Learning and social software: researching the realities - listen to the recording
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Learning, Media and Technology is an international, peer-reviewed journal that aims to stimulate debate on the interaction of innovations in educational theory, practices, media and educational technologies. Media and technologies are interpreted in the broadest sense, to encompass digital broadcasting, the internet and online resources, and other new and emerging formats, as well as the traditional media of print, broadcast television and radio.

We invite submissions which build on contemporary debates such as:
• How new learning opportunities are facilitated through learners engagement in the production of media and in authoring processes previously only available to professionals.
• How educational practices in local, national and global contexts are being transformed by technical developments and innovative practices such as converging media or new ways of working with technology.
• The implications for formal education of the increasingly widespread use of media and technology in homes and communities.
• How Web 2.0 developments are supporting learning and/or teaching in a range of contexts.
• How individuals and communities are personalising their engagement with media, technology and others.
• How media and technologies are changing views of knowledge, learning and pedagogy, and raising questions about authorship and ownership.

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. Contributions are welcome from a wide range of educators and practitioners, including academics, students, teacher educators, policy makers, media professionals, librarians and teachers from all sectors. Suggestions for themed special issues and guest editors are most welcome.

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.

Disclaimer for Scientific, Technical and Social Science publications:
Taylor and Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor and Francis and its agents and licensors make no representations or warranties whatsoever of the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor and Francis.