About the Journal

The Journal of Digital and Media Literacy (ISSN 2326-1862) is published by the James L. Knight School of Communication at Queens University of Charlotte with support from the John S. and James L. Knight Foundation.

JoDML is an academic, peer-reviewed journal publishing traditional research articles alongside hybrid, mixed-media articles and creative digital projects. Our goal is to examine the ways people use technology to create, sustain, and impact communities on local, national and global levels. Broadly defined, digital and media literacy refer to the ability to access, share, analyze, create, reflect upon, and act with media and digital information.1

The Journal of Digital and Media Literacy presents a variety of perspectives on the intersection between digital and media literacy, technology, culture, and civic engagement. Our content is descriptive and prescriptive in regards to how scholars, activists, consumers, practitioners, and educators engage with all aspects of digital and media literacy throughout the communities in which they work, live, and serve.

In addition to our blended approach to content and format, the journal is also designed for a blended audience. Our hope is that our content will appeal to an audience inside—and outside—academia. Our goal is to publish academically sophisticated research with a simplified writing style for a broad audience. Part of the submission guidelines require that authors write articles in such a way that anyone with an undergraduate-level reading proficiency can comprehend the content, because we want to include as many people as we can—and hear as many different voices as possible—in this dynamic and on-going, on-line discussion. We strive for a Flesch Reading Ease score of 30 on a 100-point scale (the higher the score, the more accessible the essay). We believe this readability requirement will inspire authors to write in such a way that includes—and welcomes—the audience about which they research. We believe that for research to be truly transformative, it must strive for clarity and encourage engagement.

Editorial Board

Chris Anderson
College of Staten Island (CUNY)

Megan Boler
University of Toronto

Stephen Coleman
University of Leeds

Vanessa Domine
Montclair State University

Andrew Garrison
University of Texas, Austin

Dan Gillmor
Arizona State University

Steven Goodman
Educational Video Center, New York

Gary Kebbel
University of Nebraska-Lincoln

Ceasar McDowell
Massachusetts Institute of Technology

Paul Mihailidis
Emerson College

Leanne Pupchek
Queens University of Charlotte

Geanne Rosenberg
Baruch College

Kathleen Tyner
University of Texas, Austin

Editorial Staff

Alexis Carreiro

Nancy Clare Morgan
Copy Editor

Bob Page
Web Editor




Notes    (↵ returns to text)

  1. Hobbs, Renee. Digital and Media Literacy: A Plan of Action. Washington DC: The Aspen Institute, 2010.