Everyone knows you need to publish, but not everyone knows the ins, outs, and rigors of the publishing process. Dr Melodie Cooke and Greg Rouault will deliver two back to back workshops on academic publishing from book reviews, conference reports to research articles.
1:00~ Getting Published in Peer-Reviewed Publications: What and What Not to Do
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
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 or 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.
