Learning, Media and Technology aims to stimulate debate on digital media, digital technology and digital cultures in education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology - primarily from the perspective of the social sciences, humanities and arts. The journal has a long heritage in the areas of media education, media and cultural studies, film and television, communications studies, design studies and general education studies.
As such, Learning, Media and Technology is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in education.
Instead we invite submissions which build on contemporary debates such as:
The ways in which digital media interact with learning environments, educational institutions and educational cultures
The changing nature of knowledge, learning and pedagogy in the digital age
Digital media production, consumption and creativity in educational contexts
How digital media are shaping (and being shaped by) educational practices in local, national and global contexts
The social, cultural, economic and political nature of educational media and technology
The ways in which digital media in education interact with issues of democracy and equity, social justice and public good
Learning, Media and Technology analyses such questions from a global, interdisciplinary perspective in contributions of the very highest quality from scholars and practitioners in the social sciences, communication and media studies, cultural studies, philosophy, history as well as in the information and computer sciences
The Editors encourage critical and comparative analyses including paradigms and methodologies that cross disciplinary and cultural boundaries. We are open to a range of submission types such as literature reviews, policy critiques and empirical studies.
Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
Journal metrics
Usage
363K annual downloads/views
Citation metrics
4.0 (2023) Impact Factor
Q1 Impact Factor Best Quartile
6.5 (2023) 5 year IF
11.4 (2023) CiteScore (Scopus)
Q1 CiteScore Best Quartile
2.493 (2023) SNIP
1.852 (2023) SJR
Speed/acceptance
4 days avg. from submission to first
decision
117 days avg. from submission to first
post-review decision
10 days avg. from acceptance to online
publication
13% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
John Potter - UCL Institute of Education, UK Ben Williamson- University of Edinburgh, UK Felicitas Macgilchrist - University of Oldenburg, Germany
Social Media Editor:
Felix Büchner - University of Oldenburg, Germany
Editorial Board:
Richard Andrews - University of Edinburgh, UK Maha Bali- American University in Cairo, Egypt Catherine Beavis-Deakin University, Australia Sue Bennett - University of Wollongong, Australia David Buckingham -Loughborough University, UK Andrew Burn - UCL Institute of Education, UK Michelle Cannon- University College London - UK Chun-Yen Chang - National Taiwan Normal University, Taiwan Laura Czerniewicz - University of Cape Town, South Africa Gideon Dishon- Ben Gurion University of the Negev, Isreal Ola Erstad - University of Oslo, Norway Rebecca Eynon - University of Oxford, UK Keri Facer - University of Bristol, UK Norm Friesen - Boise State University, USA Antero Garcia - Stanford University, USA Øystein Gilje - University of Oslo, Norway Lesley Gourlay - UCL Institute of Education, UK Lyndsay Grant - University of Bristol, UK Karen Gravett -University of Surrey, UK Sara Hawley- University College London, UK Juliane Jarke - University of Graz, Austria Paul Kelley- The Open University, UK Grace Myhyun Kim- University of Texas at Austin, USA Adrian Kirkwood- The Open University, UK Reijo Kupiainen- University of Tampere, Finland Cathy Lewin - Manchester Metropolitan University, UK Jabari Mahiri- University of California at Berkeley, USA Selena Nemorin- Monash University, Australia Luci Pangrazio - Deakin University, Australia Carlo Perrotta- Melbourne University, Australia Lina Rahm -KTH Royal Institute of Technology, Stockholm, Sweden Hemy Ramiel- Independent scholar Neil Selwyn - Monash University, Australia Amy Stornaiuolo - University of Pennsylvania, USA Timothy Teo - The Chinese University of Hong Kong, China Marko Teräs -Tampere University, Finland Rebekah Willett - University of Wisconsin-Madison, USA Irina Zakharova- University of Bremen, Germany
Abstracting and indexing
Learning, Media and Technology is abstracted/indexed in: Academic Search; Australian Education Index; Australian Research Council (ARC) Ranked Journal List; British Education Index; Communication Abstracts; Contents Pages in Education; EBSCOhost EJS; EBSCO CD Rom Database; Education Journal; Educational Administration Abstracts; Educational Research Abstracts online (ERA); Ergonomics Abstracts; Education Resources Information Center ( ERIC); ERIH; IFI/Plenum Data Corp; International Index to Film and Television Products and Research into Higher Education Abstracts; PsycINFO; the Social Sciences Citation Index® and SCOPUS®.
Open access
Learning, Media and Technology is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Members of the Open & Distance Learning Association Australia (ODLAA) can receive an individual print subscription to Learning, Media & Technology at a special society member rate. Please see the pricing or subscribe page for details.
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