Literacy is UKLA’s peer-reviewed journal for all those interested in the study of literacy in its broadest sense. Its readers and authors come from a wide range of professional backgrounds: teacher education, research, teaching and policy making. The journal welcomes articles on all aspects of literacy from a variety of approaches:
- accounts of literacy learning and teaching in schools, colleges, homes and communities
- reports of research projects in the field of language and literacy
- informed and analytical accounts of innovative practice
- critical explorations of recent research studies as well as policies and their impact
- discussion and debate about current issues
- essay reviews of seminal texts.
UKLA is looking for an editor(s) to begin in November, 2018 for a three year period in the first instance which can be extended to four years by mutual agreement. There will be a transition period where the new editor(s) can work alongside the current editors. The combination of two editors, one from the UK and one from overseas, has worked well, so UKLA welcomes applications for a team of two editors who might be keen to share the editorial role, either across countries or within the UK and who wish to play a part in shaping the future of literacy teaching and learning globally. The role also offers an opportunity to promote and develop new voices in literacy thinking and writing.
UKLA editors are responsible for the content and editorial direction of Literacy, working with an editorial board, an advisory group and a team of reviewers, supported by the efficient and supportive team from the publishers Wiley. The partnership with Wiley makes the journal accessible to thousands of libraries around the world, hosted by one of the most frequently used sites in current education publishing.
The current editors comment on their period of time in the role:
Editing Literacy has been a hugely rewarding experience. We have particularly enjoyed reading papers from international and local contributors, working with and meeting authors and reviewers to develop pieces of writing, and, most of all, working collaboratively with each other, the Editorial Board, and the team at Wiley. While the commitment is significant, the benefits are rich, and extend well beyond the role itself. For an informal chat, please contact Clare Dowdall – Associate Editor (cdowdall@plymouth.ac.uk) or Jill McClay- Editor-in-Chief (jillmcclay@ualberta.ca).
Prospective editors should be members of the association, and would normally have:
- extensive experience in the field of literacy education in a higher education institution
- experience of serving on the board of an academic journal
- editorial experience
- an established publications record
- good networks within the academic and practitioner communities
- international publication/conference experience
- administrative expertise
- commitment to working collaboratively and ability to motivate others;
- willingness to cultivate younger members of the academic community;
- awareness of the developing trends, topics and key debates in literacy education.
The deadline for receipt of proposals is March 31st, 2018 with interviews scheduled for May, 2018.
Please see the pdf tender document available to download below.
Applications should be submitted by email to the UKLA office on admin@ukla.org
