ARCHIVE FROM MY PREVIOUS WEBSITE
My blog post this week is the third of three blog posts which profile a journal within the field of rhetoric and composition. This week, I have decided to focus on the journal Hybrid Pedagogybecause it is a journal I have not viewed before. Based on the title, I think it will be a journal that I enjoy because I appreciate and am interested in hybridized methodologies (thinking about J. Blake Scott here), as well as how those methods inform our individual pedagogy, specifically my own a I develop as a scholar and an instructor. Hybrid Pedagogylabels itself as “an open-access journal of learning, teaching, and technology.” I think it is crucial to understand what this means as a scholar navigating the world of academic publishing clouded by the publish or perish mentality at work within academia. While this journal is not considered a tier-one journal, I think it is a wonderful resource for anyone working in the field of rhetoric and composition. On the website,Hybrid Pedagogy describes itself as “a community, a conversation, a collaboration, a school, and a journal. It is a place to discuss Critical Digital Pedagogy by advocating for students and fostering awareness of academic hierarchies.” I appreciate this description and also appreciate the editors of this journal placing themselves as colleagues, not superiors, to the writers who might publish in this journal. Upon further investigation, I found this quote interesting:“Hybrid Pedagogy was launched in 2011 by Jesse Stommel and Pete Rorabaugh and offers a new academic publishing model influenced by digital culture. As a scholarly journal, we encourage participation in the composition and peer review of articles across disciplinary and professional boundaries. We use what we call “collaborative peer review,” in which members of the editorial collective engage directly with authors to revise and develop articles, followed by post-publication peer review.” I think it is coolthat this journal is relatively new and is impacting the field in a positive manner. Included on the primary web page for the journal are links to recently published scholarship, which I think is great because it makes the website user-friendly. Ease of access is always appealing to this scholar. One will also the typical web-based journal tabs, including “About Us,” “Journal Articles,” and “Donate.” One tab, however, is unique: “Podcasts.” So, obviously I am going to explore that tab further. Under this tab, one will find information for The HybridPod podcast, which, “explores conversations of Critical Digital Pedagogy, listening for ways to empower students and champion learning.” The podcast is hosted by Chris Friend who is associated with Saint Leo University and episodes feature interviews “with creative pedagogues working in or out of academia, sharing insights and perspectives on how we can enhance learning and teaching in our lives.” There is an extended description, including the podcast’s mission, located on this page as well. I really enjoyed reviewing this journal and look forward to exploring it further soon. I think it is a critical journal in the field in which I have chosen to work. I also think this would be a good journal for me to seek publication in, in the future.
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Charles WoodsPhD student focusing on Rhetoric, Composition, and Technical Communication at Illinois State University. Archives
October 2019
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