Title<\/strong>:\u00a0Communications in Information Literacy<\/em><\/p>\n ISSN<\/strong>: 1933-59541<\/sup><\/p>\n Website<\/strong>:\u00a0Journal Home<\/a><\/p>\n Purpose, objective, or mission<\/strong>:\u00a0Communications in Information Literacy<\/em>\u00a0(CIL) is \u201can independent, peer-reviewed journal devoted solely to the advancement of research, theory, and practice in the area of information literacy in higher education.\u201d2<\/sup><\/p>\n Target audience<\/strong>: The primary audience for research articles are \u201cacademic librarians and library educators.\u201d The primary audience for Innovative Practices, the section for peer-reviewed case studies, are \u201cacademic librarians and other library personnel and educators who are engaged in information literacy instruction.\u201d The primary audience for the Book Review section, are \u201clibrarians and other professionals (student support staff, administrators, course instructors, or others) in higher education, who are concerned with teaching and learning.\u201d3<\/sup><\/p>\n Publisher<\/strong>: Communications in Information Literacy4<\/sup><\/p>\n Peer reviewed<\/strong>? Yes5<\/sup><\/p>\n Type<\/strong>: Scholarly6<\/sup><\/p>\n Medium<\/strong>: Online. \u201cCIL is an open access journal in the truest sense; there are no article processing charges or other regressive fees associated with authorship or publication.\u201d7<\/sup><\/p>\n Content<\/strong>: The \u201cResearch Articles\u201d section includes \u201cpeer-reviewed feature articles, which may be research-based or theoretical in nature. Literature review papers are generally discouraged, but those including in-depth investigation and noteworthy conclusions will be considered.\u201d The \u201cInnovative Practices\u201d section presents \u201cpeer-reviewed case studies that report on innovative information literacy instruction practices that are relevant to higher education contexts.\u201d The \u201cPerspectives\u201d section \u201cconsists of provocative and thoughtful essays on various aspects of information literacy in academic libraries.\u201d The \u201cEditorials\u201d section includes \u201cessays written by the editors as they pertain to the state of the journal or current events in the discipline,\u201d and also includes \u201cinvited works and regularly contributed columns.\u201d8<\/sup><\/p>\n Frequency of publication<\/strong>: Semiannual9<\/sup><\/p>\n Location of submission guidelines<\/strong>:\u00a0Author Guidelines<\/a><\/p>\n Types of contributions accepted<\/strong>: \u201cManuscripts may be theoretical, research-based, critical, or have a practical focus.\u201d \u201cCIL does not accept simultaneously submitted or previously published manuscripts. However, CIL welcomes and encourages the submission of papers developed from professional presentations.\u201d Unsolicited submissions for the \u201cResearch Articles\u201d and \u201cInnovative Practices\u201d sections are accepted, however, it is recommended, though not necessary, that \u201cprospective authors query the CIL editors before submitting their works.\u201d Submissions to the \u201cPerspectives\u201d and \u201cEditorials\u201d sections are by invitation only.10<\/sup><\/p>\n Submission and review process<\/strong>: Authors submit papers electronically. To facilitate the double blind review process, the author\u2019s name and institutional affiliations are removed and replaced by bracketed placeholders. \u201cThe review process generally takes six to eight weeks to complete. Authors are notified promptly when a decision on their manuscript is made.\u201d11<\/sup><\/p>\n Editorial tone<\/strong>: Scholarly12<\/sup><\/p>\n Style guide used<\/strong>:\u00a0Manual of Style of the American Psychological Association (APA)<\/em>, 7th edition13<\/sup><\/p>\n Communications in Information Literacy\u00a0<\/em>is a well-established research journal, having published its first issue in 2007. CIL<\/em>\u00a0provides a platform for scholars and practitioners to advance research, theory, and practice in the area of information literacy in higher education. Prospective authors must be interested in publishing original research and should be prepared for a rigorous review process.14<\/sup><\/p>\n Publication circulation<\/strong>: Because\u00a0CIL<\/em> is an online, open access journal, articles are downloaded individually. As of 4\/2\/2021, the number of total full-text downloads for the past year was 37,293, and the number of full-text downloads for the top ten articles ranged from 1,098 to 3,926.15<\/sup><\/p>\n Audience location and language or cultural considerations<\/strong>:\u00a0CIL<\/em>\u00a0is online and open access, its readership is international. The geographical location of article downloads are viewable via an interactive world map.16<\/sup><\/p>\n Interest in the field of information literacy is expanding rapidly in the age of the Internet the ability to process and evaluate information in the central role information