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Division and Interest Group News

Posted By Administration, Friday, October 2, 2020
Updated: Thursday, October 1, 2020

INSTRUCTIONAL AND DEVELOPMENTAL COMMUNICATION DIVISION


Dear IDD members,


We are pleased to share with you the following CfPs from the Journal of Communication Pedagogy.


For more info, please visit https://www.csca-net.org/aws/CSCA/pt/sp/publications_journal_pedagogy


Kind regards,

Davide


Davide Girardelli

University of Gothenburg (Sweden)

IDD Chair


===

SPECIAL ISSUE: Pandemic Pedagogy: Challenges and Opportunities (Deadline October 15, 2020)


Call for Manuscripts


This special issue entitled "pandemic pedagogy" focuses on challenges and opportunities for instructional communication in myriad contexts from K-12 and college education to interpersonal and family communication contexts to healthcare, as well as business/industry and risk/crisis


Editor: Deanna D. Sellnow, University of Central Florida

Associate Editor: Renee Kaufmann, University of Kentucky

Editorial Assistant: America L. Edwards, University of Central Florida


Submission Deadline: October 15, 2020

Objectives and Scope of the Special Issue:


When the World Health Organization (WHO) declared the outbreak of COVID-19 to be a "public health emergency of international concern," this global pandemic launched a new normal for how we interact professionally and how we enact instruction. More specifically, the nature of the pandemic forced us to change how we communicate in business, industry, healthcare, interpersonal relationships, families, and classrooms as people around the world were required to work "remotely." For example, teachers found themselves redesigning lessons to be delivered online, parents/caregivers found themselves playing a primary role in homeschooling, and employers/employees found themselves developing means to communicate/instruct/assess workplace practices online cross the global marketplace.


This global pandemic exposes an exigence for transforming what effective communication pedagogy looks like across communication contexts. Thus, the goal of this special issue is to be a repository for conceptualizing the challenges for instructional communication as we embrace a new worldview. We invite reflective essays, original research studies, and best practices focused specifically on communication pedagogical challenges posed and addressed during the COVID-19 pandemic, as well as lessons learned through research toward building best communication pedagogy best practices going forward.


As always, the Journal of Communication Pedagogy (JCP) continues to be 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.


All manuscripts must adhere to the guidelines of the most recent edition of the Publication Manual of the American Psychological Association and must not have been published elsewhere or be under review for any other publication.


The JCP will publish three types of articles: original research studies, reflective essays, and communication training/development best practices.


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). 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 3500 words, including title, abstract, tables, notes, references, and appendices.


Submission Deadline: October 15, 2020


===


General Submissions


Volume 4 (2021)


Editor: Deanna D. Sellnow, University of Central Florida

Associate Editor: Renee Kaufmann, University of Kentucky

Editorial Assistant: America L. Edwards, University of Central Florida


Submission Deadline: October 15, 2020


The Journal of Communication Pedagogy (JCP) continues to be 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.


All manuscripts must adhere to the guidelines of the most recent edition of the Publication Manual of the American Psychological Association and must not have been published elsewhere or be under review for any other publication.


The JCP will publish three types of articles: original research studies, reflective essays, and communication training/development best practices.


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). 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 3500 words, including title, abstract, tables, notes, references, and appendices.


Submission Deadline: October 15, 2020


For more info, please visit https://www.csca-net.org/aws/CSCA/pt/sp/publications_journal_pedagogy


Tags:  October 2020 

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