.com
Purpose, objective, or mission: Per their site, “School Library Connection (SLC) is an extensive learning resource center for school library professionals. As the combined evolution of School Library Monthly and Library Media Connection magazines, SLC maintains their commitment to providing those in the school library field with practical insights and inspiration while also advancing the scope and mission of its predecessors.”2
Target audience: LIS professionals working in school libraries and educators.3
Publisher: Libraries Unlimited.4
Peer reviewed? No.5
Type: LIS professional news.6
Medium: Print and online.7
Content: Articles on “Organization & Management, Instructional Leadership, and Perspectives & Partners.” Reviews are also featured in a searchable database.8
Frequency of publication: Bimonthly (print); continuously (online.)9
About the publication’s submission guidelines
Location of submission guidelines: https://schoollibraryconnection.com/assets/documents/SchoolLibraryConnection_SubmissionGuidelines.pdf
Types of contributions accepted: Queries for proposed articles should be addressed to the appropriate editor found on their submissions page. Articles on day-to-day operations and best practices of school librarianship should be discussed with the Organization & Management editor. Articles on instructional practice should be discussed with the Instructional Leadership editor. Articles on school libraries in the broader context of education should be discussed with the Perspectives & Partners editor. Experienced and new writers are welcomed.10
Reviews are also accepted in the form of “concise descriptions and evaluations of the contents, quality, and curricular applications of books and other media available for school library purchase.”11
Submission and review process: Authors must send a query to the appropriate editor to develop their idea and article before submission. The final article must then be sent to that same editor.12 There is an editorial calendar available to guide author submissions.13 Articles are typically published four months after the article deadlines.14
All book and material reviews should be emailed to the reviews editor.15
Editorial tone: Informative and conversational.16
Style guide used: An in-house guide based on the Chicago Manual of Style, 16th Edition.17
Conclusion: Evaluation of publication’s potential for LIS authors
Excellent opportunity for LIS professionals involved with school libraries, with the ability to convey they first hand experiences with an active voice and in a clear, conversational style. Talented first-time authors are welcomed, so this would be a great place to start building a writing portfolio for a respected and widely-read publication. While not a peer-reviewed publication that would support tenure, work in this magazine reaches a very large audience and will increase the visibility of any contributing author.
Audience analysis
About the publication’s readers
Publication circulation: The print magazine has over 5,000 readers. The website reports an average of 4,250 visitors.18
Audience location and language or cultural considerations: The publication is based in North America, with a corresponding readership.19 Readers would be familiar with LIS jargon, gained through practice or education, and the issues facing school libraries. Given the practical focus of the publication, readers most likely approach their work with a positive attitude, interested in bettering themselves and the service they provide.20
Reader characteristics: Readers will have experience with libraries, especially school libraries, and the majority work directly with students.21 The 2019 editorial calendar indicates audience interest in OER, collection development, primary resources, collaborating with other school departments, makerspaces, cultural competence, and political literacy, all within the K-12 school library context.22
Knowledge of LIS subject matter: While a reader may have obtained their LIS knowledge through an undergraduate program for media specialists or through a LIS graduate program, depending on their position, it can be assumed all will have a clear understanding of the working of the school library and the responsibilities of the LIS professionals in K-12 libraries. Acronyms and terms common in education and school librarianship would be acceptable to use.23
Conclusion: Analysis of reader characteristics and their potential impact on authors
Readers of this publication expect articles that support their efforts to improve the LIS services they provide. They want information from colleagues about their successes and efforts they can replicate in their own libraries. To be successful writers will need to meet their collaborating editor’s expectations and submit articles written in an active voice, from personal experience or observation.
Last updated: July 5, 2019
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