About the Journal
About Teaching & Learning Inquiry
|Why Teaching & Learning Inquiry?|
|Statement of Rigour
Types of Submissions
TLI's Peer Reviewers
TLI Authors & Readers
|Journal Sponsor & History
TLI Fact Sheet
|Disclosure of Conflict of Interest
Publication Ethics & Malpractice Statement
Why Publish in TLI?
Our Relationship to ISSOTL: Teaching & Learning Inquiry (TLI) is the journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL). It represents one of the world’s largest and most active organizations in the scholarship of teaching and learning (SoTL) with a worldwide readership of the field’s leading thinkers and those pursuing SoTL at every level. Teaching & Learning Inquiry has earned a strong reputation for scholarly excellence; for valuing diverse approaches to understanding teaching, learning, and SoTL; and for encouraging creative as well as conventional ways to share that understanding.
Our Editorial Board: TLI's Editorial Board consists of widely published SoTL researchers and practitioners from eight countries.
Our Peer Reviews: Submissions to TLI will receive prompt and thoughtful peer reviews from these and other international experts.
Our Markers of Rigour: TLI promotes and supports rigour while also recognizing a range of ways of achieving it.
Our Numbers: As this TLI Fact Sheet indicates, TLI readers and writers are international, and the pieces TLI publishes are accessed and cited.
Publishing in TLI, then, is an effective way to reach a broad, influential audience and to receive high-quality feedback on your work as part of the process.
Focus & Scope of TLI
Published twice annually, TLI publishes original research and commentary on the scholarship of teaching and learning. TLI features insightful research, theory, commentary, and other scholarly works that document or facilitate investigations of teaching and learning in higher education. These may include empirical and interpretive investigations, theoretical analyses, thought-provoking essays, or works employing other genres about SoTL, or the field of SoTL. (See Types of Submissions.)
TLI values quality and variety in its vision of the scholarship of teaching and learning. The journal showcases the breadth of the interdisciplinary field of SoTL in its explicit methodological pluralism, its call for traditional and new genres, and its international authorship from across career stages. TLI thus welcomes submissions from all disciplines, research traditions, and perspectives related to teaching, learning, and SoTL.
Given this focus and scope, TLI's readers and authors come from many disciplines, nations, traditions, institution types, and career stages. Publications in TLI are presented in a way that establishes interest and value to this broad readership.
TLI's Statement of Rigour
TLI promotes rigour while also recognizing a range of ways of achieving it. TLI defines rigour as quality, precision, and relevance in design, thought, analysis, interpretation, conclusion, and writing. This kind of rigour implies a potential for broad interest and impact, considering the multidisciplinary and multinational contexts of the journal’s readership.
In its pursuit of rigour, submissions to TLI undergo a thorough peer review process, and pieces published in TLI have typically undergone two to three rounds of revision with these reviewers. TLI is also accountable to its international Editorial Board and the International Society for the Scholarship of Teaching and Learning. The co-editors of TLI are in regular communication with these two bodies to ensure the journal’s high standards, its international representation, and its adherence to the values and principles of the Society.
The reach of Teaching & Learning Inquiry is illustrated in its articles' h-index and the i10-index, available on TLI's Google Scholar page. (To see where each article is cited, click the number.) While the h-index gives some indication of impact (and is a less troublesome indicator than impact factor), TLI is a relatively new journal, making comparisons to more established publications premature.
Types of Submissions
In service of the journal's Focus and Scope, Teaching & Learning Inquiry welcomes a range of submission types:Articles
Teaching & Learning Inquiry invites all types of articles, an intentionally broad category encompassing the conventional writing products of many disciplines. Examples include essays or reports that share completed SoTL projects, theoretical or scholarly essays, systematic reflections, syntheses of literature, or reports on the field.
Articles are typically between 3,000 and 8,000 words, including the bibliography but not any supplemental materials. Occasionally, longer pieces are considered if the depth and scope warrant the extra length, rather than unnecessarily wordy sentence construction, unnecessary sections, or multiple articles treated as one.
Articles undergo double-blind peer review and are indexed.
Teaching & Learning Inquiry invites more than conventional prose articles. TLI also welcomes innovative genres or products, such as material with content appopriate to the journal's focus and scope but presented in audio, video, or visual forms or in alternative text formats like poetry or scripts. TLI also encourages authors to take advantage of its open and online platform. (Consult TLI's technical specifications for file types and sizes, and send queries to email@example.com.)
Innovations are typically between 1,000 and 8,000 words (as appropriate to the chosen genre or form), including the bibliography but not any supplemental materials. Occasionally, longer pieces are considered if the depth and scope warrant the extra length, rather than unnecessarily wordy sentence construction, unnecessary sections, or multiple submissions treated as one.
Innovations undergo double-blind peer review and are indexed.
Teaching & Learning Inquiry encourages submissions envisioned as part of a dialogue, or thoughtful responses to articles in previous issues of TLI.
Dialogues are typically between 1,500 and 5,000 words, including the bibliography but not any supplemental materials. Occasionally, longer pieces are considered if the depth and scope warrant the extra length, rather than unnecessarily wordy sentence construction, unnecessary sections, or multiple submissions treated as one.
Dialogues undergo double-blind peer review and are indexed.
