Learner Development Journal Issue 8: Call for Themes & Editors

1st May 2022

Hello everyone,

With Issue 6 of The Learner Development Journal (LDJ) nearing completion, and Issue 7 off to an exciting start, we would like to invite new editors to propose a theme for the eighth issue due for publication in October/November 2024.

Deadline for your proposal: 31st July 2022

If you are interested in editing or contributing ideas for the eighth issue (with one or more others) on a theme related to learner development, we would love to hear from you by July 31st about your ideas and interests. We would be happy to hear from people who see themselves as “novice” editors and who would like to gain experience in bringing a publication together with the support of other Learner Development SIG members.

Possible themes

Possible themes for the eighth 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. 

If your proposal is accepted …

The next step would be to prepare a Call for Contributions to go out in September or October 2022

  1. 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
  2. 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. 
  3. We are especially interested in practitioner research, student participatory research, and co-authored works.
  4. Contributors would work with each other to read and respond to one another’s work during the research and writing process. 
  5. Co-editors need to be ready to create an inclusive, collaborative environment where contributors can, for example, meet online, discuss their research, share writing, and actively respond to each other in small, interactive “response communities.

Further details

For further details about the aims and scope of The Learner Development Journal, please see: https://ldjournalsite.wordpress.com/aims-and-scope/.

For further information for editors, please see: https://ldjournalsite.wordpress.com/editors/ 

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


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


Andy Barfield <andybarfieldchuo [AT] gmail.com>

Oana Cusen <oana.in.jalt [AT] gmail dot com>

Tanya McCarthy <mccarthytanya.m [AT] gmail.com>

Learner Development Journal Steering Group, May 2022