literacy plays in shaping our social and political world . social and political influence profound impact on our . Therefore, CIL will appeal to a broad audience of journalists,<\/p>\n As this is an international publication, all potential authors\u00a0should\u00a0avoid using certain jargon or cultural references that others may not be able to understand. The\u00a0CIL<\/em>\u00a0editors advise writers, \u201cAs we are a journal of information literacy, we assume our readership already has familiarity with the concept of information literacy and its application in library science. Therefore, the manuscript does not need to treat the concept of information literacy as something novel for our readers, particularly in the Introduction or the Literature Review. Unless your institutional definition of information literacy varies significantly from that of the ACRL, there is no need to provide a perfunctory definition of information literacy for our readers.\u201d17<\/sup><\/p>\n Reader characteristics<\/strong>: Though\u00a0specific reader demographics are not available, authors may\u00a0assume that the journal\u2019s readers are international and the majority are employed in libraries at higher education institutions.18<\/sup><\/p>\n Knowledge of LIS subject matter<\/strong>: The primary readers of this publication are knowledgeable about library and information science issues. As noted above, readers have a clear understanding of information literacy and the issues surrounding the topic. It is likely that most readers have a firm grasp on technology, as this journal is only available online. As individuals interested in information literacy, readers probably work closely with electronic resources. It is clear that the audience of this publication values education and, above all, information literacy. They are interested in ensuring that communities have access to information and the ability to evaluate it adequately.19<\/sup><\/p>\n It is important to note that because this publication is open access, authors\u2019 work can be viewed for free by anyone searching the Internet, which could be a potential benefit. However, as it has an academic and research emphasis, it is most likely that the audience will be limited to those interested in higher education with a strong background in information literacy. Prospective authors should also keep in mind the growing field of information literacy and recognize the opportunity for new studies in this field, especially those that would be of interest in academic and research libraries and applicable internationally.<\/p>\n \u201cThe primary audiences for articles in this section are academic librarians and library educators, but we encourage contributions from all academic disciplines and from institutional administrators.\u201d<\/p>\n Last updated<\/strong>: In progress April 2021<\/p>\n Publication analysis About the publication Title:\u00a0Communications in Information Literacy ISSN: 1933-59541 Website:\u00a0Journal Home Purpose, objective, or mission:\u00a0Communications in Information Literacy\u00a0(CIL) is \u201can independent, peer-reviewed journal devoted solely to the advancement of research, theory, and practice in the area of information literacy in higher education.\u201d2 Target audience: The primary audience for research articles are \u201cacademic librarians […]<\/p>\n","protected":false},"author":772,"featured_media":0,"parent":2013,"menu_order":34,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-2071","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/wordpress.library.illinois.edu\/infosci\/wp-json\/wp\/v2\/pages\/2071","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wordpress.library.illinois.edu\/infosci\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wordpress.library.illinois.edu\/infosci\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wordpress.library.illinois.edu\/infosci\/wp-json\/wp\/v2\/users\/772"}],"replies":[{"embeddable":true,"href":"https:\/\/wordpress.library.illinois.edu\/infosci\/wp-json\/wp\/v2\/comments?post=2071"}],"version-history":[{"count":5,"href":"https:\/\/wordpress.library.illinois.edu\/infosci\/wp-json\/wp\/v2\/pages\/2071\/revisions"}],"predecessor-version":[{"id":3453,"href":"https:\/\/wordpress.library.illinois.edu\/infosci\/wp-json\/wp\/v2\/pages\/2071\/revisions\/3453"}],"up":[{"embeddable":true,"href":"https:\/\/wordpress.library.illinois.edu\/infosci\/wp-json\/wp\/v2\/pages\/2013"}],"wp:attachment":[{"href":"https:\/\/wordpress.library.illinois.edu\/infosci\/wp-json\/wp\/v2\/media?parent=2071"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}About the publication\u2019s submission guidelines<\/h3>\n
Conclusion: Evaluation of publication\u2019s potential for LIS authors<\/h3>\n
Audience analysis<\/h2>\n
\nAbout the publication\u2019s readers<\/h3>\n
Conclusion: Analysis of reader characteristics and their potential impact on authors<\/h3>\n
\nReferences<\/h4>\n
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