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Communications in Information Literacy

By on March 6, 2013 in

 

Publication analysis

About the publication

Title: Communications in Information Literacy

ISSN: 1933-59541

Website: https://pdxscholar.library.pdx.edu/comminfolit/

Purpose, objective, or mission: Communications in Information Literacy (CIL) is “an independent, peer-reviewed journal devoted solely to the advancement of research, theory, and practice in the area of information literacy in higher education.”2

Target audience: The primary audience for research articles are “academic librarians and library educators.” The primary audience for Innovative Practices, the section for peer-reviewed case studies, are “academic librarians and other library personnel and educators who are engaged in information literacy instruction.” The primary audience for the Book Review section, are “librarians and other professionals (student support staff, administrators, course instructors, or others) in higher education, who are concerned with teaching and learning.”3

Publisher: Communications in Information Literacy4

Peer reviewed? Yes5

Type: Scholarly6

Medium: Online. “CIL is an open access journal in the truest sense; there are no article processing charges or other regressive fees associated with authorship or publication.”7

Content: The “Research Articles” section includes “peer-reviewed feature articles, which may be research-based or theoretical in nature. Literature review papers are generally discouraged, but those including in-depth investigation and noteworthy conclusions will be considered.” The “Innovative Practices” section presents “peer-reviewed case studies that report on innovative information literacy instruction practices that are relevant to higher education contexts.” The “Perspectives” section “consists of provocative and thoughtful essays on various aspects of information literacy in academic libraries.” The “Editorials” section includes “essays written by the editors as they pertain to the state of the journal or current events in the discipline,” and also includes “invited works and regularly contributed columns.”8

Frequency of publication: Semiannual9

About the publication’s submission guidelines

Location of submission guidelines: https://pdxscholar.library.pdx.edu/comminfolit/policies.html

Types of contributions accepted: “Manuscripts may be theoretical, research-based, critical, or have a practical focus.” “CIL does not accept simultaneously submitted or previously published manuscripts. However, CIL welcomes and encourages the submission of papers developed from professional presentations.” Unsolicited submissions for the “Research Articles” and “Innovative Practices” sections are accepted, however, it is recommended, though not necessary, that “prospective authors query the CIL editors before submitting their works.” Submissions to the “Perspectives” and “Editorials” sections are by invitation only.10

Submission and review process: Authors submit papers electronically. To facilitate the double blind review process, the author’s name and institutional affiliations are removed and replaced by bracketed placeholders. “The review process generally takes six to eight weeks to complete. Authors are notified promptly when a decision on their manuscript is made.”11

Editorial tone: Scholarly12

Style guide used: Manual of Style of the American Psychological Association (APA), 7th edition13

Conclusion: Evaluation of publication’s potential for LIS authors

Communications in Information Literacy is a well established research journal, having published its first issue in 2007. CIL provides a platform for scholars and practitioners to advance research, theory, and practice in the area of information literacy in higher education. Prospective authors must be interested in publishing original research and should be prepared for a rigorous review process.14

Audience analysis

About the publication’s readers

Publication circulation: Because CIL is an online, open access journal, articles are downloaded individually. As of 4/2/2021, the number of total full-text downloads for the past year was 37,293, and the number of full-text downloads for the top ten articles ranged from 1,098 to 3,926.”15

Audience location and language or cultural considerations: CIL is online and open access, its readership is international. The geographical location of article downloads are viewable via an interactive world map.16

Interest in the field of information literacy is expanding rapidly in the age of the Internet the ability to process and evaluate information in the central role information literacy plays in shaping our social and political world . social and political influence profound impact on our . Therefore, CIL will appeal to a broad audience of journalists,

As this is an international publication, all potential authors should avoid using certain jargon or cultural references that others may not be able to understand. The CIL editors advise writers, “As we are a journal of information literacy, we assume our readership already has familiarity with the concept of information literacy and its application in library science. Therefore, the manuscript does not need to treat the concept of information literacy as something novel for our readers, particularly in the Introduction or the Literature Review. Unless your institutional definition of information literacy varies significantly from that of the ACRL, there is no need to provide a perfunctory definition of information literacy for our readers.”17

Reader characteristics: Though specific reader demographics are not available, authors may assume that the journal’s readers are international and the majority are employed in libraries at higher education institutions.18

Knowledge of LIS subject matter: The primary readers of this publication are knowledgeable about library and information science issues. As noted above, readers have a clear understanding of information literacy and the issues surrounding the topic. It is likely that most readers have a firm grasp on technology, as this journal is only available online. As individuals interested in information literacy, readers probably work closely with electronic resources. It is clear that the audience of this publication values education and, above all, information literacy. They are interested in ensuring that communities have access to information and the ability to evaluate it adequately.19

Conclusion: Analysis of reader characteristics and their potential impact on authors

It is important to note that because this publication is open access, authors’ work can be viewed for free by anyone searching the Internet, which could be a potential benefit. However, as it has an academic and research emphasis, it is most likely that the audience will be limited to those interested in higher education with a strong background in information literacy. Prospective authors should also keep in mind the growing field of information literacy and recognize the opportunity for new studies in this field, especially those that would be of interest in academic and research libraries and applicable internationally.

