Submission Preparation ChecklistAs part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
- The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
Submit along with your manuscript a cover letter that includes:
Your contact information.
Your preferred pronouns (for the purposes of personal correspondence with the editors).
An abstract (maximum 200 words), if submitting an article.
The relevant IRB protocol number, if your study requires human research protections
Submit manuscripts as Microsoft Word .docx files.
- Cite sources using MLA 8th edition and format the manuscript following the journal’s style guide.
- Where available, URLs for the references have been provided.
To ensure anonymous peer review, replace any references to yourself with “Author” and remove identifying information from the file’s properties.
On a Mac: Select File > Properties > Summary > Delete any identifying information > Save
On a PC: Select File > Save As > Tools > Security > Remove personal information from file properties on save > Save.
If your submission includes figures, images, or multimedia, include these materials as separate files in the following formats:
Figures and images: .jpg/.png
Audio: .mp3 or .flac at 192kbps or better.
NOTE: If you have video files, please reach out directly to firstname.lastname@example.org to discuss how to transfer those files with your submission.
If your submission cites student work, attach signed permissions.
LiCS seeks a diversity of submissions, including traditional print-based articles and non-traditional, multimedia, and/or multimodal texts. We also accept the submission of genres across linguistic repertoires (i.e., language varieties, registers, dialects, styles, accents, etc.). LiCS welcomes submissions in new and emerging forms and genres, as well as already-established genres. The descriptions of genre types published by the journal are offered to de-mystify publishing practices and to increase transparency. However, these descriptions are not meant to limit the kinds of forms and genres authors might submit.
There are two broad categories of manuscripts LiCS publishes, long-form and short-form. The major difference between these two categories is that long-form submissions are sent out for peer review and short-form submissions are reviewed by the journal editors. Long-form manuscripts are sent out for double-blind peer review. These manuscripts typically fulfill some of the genre expectations associated with scholarly articles: they situate their intervention within a scholarly conversation, and they offer new artifacts and/or data for interpretation or offer new interpretations of existing artifacts and/or data. Short-form manuscripts are reviewed by the editorial team. LiCS welcomes interviews, symposium essays, book reviews, and new and emerging genres. Submissions may use primarily or solely alphabetic literacy or may incorporate audio, video, images, and other multimedia literacies. LiCS welcomes a range of research methods, including new and emerging methods.
We seek articles that interpret literacy at a time of radical transformation in its contexts and circulation. Although we are open to a wide range of research and methodologies, we are especially interested in work that:
- provides provisional frameworks for theorizing literacy activities;
- studies the literacies of underexamined populations or materials;
- analyzes how literacy practices construct student, community, and other identities;
- investigates the ways in which social, political, economic, linguistic, and technological transformations produce, eliminate, or mediate literacy opportunities;
- analyzes the processes and power relations whereby literacies are valued or circulated;
- adds new or challenges existing knowledge to literacy’s history;
- examines the literacies sponsored through college writing courses and curricula, including the range of literate activities, practices, and pedagogies that shape and inform, enable and constrain writing;
- considers the implications of institutional, state, or national policies on literacy learning and teaching, including the articulation of high schools and higher education; and/or
- proposes or creates opportunities for new interactions between literacy and composition studies, especially those drawing on transnational, multilingual, and cross-cultural literacy research.
Manuscript submissions should demonstrate awareness of relevant scholarship in both literacy studies and composition studies. Long-form manuscripts should be no more than 10,000 words (including works cited and notes), adhere to the 8th edition of the MLA Handbook, and be free of internal references to the author’s identity. Manuscripts must not be previously published or under consideration elsewhere. Manuscripts should also cite scholarship from authors with diverse backgrounds or perspectives. We believe that it is through these citation practices that we acknowledge and deeply engage with the valuable work of those in our field who have been historically marginalized, rendered invisible, or tokenized in academia. For assistance, please review bibliographies highlighting minoritized perspectives. When submitting manuscripts that include human subjects participation, authors are responsible for securing any human subjects permissions pertaining to their research. Please note your institution’s IRB approval in the manuscript submission.
In addition to traditional manuscripts, LiCS welcomes multimedia submissions. To ensure that the journal is able to provide access to your work after internet services shift URL structures or go out of business, we need to acquire full file copies of your work. If your multimedia submission is too large to be included as an email attachment, please provide a URL for access via Dropbox.
To ensure anonymity during the review process, please eliminate any identifying information from your multimedia submission. If it is not possible to remove all identifying content, please email the Managing Editor for instructions on how to proceed.
