Academic Publishing Workshop
Date: Saturday, October 17th, 2020 Time: 1:00 PM - 4:00 PM
Speaker: Melodie Cook (University of Niigata Prefecture), Greg Rouault (Hiroshima Shudo University)
1:00 Getting Published in Peer-Reviewed Publications: What and What Not to Do By Melodie Cook (University of Niigata Prefecture)
In this presentation, former JALT Journal editor Dr. Melodie Cook will talk about the process, from start to finish, of how articles are published in peer-reviewed journals. She will walk through what editors look for in the initial selection process, how reviewers are assigned, how papers are edited, and share general timelines for each phase of the process based on her experiences working with JALT Journal. Melodie will also talk about how to choose appropriate journals, the importance of following the journal's remit (requirements), how to write an airtight submission, format appropriately for each journal, and avoid common writing and submission pitfalls. She will show remit pages from different journals in order to highlight their similarities and differences and make recommendations for journals that are suitable for both novice and experienced researchers. She will also talk about predatory publishers, especially how to spot them, avoid them, and the consequences of publishing with them. There will be a workshop in which participants will read different parts of manuscripts and decide what the issues are in them. There will also be an extensive question-and-answer session -- participants are encouraged to bring questions with them that Melodie can answer.
2:15 Book Reviews, Conference Reports, & Interviews: Gateways to Academic Publications by Greg Rouault (Hiroshima Shudo University)
Educators are expected to be involved in professional development and ongoing learning. By attending conferences and reading the latest findings in research and practice, teachers can share their experience as trainers, mentors, and authors. Collective teacher efficacy is the belief of school staff or faculty in their ability to positively influence student behavior and guide academic achievements. Hattie (2017) reports a high effect size of d = 1.57 for the relationship between collective teacher efficacy and student achievement. Writing for publication and exposing one's thoughts to peer review and public readership can consolidate professional knowledge and build teacher efficacy. The summary and critique in book reviews, the narration and reflection in conference reports, and the informed interaction in interviews demonstrate active participation in the academic discourse community.
This presentation looks at these three gateway publications for academic writing available to all teachers with any level of learners of curriculum. Workshop activities will cover the structure of these genres with actual samples explored together. Participants will leave with an understanding of the ins and outs of writing for publication and some targets for their submissions along with increased motivation to put themselves out there with their writing to a supportive learning community.
Organization: Kyoto Chapter of the Japan Association for Language Teaching (Kyoto JALT)
Venue: Zoom (click here)
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