Teaching & Learning Inquiry calls for thoughtful and lively reviews of conferences, books, external articles, and other resources relevant to readers of TLI. TLI Reviews help readers learn about more of the varied SoTL resources out there, while also situating them within the SoTL conversation. They are different from the typical reviews that are straight summary and direct critique or recommendation; instead, they analytically and constructively probe the main topics, the structure, and—most importantly—the relevance and potential applications of the reviewed material. In other words, TLI Reviews answer the question “What does it offer?” rather than simply “Is it good?” (Click here for additional prompts to guide the approach sought by TLI Reviews.) TLI Reviews may be written by one or more authors. There may be multiple reviews of the same material, and reviews of two or three related works at once. They may introduce new resources or revisit materials from the past. They may also be responses to already-published TLI Reviews.
TLI Reviews are typically between 1,000 and 3,000 words, including the bibliography but not any supplemental materials. Occasionally, longer pieces are considered if the depth and scope warrant the extra length, rather than unnecessarily wordy sentence construction, unnecessary sections, or multiple submissions treated as one.
TLI Reviews are reviewed by the Editorial Team and are indexed. (If you would like your book, article, or other resource to be considered as the subject of a TLI Review, click here.)SoTL Around the World
As the journal of the International Society for the Scholarship of Teaching and Learning, Teaching & Learning Inquiry invites colleagues from regions or groups typically underrepresented in SoTL narratives to submit descriptions of SoTL from within their specific geographical, national, and/or regional contexts. The journal hopes to expand its representation of the diversity of SoTL experiences across the globe: SoTL’s origins and aims, the particularities of its practices and practitioners, and its successes and challenges. Any of the following prompts may guide such submissions:
- What are the origins of SoTL in your context, and how has it developed or built on that foundation?
- How does your geographical context (e.g., cultures, languages, histories, values) inform SoTL in your region? For example,
- how SoTL is understood, interpreted or translated, conducted, received, and/or institutionalised
- the most common areas of inquiry in SoTL
- the roles of students in SoTL
- how SoTL is made public
- any theoretical approaches, frameworks, or models that are important for SoTL
- how SoTL might expand
We hope this diverse representation and the resulting depth of understanding will facilitate substantive conversations about SoTL across a range of contexts.
We particularly invite submissions from areas where SoTL occurs in languages other than English, but in order to reach TLI readers, they will need to be written in (or translated into) English. These pieces, which may be short, may be submitted at any time, as they will be an ongoing feature in Teaching & Learning Inquiry.
Teaching & Learning Inquiry welcomes proposals for clusters of submissions (i.e., articles, innovations, dialogues, reviews, or a mixture) intended as a single unit within a regular issue of TLI. Special sections address a special topic relevant to the focus and scope of the journal. (Special sections, rather than special full issues, allow TLI to support its ongoing queue of regular submissions.) Proposals for special sections should contain the following: overview of the topic and its relevance to TLI; rationale for its inclusion in a special section; guest editor biographies with emphasis on qualifications for the task; and a list of proposed titles, abstracts, and authors with one-sentence biographies. If accepted, the cluster will be shepherded through the publication process by its guest editor(s), who will be responsible for guiding the academic direction of the work and for ensuring that the submissions meet all relevant deadlines, are consistent with the accepted proposal, respond to TLI's reviewer recommendations, and meet the various guidelines and requirements outlined on TLI’s Submission page. Members of TLI's Editorial Team will consult with the guest editor(s) as needed, manage the external double-blind peer review process, provide final copyediting for accepted submissions, and prepare them for publication.
Peer Review at Teaching & Learning Inquiry
1. Desk review: All submissions undergo an initial review by one of the journal's Co-Editors to determine suitability for Teaching & Learning Inquiry and readiness for review. The Co-Editor decides among the following:
- initiate the peer review process by assigning your article to member of the Editorial Team, or
- send it back to you with initial editorial feedback and encourage you to revise & resubmit, so reviewers will most constructively engage with your work, or
- decline the submission.
2. Peer review: The assigned member of the Editorial Team then sets up the double-blind process by inviting three reviewers from at least two different countries and a mix of familiarity/unfamiliarity with the specific topic. Given the diversity of SoTL and of our readership, we believe this range of perspectives is the most helpful for our authors. TLI reviewers are encouraged to hold high the standards of our criteria, be constructively critical, and practice collegiality and a sense of mentorship in the writing of their reviews.
3. Editorial decision: Based on feedback from reviewers, the shepherding member of the Editorial Team will consult with the full Team to make one of the following editorial decisions:
- accept as is,
- accept pending revisions,
- offer to reconsider after major revisions and resubmission,* or
* Resubmitted manuscripts are accompanied by an explanation of revisions based on reviews and are sent to at least one of the original reviewers and one new reviewer.
Peer Review & People Associated with the Journal
This process applies to submissions from all authors, including members of the Editorial Team, the Editorial Board, and reviewers. Additionally, submissions to TLI by members of the Editorial Team will be assigned to another member of the Team and shepherded in a process that is inaccessible to the authoring member of the Editorial Team.
Finally, editors, Editorial Board members, and reviewers will not be involved in the review process if they have collaborated with an author, work at the same institution as the author, or have a personal relationship that doesn’t allow them to evaluate the manuscript objectively.
Given the number of submissions to TLI and the assignment of three reviewers per manuscript, TLI is always in need of additional reviewers who work in the field of SoTL and who demonstrate sufficient familiarity with and commitment to its tenets. To this end, and given the broad scope of SoTL, reviewers may be asked to read submissions from outside of their disciplinary expertise, recognizing the journal’s multidisciplinary readership and the need for multiple perspectives that can transcend subject expertise.
To volunteer as a reviewer, please complete this form.