Editorial Policies

Focus and Scope

Why Publish in TLI?

Teaching & Learning Inquiry (TLI) is ISSOTL’s flagship publication. It represents one of the world’s most active organizations in the scholarship of teaching and learning (SoTL) with a worldwide readership of the field’s leading thinkers and those pursing SoTL at every level.  The TLI Editorial Board consists of widely published SoTL researchers and practitioners from eight countries.  Submissions to TLI will receive prompt and thoughtful reviews from these and other international experts.

Publishing in TLI, then, is an effective way to reach a broad, influential audience.  Teaching & Learning Inquiry has earned a strong reputation for scholarly excellence, and one valuing creative as well as traditional approaches to understanding teaching and learning and ways to share that understanding.

Aims & Scope of TLI

Published twice annually, TLI features original research and commentary on SoTL. TLI publishes insightful research, theory, commentary, and other scholarly works that document or facilitate investigations of teaching and learning in higher education. These may include empirical and interpretive investigations, theoretical analyses, thought-provoking essays, or works employing other genres. 

TLI values quality and variety in its vision of the scholarship of teaching and learning.  The journal showcases the breadth of the interdisciplinary field of SoTL in its explicit methodological pluralism, its call for traditional and new genres, and its international authorship from across career stages. TLI thus welcomes submissions from all disciplines, research traditions, and perspectives related to teaching and learning.

Authors should be mindful of the fact that the journal publishes for an international audience.  Preference will be given, therefore, to submissions that are of interest and value beyond local contexts.

TLI encourages authors to take advantage of the new open and online platform. Send queries to TLIj@ucalgary.ca.

TLI Sections

  • Articles:  Pieces documenting completed SoTL projects, theoretical or scholarly essays, systematic reflections, syntheses of literature, or reports on the field (3,000-7,000 words)
  • Dialogue: Informed responses to articles in previous issues (1,500-5,000 words)
  • Innovation: Systematic reflection through creative products (1,000-8,000 words)
  • TLI Reviews: Reviews of books, external articles, web resources, or conferences (1,000-3,000 words)--Read more about this newly expanded section.

 

 

 

 

Section Policies

Articles

Pieces documenting completed SoTL projects, such as theoretical or scholarly essays, systematic reflections, syntheses of literature, or reports on the field (3,000-7,000 words)

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Dialogue

Informed responses to articles in previous issues (1,500-5,000 words)

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Innovation

Systematic reflection through creative products (1,000-8,000 words)

Checked Open Submissions Checked Indexed Checked Peer Reviewed

TLI Reviews

Reviews of books, external articles, web resources, or conferences (1,000-3,000 words)

Read more about this newly expanded section.

Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Special Section

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Keynotes

Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

ICWG Special Section

Editors
  • Teaching & Learning Inquiry Editorial Manager
Checked Open Submissions Checked Indexed Unchecked Peer Reviewed
 

Peer Review Process

All submissions are first read by editors to determine suitability and readiness for review.  Manuscripts considered appropriate for review (except reviews of books, conferences, et al.) are then examined by three reviewers from at least two different countries and a mix of familiarity and unfamiliarity with the specific topic. 

TLI uses a double blind reviewing process and the journal’s review guidelines, adapted from Peter Felten's "Principles of Good Practice in SoTL," published in the inaugural issue of the journal. (A PDF to preview TLI's review form is available here.) TLI encourages reviewers to hold high standards, be constructively critical, and practice collegiality and a sense of mentorship in the writing of their reviews.

Based on reviewer feedback, journal editors determine whether the submission should be published as is, published after revisions, reconsidered after revision and resubmission, or rejected. Decisions are generally communicated to authors within 3 months of submission.  Resubmitted manuscripts, accompanied by an explanation of revisions based on reviews, are sent to at least one of the original reviewers and one new reviewer.

This process applies to submissions from all authors, including the editors, the TLI Editorial Board, and reviewers.  Additionally, editors, Editorial Board members, and reviewers will not be involved in the review process if they have collaborated with an author, work at the same institution as the author, or have a personal relationship that doesn’t allow them to evaluate the manuscript objectively.

Who Are TLI Reviewers?

Given the number of submissions to TLI and the assignment of three reviewers per manuscript, TLI is always in need of additional reviewers who work in the field of SoTL and who demonstrate sufficient familiarity with and commitment to its tenets.  To this end, and given the broad scope of SoTL, reviewers may be asked to read submissions from outside of their disciplinary expertise, recognizing the journal’s multidisciplinary readership and the need for multiple perspectives that can transcend subject expertise.