“The primary audiences for articles in this section are academic librarians and library educators, but we encourage contributions from all academic disciplines and from institutional administrators.”

Last updated: In progress April 2021

References

Show 19 footnotes

  1.  Communications in Information Literacy, Ulrichsweb Global Serials Directory, accessed April 19, 2021, http://ulrichsweb.serialssolutions.com.libaccess.sjlibrary.org/title/1523471194802/634315 ↩
  2. “COMMINFOLIT About This Journal,” PDXScholar, accessed April 19, 2021, https://pdxscholar.library.pdx.edu/comminfolit/about.html ↩
  3. “COMMINFOLIT About This Journal,” PDXScholar, accessed April 19, 2021, https://pdxscholar.library.pdx.edu/comminfolit/about.html ↩
  4. Communications in Information Literacy, Ulrichsweb Global Serials Directory, accessed April 19, 2021,  http://ulrichsweb.serialssolutions.com.libaccess.sjlibrary.org/title/1406232401880/634315 ↩
  5. Communications in Information Literacy, Ulrichsweb Global Serials Directory, accessed April 19, 2021, http://ulrichsweb.serialssolutions.com.libaccess.sjlibrary.org/title/1406232401880/634315 ↩
  6. Communications in Information Literacy, Ulrichsweb Global Serials Directory, accessed April 19, 2021, http://ulrichsweb.serialssolutions.com.libaccess.sjlibrary.org/title/1406232401880/634315 ↩
  7. “COMMINFOLIT About This Journal,” PDXScholar, accessed April 19, 2021, https://pdxscholar.library.pdx.edu/comminfolit/about.html ↩
  8. “COMMINFOLIT About This Journal,” PDXScholar, accessed April 19, 2021, https://pdxscholar.library.pdx.edu/comminfolit/about.html ↩
  9. Communications in Information Literacy, Ulrichsweb Global Serials Directory, accessed April 19, 2021, http://ulrichsweb.serialssolutions.com.libaccess.sjlibrary.org/title/1406232401880/634315 ↩
  10. “COMMINFOLIT Author Guidelines,” PDXScholar, accessed April 19, 2021, https://pdxscholar.library.pdx.edu/comminfolit/policies.html ↩
  11. “COMMINFOLIT About This Journal,” PDXScholar, accessed April 19, 2021, https://pdxscholar.library.pdx.edu/comminfolit/about.html ↩
  12. Communications in Information Literacy, Ulrichsweb Global Serials Directory, accessed April 19, 2021, http://ulrichsweb.serialssolutions.com.libaccess.sjlibrary.org/title/1406232401880/634315 ↩
  13. “COMMINFOLIT Author Guidelines,” PDXScholar, accessed April 19, 2021, https://pdxscholar.library.pdx.edu/comminfolit/policies.html ↩
  14. “COMMINFOLIT About This Journal,” PDXScholar, accessed April 19, 2021, https://pdxscholar.library.pdx.edu/comminfolit/about.html ↩
  15. “COMMINFOLIT Most Popular Papers,” PDXScholar, accessed April 19, 2021, https://pdxscholar.library.pdx.edu/comminfolit/topdownloads.html ↩
  16. “COMMINFOLIT Journal Home,” PDXScholar, accessed April 19, 2021, https://pdxscholar.library.pdx.edu/comminfolit/ ↩
  17. “Submissions,” Communications in Information Literacy, accessed April 13, 2017, http://www.comminfolit.org/index.php?journal=cil&page=about&op=submissions#authorGuidelines ↩
  18. “Submissions,” Communications in Information Literacy, accessed April 13, 2017, http://www.comminfolit.org/index.php?journal=cil&page=about&op=submissions#authorGuidelines ↩
  19. “Submissions, Communications in Information Literacy, accessed April 13, 2017, http://www.comminfolit.org/index.php?journal=cil&page=about&op=submissions#authorGuidelines ↩
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Information and Learning Science

By on April 18, 2011 in

Publication analysis

About the publication

Title: Information and Learning Science (previously published as Library World and then New Library World and incorporating Asian Libraries)1

ISSN: 2398-5348 (Print) and 1758-6909 (Online)2

Website: http://www.emeraldgrouppublishing.com/products/journals/journals.htm?id=ils

Purpose, objective, or mission: “Information and Learning Science advances inter-disciplinary research that explores scholarly intersections shared within 2 key fields: information science and the learning sciences / education sciences. The journal provides a publication venue for work that strengthens our scholarly understanding of human inquiry and learning phenomena, especially as they relate to design and uses of information and e-learning systems innovations.”3

Target audience: The target audience is international in scope, including academics, information professionals, and librarians, along with researchers and teachers involved in the library and information community.

Publisher: Emerald Publishing.

Peer reviewed? Yes, double-blind peer review.4

Type: LIS scholarly journal.

Medium: Print and Online.

