Guidelines for Editors

The co-editors are jointly responsible for tendering a proposal for an issue of The Learner Development Journal and bringing together a group of contributors with a shared interest in exploring a particular theme together. The co-editors work with the contributors to develop papers to a point where they can be sent to the Review Network. They continue to work with authors as they engage with the reviewers’ comments, refine their texts, and finalise them for publication. The editors also agree a schedule in advance with the Learner Development Journal Steering Group, to enable the journal to be published online by a regular date each year. The issue co-editors are responsible for identifying and inviting researcher-practitioners from outside the SIG who would be willing to contribute to a particular issue, and for providing an overview of work relevant to the theme, as well as a conclusion raising questions from the body of work in that issue.

Proposals from SIG members who would like to act as issue editors for a particular theme are warmly welcomed. Ideas may be, initially, tentative, but can, through group discussion, collaboration and research, develop over time into a collection of papers around one theme. Ideas could be developed by groups at local get-togethers of the SIG or through online collaboration, for example. Themes could also emerge from forums that the SIG organises at different conferences.

If you are interested in editing (with one or more others) an issue of The Learner Development Journal on a theme relating to learner development, we would love to hear from you about your ideas and interests.

1. Possible themes for a future issue of the journal might include (but are not restricted to):

  • assessment-autonomy issues
  • collaborative research
  • content-based learning
  • creativity in learner development
  • critical literacy and social justice
  • dialogic practices for learner development
  • digital tools and digital literacy
  • e-learning
  • fully inclusive practitioner research
  • intercultural collaboration and learning
  • intersectionality in learner development
  • international communities of learners
  • learner agency and autonomy
  • learner development in an age of global crisis: student voices, action, and activism
  • learner development and the creative arts
  • learner diversity in inclusive classrooms
  • learners as researchers
  • learner portfolios
  • learning advising and counselling
  • motivation and learner autonomy
  • multimodality in learner activity and reflection
  • self-access
  • social and emotional learning

You are welcome to propose other learner development themes too.

2. The overall aim would be to bring together a group of contributors (6-10 texts, book reviews, interviews, and so on) to collaborate under your leadership as co-editors.

3. Contributors should be encouraged to experiment and write in different genres, such as personal narrative, dialogic exploration, multimodal report, practice-related book review, short story, and poetry, as well as include video and other hyperlinks in their writing.

4. We are especially interested in practitioner research, student participatory research, and co-authored works.

5. Contributors would work with each other to read and respond to one another’s work during the research and writing process.

6. Co-editors need to be ready to create an inclusive, collaborative environmentwhere contributors can, for example, meet online, discuss their research, share writing, and actively respond to each other in small, interactive “response communities.

7. For further details about the aim, scope and policy of The Learner Development Journal, please visit  the aims and policy page.

8. If you have any questions or would like to check any details with us, please feel free to contact us.

Many thanks in advance – we’re looking forward to hearing from you,


Andy Barfield              Tanya McCarthy

Learner Development Journal Steering Group (May 2022)