*Non-textual pedagogies: Learning beyond words*

In recent years, researchers and practitioners in the information and 
communication disciplineshave begun to recognize forms of knowledge that 
go beyond the textual. Concomitantly, new approaches and methodologies 
to pedagogy have emerged, such as embodied, arts-informed, design 
thinking, practice-led, experience-based and productive teaching and 
learning. As such, there is an opportunity to continue incorporating 
these developments into education for the information 
professions.Building on the 2016 special issue of /Education for 
Information/ on innovative pedagogies in LIS (volume 32, issue 1), we 
invite broad-ranging considerations of questions around educating future 
information professionals beyond the use of texts. With this in mind, 
/Education for Information/ is seeking articles for a special issue on 
Non-Textual Pedagogies to be published in fall/winter 2018.

We welcome both conceptual and empirical papers (approximately 6,000 
words) as well as shorter discussions of pedagogical innovations and 
applied practice (approximately 1,500 words). Submissions should be 
original works not previously published nor undergoing review for 
publication in another journal at the time of submission.

The scope of this special issue includes:

  * Explorations of pedagogies that go beyond traditional textual and
    verbal approaches in information studies and other fields (including
    but not limited to embodied, arts-informed, design thinking,
    practice-led, experience-based, productive teaching and more)
  * Perspectives of teachers, learners, administration, staff,
    practitioners and more from anywhere in the world
  * Techniques and research on using modalities beyond the visual to
    teach information studies content
  * Theoretical and methodological approaches to pedagogy and curriculum
    design that are underrepresented in the information studies literature
  * Discussions of institutional support and student reception of such
    pedagogical approaches
  * Evidence of the effects of non-textual pedagogical approaches after
  * Reflections on the impact and effectiveness of nontraditional pedagogies
  * Thoughtful use of new technologies for non-textual teaching and learning
  * Uses of “old” technologies, both innovative and tried-and-true, for
    non-textual teaching and learning
  * Intersections between course content and other
    department/institution offerings (reading groups, research centers,
    seminar series, organizations, institutes and more)

This special issue is co-edited by Kiersten F. Latham (Kent State 
University, USA) and Tim Gorichanaz (Drexel University, USA). Questions, 
comments and inquiries can be directed to either Kiersten 
([log in to unmask]) or Tim ([log in to unmask]).

Style guidelines for Education for Information are available here:

Submissions are due May 15, 2018. They can be submitted via email to 
either Kiersten ([log in to unmask]) or Tim ([log in to unmask] 
<mailto:[log in to unmask]>. Submissions will be blind peer-reviewed.

*About the journal*:

Founded in 1983, /Education for information (EFI/) is a quarterly 
refereed//academic journal//publishing research articles on issues 
related to the teaching and learning of information scientists and 
professionals for an information society. EFI welcomes a broad 
perspective on issues related to pedagogy and learning in the 
information and communication disciplines (ICD) such as Library and 
Information Science, Communication and Media studies, Journalism, 
Archival studies, Museum studies, Psychology, Cognitive science and 
Digital Humanities.

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Fidelia Ibekwe-SanJuan (Ph.D.)
Full Professor (Professeur des Universités)
School of Journalism & Communication (EJCAM)
Aix-Marseille University - France.

Editor in chief Education for Information, IOS Press