In the spirit of developing new scholars, TLI welcomes graduate students who wish to work with faculty mentors in reviewing articles for the journal.  Interested graduate students may email the journal's editorial manager (TLIj@ucalgary.ca) for more information.

 

Publication Frequency

Teaching & Learning Inquiry is published twice a year (March and September). Submissions are welcome at any time. Our editorial staff reviews manuscripts on a revolving basis. Authors can generally expect an initial review decision within approximately four months.

 

Open Access Policy

CC-BY Teaching & Learning Inquiry provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. TLI adheres to the BOAI definition of open access: that users have the right to "read, download, copy, distribute, print, search, or link to the full texts of these articles".

Articles published in TLI are licensed under a Creative Commons Attribution License 4.0 International. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited.

There are no charges to authors for article processing (APC's) or for submission. 

 

Archiving

This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. More...

 

TLI Reviews

TLI Reviews calls for thoughtful and lively reviews of conferences, books, and other resources relevant to readers of Teaching & Learning Inquiry. This ongoing section dedicates space for readers to learn about more of the varied SoTL resources out there, while also situating them within the SoTL conversation. 

We invite reviews by single or multiple authors. We are open to the possibility of multiple reviews of the same material, and to reviews of two or three related works at once. We welcome those that introduce new resources as well as those that reflect on materials from the past. We will also consider ongoing dialogue or responses to already-published reviews.

Note that we are more interested in publishing analytical and constructive reviews that probe the main topics, structure, and—most importantly—the relevance and potential applications of a piece, rather than simple summaries and direct recommendations. In other words, answer the question “What does it offer?” rather than simply “Is it good?”  The following prompts will help unpack the specific kind of stance we seek in TLI Reviews:

  • What is the central point, argument, or theme of the material?
  • If it is a different type of resource (e.g., not a book or a conference), what appear to be the fundamental assumptions in its creation as this particular type?
  • How is it useful for a range of Teaching & Learning Inquiry readers—and what might that range be?
  • What are its primary strengths?  What are the major take-away messages for you? 
  • What, if anything, is missing, or in what ways might it have offered even more?
  • How is it situated within—and what does it contribute to—the scholarship of teaching and learning as a field? 

The lengths of these reviews will vary, but they should remain relatively brief for readability (approximately 1000 to 3000 words).  Reviews should be submitted to TLI using the same process and guidelines as for other papers.  

 

Proposals for Special Sections

Teaching & Learning Inquiry welcomes proposals for clusters of papers addressing a special topic relevant to the mission of the journal. To accommodate TLI‘s continued support for regular submissions, special sections are preferable to full special issues.

If accepted, the cluster will be shepherded through the publication process by its guest editor(s), who will be responsible for determining the academic direction of the work and for ensuring that the manuscripts meet all relevant deadlines, are consistent with the accepted proposal, are well edited for publication, and meet the requirements of TLI’s style guide.  TLI co-editors will consult with the guest editor(s) as needed, manage the external review process, provide final copyediting for accepted papers, and prepare them for press.

Proposals for special topic clusters should contain the following: overview of the topic; rationale for its inclusion in a special section of TLI; guest editor biographies with emphasis on qualifications for the task; and a list of proposed titles, abstracts, and authors with one-sentence biographies.

 

Statement of Rigour

TLI promotes rigour while also recognizing a range of ways of achieving it.  TLI defines rigour as the quality and precision of design, analysis, findings, and writing. Embedded in its conception of quality is relevance, or the usefulness and potential for broad impact, considering the multidisciplinary and multinational contexts of the journal’s readership.

In its pursuit of rigour, TLI is accountable to its international Editorial Board and the International Society for the Scholarship of Teaching and Learning.  The co-editors of TLI are in regular communication with these two bodies to ensure the journal’s high standards, its international representation, and its adherence to the values and principles of the Society. 

Excluding invited pieces and special issues, TLI has an acceptance rate of approximately 30% among blindly submitted manuscripts.

Readers interested in TLI's reach can see the h-index of its articles by visiting this page. (To see where each article is cited, click the number.) While the h-index gives some indication of impact (and is a less troublesome indicator than impact factor), TLI is a relatively new journal, making comparisons to more established publications premature. 

 

Ethics

All submissions that document SoTL projects must have been successfully reviewed according to their institution’s research ethics committee guidelines.

 

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