The anonymized process by which a submitted manuscript is reviewed by a scholar with expertise in the subject matter of the manuscript, usually with a view to provide feedback and recommend the manuscript be accepted, revised and resubmitted, or rejected.
Published in Chapter:
Publishing as Pedagogy: Reflections on Innovating in the Ivory Tower
Lauren Halcomb-Smith (Royal Roads University, Canada), Alison Crump (Marianopolis College, Canada), and Mela Sarkar (McGill University, Canada)
Copyright: © 2020
|Pages: 26
DOI: 10.4018/978-1-7998-2943-0.ch004
Abstract
This chapter explores innovating in scholarly journal publishing through the lens of publishing as pedagogy, an approach where scholarly publishing practices are intentionally designed for learning. Scholarly publishing is described as a learning space with significant scope for innovating, with respect to both the scholarly publishing culture and its practices. Innovating in scholarly publishing is defined as a social, creative, disruptive, and intentional process. The critical intersections to innovating in scholarly publishing are considered and an example of what innovating in scholarly publishing can look like, in practice, is provided—by sharing personal reflections and experiences of conceptualizing, designing, and managing J-BILD, a scholarly journal. In exploring these intersections and the notion of innovating, an innovative model of publishing founded on the principles of open access, transparency, and collaboration is described. This chapter concludes with possibilities for future directions with respect to innovating in scholarly publishing.