Bill Cope is a Research Professor in the Department of Education Policy, Organization & Leadership, University of Illinois, Urbana-Champaign, USA and an Adjunct Professor in the Globalism Institute at RMIT University, Melbourne. He is also a director of Common Ground Research Networks, developing and applying new publishing technologies. He is a former First Assistant Secretary in the Department of the Prime Minister and Cabinet and Director of the Office of Multicultural Affairs. His research interests include theories and practices of pedagogy, cultural and linguistic diversity, and new technologies of representation and communication. He was Research Director then Director of the Centre for Workplace Communication and Culture at the University of Technology, Sydney and RMIT University, Melbourne. He was also involved in a joint Common Ground/RMIT University research initiative, Creator to Consumer in a Digital Age, funded by the Australian Government’s Department of Industry, Tourism and Resources. Amongst his recent publications are edited volumes on The Future of the Book in the Digital Age and The Future of the Academic Journal, and with Kalantzis and Magee, Towards a Semantic Web: Connecting Knowledge in Academic Research.
Mary Kalantzis is Dean of the College of Education at the University of Illinois, Urbana-Champaign, USA. Before this, she was Dean of the Faculty of Education, Language and Community Services at RMIT University, Melbourne, Australia, and President of the Australian Council of Deans of Education. She has been a Board Member of Teaching Australia: The National Institute for Quality Teaching and School Leadership, a Commissioner of the Australian Human Rights and Equal Opportunity Commission, Chair of the Queensland Ethnic Affairs Ministerial Advisory Committee, Vice President of the National Languages and Literacy Institute of Australia and a member of the Australia Council’s Community Cultural Development Board. With Bill Cope, she is co-author or editor of a number of books, including: The Powers of Literacy: Genre Approaches to Teaching Literacy, Falmer Press, London, 1993, Productive Diversity, Pluto Press, Sydney, 1997; A Place in the Sun: Re-Creating the Australian Way of Life, HarperCollins, Sydney, 2000; Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge, London, 2000; New Learning: Elements of a Science of Education, Cambridge University Press, 2008 (2nd edition, 2012); Ubiquitous Learning, University of Illinois Press, 2009; and Literacies, Cambridge University Press, 2012.
José Luis Ortega is an Associate Professor in Teaching of English as a Foreign Language at the University of Granada, Spain. From 2004 to 2008 he was Vice-Dean in charge of International Relations and from 2011 to 2015. He was Secretary of the Local Organising Committee of the International Learning Conferences held in Granada (2005), Montego Bay (Jamaica, 2006), the International Social Science Conference held in Granada in 2007, and the International Conference on Diversity (2016). A member of the scientific committee of several international journals, Dr Ortega has lectured and taught at numerous European and American universities. He is the author of more than fifty scholarly publications including books, chapters and peer reviewed papers on bilingualism, TEFL, teacher training, classroom management, and student motivation. Dr Ortega is currently heading a national Project in Spain on bilingualism funded by the British Council and the Spanish Ministry of Education.
Articles published in The Learner Journal Collection are peer reviewed by scholars who are active members of The Learner Research Network. Reviewers may be past or present conference delegates, fellow submitters to the collection, or scholars who have volunteered to review articles and have been screened by Common Ground’s editorial team. This engagement with the Research Network, as well as Common Ground’s synergistic and criterion-based evaluation system, distinguishes The Learner Journal Collection’s peer review process from journals that have a more top-down, editor-centric approach to refereeing.
The Learner Journal Collection reviewers are assigned to articles based on their academic interests and scholarly expertise. In recognition of the valuable feedback and publication recommendations that they provide, reviewers may request an official letter/certificate. The Reviewers listed below have contributed significantly to the overall editorial quality and content of the journal.
When publishing with us, you don't just get the opportunity to write, you also provide feedback on other articles submitted to the journal collection.
The guidance that reviewers supply is the invaluable and helps to shape the journal collection.
Participating in the review process is a great way to gain firsthand experience with the publishing process.
We recognize the important role of reviewers by acknowledging them as Reviewers.