Merger Announcement

Learning, Media and Technology - incorporating Education, Communication & Information - is an international, peer-reviewed journal that aims to stimulate debate on the interaction of innovations in educational theory and practices, with 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.

Key issues for the journal are:

• How are educational technologies changing views of knowledge, learning and pedagogy?
• What new learning opportunities are facilitated through learners engaging in the production of media and authoring processes previously only available to professionals?
• What do we know about forming and sustaining learning communities?
• How do cultural, linguistic, philosophical and technical variables influence
• the design, development and integration of educational technology?
• How are developments and innovative practices such as converging media or new ways of working with technology transforming educational practices in local, national and global contexts?
• How do innovations in media and technology influence conceptions of orality, literacy, and other modes of meaning making?
• What are the implications for formal education of the increasingly widespread use of media and technology in homes and communities?
• How are educational technologies affecting the use of traditional print-based media, and notions of copyright, authorship and censorship? What are the implications for education?
• Does educational technology promote or inhibit equality in education and access to information, in terms of gender, ethnicity, disability and geographic location?

The Editors encourage critical and comparative analyses including paradigms and methodologies that cross disciplinary and cultural boundaries. 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.