Focus and Scope

Why Publish in TLI?

Teaching & Learning Inquiry (TLI) is the flagship publication of the International Society for the Scholarship of Teaching and Learning (ISSOTL). It represents one of the world’s most active organizations in the scholarship of teaching and learning (SoTL) with a worldwide readership of the field’s leading thinkers and those pursuing SoTL at every level. The TLI Editorial Board consists of widely published SoTL researchers and practitioners from eight countries. Submissions to TLI will receive prompt and thoughtful reviews from these and other international experts.

Publishing in TLI, then, is an effective way to reach a broad, influential audience. Teaching & Learning Inquiry has earned a strong reputation for scholarly excellence, and one valuing creative as well as traditional approaches to understanding teaching and learning and ways to share that understanding.

For some fast facts about Teaching & Learning Inquiry, download this one-page TLI Fact Sheet.

Aims & Scope of TLI

Published twice annually, TLI features original research and commentary on SoTL. TLI publishes insightful research, theory, commentary, and other scholarly works that document or facilitate investigations of teaching and learning in higher education. These may include empirical and interpretive investigations, theoretical analyses, thought-provoking essays, or works employing other genres.

TLI values quality and variety in its vision of the scholarship of teaching and learning. The journal showcases the breadth of the interdisciplinary field of SoTL in its explicit methodological pluralism, its call for traditional and new genres, and its international authorship from across career stages. TLI thus welcomes submissions from all disciplines, research traditions, and perspectives related to teaching and learning.

Authors should be mindful of the fact that the journal publishes for an international audience. Preference will be given, therefore, to submissions that are of interest and value beyond local contexts.

TLI encourages authors to take advantage of the new open and online platform. Send queries to tli@issotl.com.

TLI Sections

  • Articles: Pieces documenting completed SoTL projects, theoretical or scholarly essays, systematic reflections, syntheses of literature, or reports on the field (3,000-7,000 words) (Peer-reviewed, indexed)
  • Dialogue: Informed responses to articles in previous issues (1,500-5,000 words) (Peer-reviewed, indexed)
  • Innovation: Systematic reflection through creative products (1,000-8,000 words) (Peer-reviewed, indexed)
  • TLI Reviews: Reviews of books, external articles, web resources, or conferences (1,000-3,000 words) (indexed)--Read more about this newly expanded section.

Information about TLI

The ISSN for TLI is 2167-4787 and the journal is a member of Crossref to facilitate links between articles. TLI is indexed by:

  • Google Scholar
  • Directory of Open Access Journals (DOAJ)
  • EBSCO Education Source
  • EBSCO Professional Development Collection
  • EBSCO Discovery Service
  • ERIC
  • MLA International Bibliography
  • ProQuest Education Collection
  • Scopus
Volumes 1-3 were indexed by and are still available through Project Muse and JSTOR.

 

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Peer Review Process

All submissions are first read by editors to determine suitability and readiness for review. Manuscripts considered appropriate for review (except reviews of books, conferences, et al.) are then examined by three reviewers from at least two different countries and a mix of familiarity and unfamiliarity with the specific topic.

TLI uses a double blind reviewing process and the journal’s review guidelines, adapted from Peter Felten's "Principles of Good Practice in SoTL," published in the inaugural issue of the journal. (A PDF to preview TLI's review form can be downloaded here.) TLI encourages reviewers to hold high standards, be constructively critical, and practice collegiality and a sense of mentorship in the writing of their reviews.

Based on reviewer feedback, journal editors determine whether the submission should be published as is, published after revisions, reconsidered after revision and resubmission, or rejected. Resubmitted manuscripts, accompanied by an explanation of revisions based on reviews, are sent to at least one of the original reviewers and one new reviewer.

For timelines for the peer review process or time to publication, see "Publication Frequency," below.

This process applies to submissions from all authors, including the editors, the TLI Editorial Board, and reviewers. Additionally, editors, Editorial Board members, and reviewers will not be involved in the review process if they have collaborated with an author, work at the same institution as the author, or have a personal relationship that doesn’t allow them to evaluate the manuscript objectively.

Who Are TLI Reviewers?

Given the number of submissions to TLI and the assignment of three reviewers per manuscript, TLI is always in need of additional reviewers who work in the field of SoTL and who demonstrate sufficient familiarity with and commitment to its tenets. To this end, and given the broad scope of SoTL, reviewers may be asked to read submissions from outside of their disciplinary expertise, recognizing the journal’s multidisciplinary readership and the need for multiple perspectives that can transcend subject expertise.

To volunteer as a reviewer, download and complete this form and email it to the journal's editorial manager (tli@issotl.com). In the spirit of developing new scholars, TLI also welcomes new scholars (including graduate students) who wish to work with SoTL-experienced mentors in reviewing articles for the journal. complete this form and email it to the journal's editorial manager (tli@issotl.com) for more information.

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Publication Ethics

In keeping with the standards of scholarly communication, TLI abides by this Publication Ethics and Malpractice Statement.

Publication Frequency

Teaching & Learning Inquiry is published twice a year (March and September). Submissions are welcome at any time. Our editorial staff reviews manuscripts on a revolving basis.

Timeline for Review Process

  • Days from submission to editorial decision: 97 (3.2 months)
  • Days from submission to acceptance for publication: 172 (5.75 months)

Timeline to Publication

  • Days from acceptance for publication to live pub: 168 (5.6 months)
  • Days from submission to live pub: 342 (11.43 months)

 

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Open Access Policy

CC-BY

 


Teaching & Learning Inquiry
provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. TLI adheres to the BOAI definition of open access: that users have the right to "read, download, copy, distribute, print, search, or link to the full texts of these articles".

Articles published in TLI are licensed under a Creative Commons Attribution License 4.0 International. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited.

There are no charges to authors for article processing (APC's) or for submission.

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Archiving

This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration.

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Journal History

Teaching & Learning Inquiry (TLI), the journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL), published its first issue in March 2013, through Indiana University Press.

In September 2015, ISSOTL announced that TLI would be moving to an Open Access platform hosted at the University of Calgary. On January 1, 2016, all issues of TLI were released* on the OA site (TLIjournal.com). The first issue prepared for this site (issue 4.1) was published in March 2016.

*Issues 1.1 through 3.2--originally published by IUPress--have been transferred with their original pagination. (Pages with advertisements have not been transferred, so the page numbering is interrupted as it skips over these pages.)

The editors wish to thank Indiana University Press for their support in starting the journal--and in particular Michael Regoli for his assitance woth the transition of TLI to an Open Access journal, as well as Linda Bannister for her beautiful design with the journal cover and page layouts.

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