When submitting multimedia documents, we assume that you either own the intellectual property rights to the materials used or can justify fair use exemption for sourced materials. Because all LiCS articles carry a CreativeCommons non-commercial, attribution, non-derivs license, multimedia submissions should do so as well.
To ensure that content is accessible, please submit transcripts for video and alternative text for images and video.
Symposium submissions are shorter, editor-reviewed essays (2,000-5,000 words) that extend discussions begun in the pages of LiCS, or that seek to prompt informal exchanges around issues, ideas, and methods of interest to readers of LiCS.
Symposium responses might extend or re-direct threads from earlier LiCS scholarship. These extensions may offer not only suggestive critique but also rich ideas and arguments that move a conversation forward. Additionally, we welcome the introduction of new, timely topics specifically aimed at beginning important conversations pertaining to literacy and composition. Symposium pieces of this nature should both offer exploration and insights and pose questions for further dialogue.
For queries, please email the submissions editor, Chris Warnick, at email@example.com
In her book, Reclaiming Composition for Chicano/as and Other Ethnic Minorities: a Critical History and Pedagogy, Iris D. Ruiz argues that “[a] critical analysis of history calls for examining previously excluded historical accounts, or, rather, a historiographic perspective which considers historical accounts of particular populations… those not focused upon traditional histories.” She further suggests that this “historiographic method searches for the silences or the blind spots in the narration of past events and asks, ‘what is missing?’” (150). In this vein, if we ask, “What is missing in our field?”, as Dr. Ruiz argues we should, and consider how LiCS is just one space that is meant to represent current scholarship in our field, we find that the voices (scholarship) of historically marginalized groups have been rendered invisible, have been tokenized in academia, and/or have not been equally represented. Thus, as LiCS continues to strive toward more diverse and inclusive publishing practices, it is important that book reviews represent this goal in a strong way.
We envision the Book Reviews section of LiCS to be a space that embodies diversity, equity, and inclusion. It is especially imperative in this moment that we work toward building a space where scholars of all backgrounds and experiences (including those whose voices have not been valued) find themselves represented.
Toward this end, we welcome book review submissions that engage with scholarship that represents diversity—scholarship by BIPOC (Black, Indigenous, and/or People of Color) and other marginalized groups. We look forward to a future of building a more equitable, diverse, and inclusive Book Review section of LiCS, as part of the journal’s larger continuing efforts toward this overall important endeavor.
For Book Review queries, please email the book review editor, Helen Sandoval, at firstname.lastname@example.org.
Special Issue Proposal
LiCS encourages scholars to propose special issues as a way to foster robust exchange around a shared inquiry or theme of relevance to our readers. LiCS has the capacity to publish up to one special issue per academic year.
Who can serve as special issue editors: LiCS welcomes scholars working in literacy, composition, rhetoric, and pedagogy to consider editing a special issue. Considering the work involved in editing, we recommend that potential editors find at least one other editor to collaborate with on the issue.
Graduate student special issue teams: LiCS is committed to supporting graduate students’ participation in publishing. Should one or more graduate students propose and be approved to co-edit a special issue, a mentor from either the Editorial Team or Editorial Board may be named to provide support to the special issue editors. This support may take the shape of serving as a sounding board or offering advice when solicited, or providing more active support, as negotiated by the special issue editors and mentor.
Process for proposing a special issue: Potential special issue editors shall submit a one-page proposal, draft cfp, and cv’s for the editors to the LiCS Ed Team. The Ed Team makes a decision regarding the proposal and may request revisions prior to a decision. The Ed Team typically consults with the Editorial Board about special issue proposals.
The special issue editors are responsible for:
- Disseminating the cfp
- Responding to and making decisions about any solicited abstracts
- Sending all manuscripts out for blind peer review to two reviewers, in consultation with the Ed Team about the reviewers they are using
- Making publication decisions in light of reader reports and for providing revision guidance to authors
- Supervising manuscript revision at all stages the process
- Doing a first round of copyediting of approved manuscripts
- Coordinating with the Editorial Team to copyedit and finalize manuscripts
LiCS is committed to an online open-access publishing model that encourages collaboration, innovation, and a broader dissemination of research and ideas. Submissions should be original, previously unpublished work not currently submitted for publication elsewhere. We do not charge authors publication fees. Authors retain the copyright to their work as well as an exclusive right to publishing without restrictions; readers may use the work following the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported license.
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.