LJMU's journal for pedagogic research, and reflections on teaching practice and student engagement.
In the spirit of LJMU’s ‘one university’ principle, Innovations is our journal; it is a celebration of the many ideas, thinking and pedagogical research being undertaken by colleagues. Whilst Innovations has undergone major cosmetic changes the spirit and culture that established it has endured. We pride ourselves on our developmental and supportive approach. Innovations is peer-reviewed so, whilst publication cannot be guaranteed, we can assure that you will receive support, guidance and effective pointers.
We hope you really enjoy reading the journal and that it inspires you to engage with and contribute to it in future; we would encourage you to be bold and creative. We welcome submissions from teachers (new and experienced), researchers, professional services staff and students.
Aim and Scope
The Journal of Social Media for Learning is a double blind peer-reviewed, open-access, journal that seeks to publish high quality research and scholarly articles at the leading edge of development of theories, practices and pedagogy that increase insight, support understanding and add to the International discourse about all aspects of the use Social Media for Learning. The journal is proactive in seeking to bridge the gap between traditional teaching methods and contemporary digital learning and supports the publication of research and evidence-informed practice to share research which demonstrates tangible, high quality outputs with impact that have brought about real changes for the direct benefit of students.
The use of Social Media as a tool for learning is an emergent, rather than an established practice and as such many questions remain unanswered. In addition to the publication of research relating to the nature of the technologies themselves, very little is known about understandings and perceptions of its use as a tool for teaching or learning. There are also important issues to be explored around the preparation for teaching, the assessment of competency and implications on policy. The journal seeks to present a balanced mix of case studies and research articles which relate to learning and teaching and reflect current themes and ideas but also to provide a platform within the context of students and staff as change agents in shaping future developments within the field. Critical, review, and comparative studies are particularly prominent, as are contributions which draw upon other literatures in order to address issues of concern. In addition, the Journal publishes book reviews, editorials and reflection/opinion pieces. Contributions to on-going research debates are encouraged and the Journal welcomes opportunities to publish substantial literature reviews in order to consolidate contributions which have been made within the field of Social Media for Learning.
Special Issues and themes within issues, focusing on specific aspects of Social Media are welcome. These can be commissioned by the Editors, or the editorial board are happy to receive proposals from the community.
This journal aims to provide a forum in which both undergraduate and postgraduate students in LJMU’s School of Nursing and Allied Health can discuss and share current practice in health and social care settings. It also provides an opportunity to share practice experience with a wider audience by publishing it in this journal. This could be experiences from an acute or community setting. Contributions may be reflections on practice using a recognised model of reflection such as Gibbs’ or articles on specific issues, examples might include: health promotion, long-term conditions, or safeguarding in a healthcare setting.
We also welcome enquiries from practice staff who may be interested in disseminating their work using this journal.
Enquiries would be welcomed to publish work that has a relationship to a health or social care topic or both. Contributions to the journal can be from one author or have multiple authorship.
The LJMU Student Law Journal is a non-profit Law Review providing peer-reviewed publication opportunities for undergraduate and postgraduate law students. Its Editorial Board comprises of doctoral candidates, LJMU alumni, and guest editors from the legal profession, overseen by Law School staff.
PRISM is a double blind peer-reviewed, open-access, journal that seeks to foster innovative approaches to the advancement of critical perspectives spanning all domains of learning and teaching. The Journal’s remit includes the publication of research that highlights, challenges and augments debates and questions in topic areas such as critical and traditional pedagogies, alternative approaches to research and practice, governmental policy, practitioner issues and pedagogic innovation, as well as individual, communal and institutional practices and spaces.
Necessarily eclectic, inherently radical, and unashamedly utopian, the disciplinary scope of PRISM is wide-ranging, encouraging submissions from both beyond and within the institution. PRISM recognises the breadth and scope of learning across diverse locations, involving a range of educators, academics, researchers and thinkers. PRISM supports the development of an expanded field of pedagogy, allowing reflection and critical examination of practice, theory and policy through a spectrum of intra, cross and anti-disciplinary methodologies and theoretical approaches to learning. Whilst PRISM is open to submissions from academics of all levels and experience, we hope to provide a space between established and emergent thinkers from formal and informal, marginal and traditional spaces. Theoretical and methodological pluralism is encouraged.
This journal showcases work by Education Studies and Early Childhood Studies student researchers and focusses on pertinent and contemporary themes. Submissions are accepted from Liverpool John Moores University (LJMU) undergraduates and recent graduates in Education Studies, Early Childhood Studies and related disciplines.
Current LJMU Education Studies and Early Childhood Studies students wishing to submit need to register for SPARK in order to upload an article for consideration, see Online Submission
The LJMU ‘Transformation in Education ‘ journal, in line with its name, focusses on ‘transformation’ in different education contexts; practical change, leadership, innovative approaches, etc.
Contributions must have an ‘in practice’ element and real-world application.
Submissions are welcomed from;
- EdD students and recent graduates
- PhD and Masters students and recent graduates
- Education leaders/practitioners who have undertaken high quality research in practice
Our journal is about research in the discipline of ‘education’ in the broadest sense. It is also about interdisciplinary thinking and actions in the field of education.
The Bootstrap is the Journal Of Getting Started With OJS At LJMU (BJOGSWOAL). You can use this Journal as the default journal for setting up accounts: new users can set up an account here within the LJMU Open Journals service if you do not yet have a journal to subscribe to (a Journal Manager or Administrator can then enroll your account with the appropriate journal).
More information about this journal is available at: About This Journal
Before creating or contributing to any journal you should familiarise yourself with the OJS workflow: OJS Publishing System Workflow
You can submit to this journal for testing purposes (the content will not be formally published): Online Submissions
To manage the journal (manager/editor/admin): Journal Manager