Welcome to the Journal of Digital and Media Literacy—an academic, peer-reviewed journal publishing traditional research articles alongside creative digital projects.
Broadly defined, digital and media literacy refers to the ability to access, share, analyze, create, reflect upon, and act with media and digital information.1 These literacies are at the heart of modern communities. The Journal of Digital and Media Literacy explores the connection of media fluency to culture and civic engagement. It examines the ways people use technology to create, sustain, and impact communities on local, national, and global levels.
This is more than a new journal. It is a new type of journal. We instituted readability standards. Every submission must score at least 30 on the Flesch Reading Ease scale. (Authors can check their scores in Microsoft Word by authorizing the program to “check spelling and grammar” in the tools menu.) The higher the score, the easier it is to read. The easier it is to read, the more people can read it. The more people can read it, the bigger its impact. Our content is descriptive and prescriptive in regards to how civic leaders, media practitioners, scholars, and educators engage with all aspects of digital and media literacy throughout the communities in which they work, live, and serve. The result, we hope, is that this work will help these groups and others raise the digital media literacy rates of their own communities.
We believe in a broad blended audience. Our goal is to publish academically sophisticated research with a simplified writing style. We want to welcome as many people as we can to the conversation. Our readability requirement should inspire authors to write in a way that includes the audience that they research. In this regard, we hope to democratize peer-reviewed scholarship and host an open conversation. On this site, we want researchers, community organizers, municipal leaders, parents, librarians, and activists to engage with one another. Therefore, it is critical that the content is accessible to the people directly impacted by these very ideas.
The world of traditional academic publishing is changing. We are excited to be part of that change. Publishing short and long-form academic articles alongside digital projects encourages readers to think of digital media as a source of information and an infrastructure for dialogue and discourse. Media content and form are linked. We hope our blended approach to content and format encourages JDML readers to consider how the infrastructure (the images, hyperlinks, audio, and overall design) contributes to the ideas and arguments presented here. Online journals like ours are part of an increasing trend to expand the notion of academic publishing online.2 We see this as an exciting opportunity. We believe that peer-reviewed scholarship can be inclusive and we welcome you to the conversation.
Dr. Alexis L. Carreiro, Editor
Hobbs, Renee. Digital and Media Literacy: A Plan of Action. Washington DC: The Aspen Institute, 2010.
- Renee Hobbs, Digital and Media Literacy: A Plan of Action (Washington, DC: The Aspen Institute, 2010), vii-viii. A white paper on the Digital and Media Literacy recommendations of the Knight Commission on the Information Needs of Communities in a Democracy, 2010. http://www.knightcomm.org/digital-and-media-literacy-a-plan-of-action↵
- Other examples of interactive, academic journals include Flow, Journal of Digital Humanities, Media Commons Press, Journal of Interactive Technology and Pedagogy, Vectors, the HASTAC digital learning report, and the National Communication Association’s online magazine Communication Currents—just to name a few.↵