Content: “We invite research that builds upon and advances theories, methods, results, innovation designs, evidence bases and frameworks for action present across both information science, and the learning/education sciences scholarly domains. We especially welcome the submission of papers that directly address, explicate and discuss the inter-disciplinary boundaries and intersections present across these two fields, and that offer new conceptual, empirical and technological syntheses. Such investigations may include but are not limited to:

  • E-learning perspectives on searching, information-seeking, and information uses and practices engaged by a full diversity of youth, adults, elders and specialized populations, in varied contexts including leisure time activities; e-learning at work, in libraries, at school, home, during playtime, in health/wellness settings, etc.
  • Design and use of systems such as MOOCs, social media, learning management systems, search systems, information systems, and other technology design innovations that contribute to human inquiry, formal and informal learning, searching, information-seeking, information uses, knowledge building and sharing, and instruction;
  • HCI, socio-technical systems research, and materiality research perspectives on information and learning systems design; social learning ecologies; and creation and use of physical objects and settings that elicit human inquiry and learning;
  • Ethnographic; emancipatory; social justice-based; feminist; critical race theory; and post-structuralist research involving information, learning, equity, design;
  • Information, communication, and technology (ICT) considerations in computer supported collaborative learning (CSCL) contexts;
  • Innovations and e-learning solutions that address digital / information / media / data literacy and/or address the digital divide;
  • Innovations involving problem-, project-, and inquiry-based learning contexts and goods;
  • Learning analytics and/or data science perspectives on measurement and analysis of learning in information / search / e-learning systems;
  • Social and ethical issues in e-learning contexts such as design, measurement, and evaluation — such as privacy and security concerns around student confidentiality, data ownership and ethical data uses by researchers, teachers, institutions, etc.”5

Frequency of publication: Bimonthly (six times a year).

About the publication’s submission guidelines

Location of submission guidelines: Author Guidelines.

Types of contributions accepted: Information and Learning Science accepts articles in the following categories: research paper, viewpoint, technical paper, conceptual paper, case study, literature review, and general review (between 2,500 and 6,000 words). Structured abstracts must be submitted with all articles. The journal also publishes conference reports and book reviews.6

Submission and review process: Authors submit and track manuscripts on ScholarOne Manuscripts. The editor reviews submissions and sends appropriate manuscripts to two referees for double-blind review. Conference reports and book reviews are not peer reviewed.7

Editorial tone: The editorial tone is scholarly and academic.

Style guide used: Information and Learning Science uses Harvard Style and provides examples of references and citations.8

Conclusion: Evaluation of publication’s potential for LIS authors

Information and Learning Science is multidisciplinary and international in scope. It publishes many different types of high-quality articles on a broad range of LIS topics. Further, the journal takes account of “social, cultural, economic, ergonomic, ethical and sectoral issues,” which appeals to LIS authors worldwide.9

Audience analysis

About the publication’s readers

Publication circulation: Not available.

Audience location and language or cultural considerations: Information and Learning Science is published in English in the United Kingdom; however, its audience is international. Editorial Advisory Board members are from all over the world, including the United Kingdom, the United States, Australia, Nigeria, Hong Kong, New Zealand, Canada, Germany, Sweden, Denmark, the Netherlands, Hungary,  Greece, and the United Arab Emirates.10

Reader characteristics: Due to the journal’s international reach, Information and Learning Science attracts readers from the LIS professional spectrum, including teachers, librarians, researchers, and students, from a variety of library types and information settings, who are interested in understanding LIS practices from around the world.

Knowledge of LIS subject matter: The average reader of Information and Learning Science has a broad understanding of LIS subject matters and issues and an understanding of library jargon.

Conclusion: Analysis of reader characteristics and their potential impact on authors

Because the readership is international, published articles should have a broad level of interest and be applicable to LIS professionals and academics from all over the world. Information and Learning Science is a scholarly journal with a large number of academics in its audience; the articles they would be most interested in would be those based on original and novel scholarship and research.

Last updated: April 14, 2018

References

Show 10 footnotes

  1. “Journal History,” Information and Learning Science, accessed February 7, 2018, http://www.emeraldgrouppublishing.com/products/journals/journals.htm?id=ils. ↩
  2.  Information and Learning Science, Ulrichsweb Global Serials Directory, accessed http://ulrichsweb.serialssolutions.com.libaccess.sjlibrary.org/search/901530879 ↩
  3. “Aims & Scope,” Information and Learning Science, accessed February 7, 2018, http://www.emeraldgrouppublishing.com/products/journals/journals.htm?id=ils. ↩
  4. “Author Guidelines,” Information and Learning Science, accessed February 7, 2018, http://www.emeraldgrouppublishing.com/products/journals/author_guidelines.htm?id=ils. ↩
  5. “Aims & Scope.” ↩
  6. “Author Guidelines.” ↩
  7. “Author Guidelines.” ↩
  8. “Author Guidelines.” ↩
  9. “Aims & Scope. ↩
  10. “Editorial Team,” Information and Learning Science, accessed February 7, 2018, http://emeraldgrouppublishing.com/products/journals/editorial_team.htm?id=ils. ↩
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