Educational Media and Technology Yearbook: Volume 44 (Educational Media and Technology Yearbook, 44) 3031430476, 9783031430473

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Educational Media and Technology Yearbook  44

Hyewon Lee Robert M. Branch   Editors

Educational Media and Technology Yearbook Volume 44

Educational Media and Technology Yearbook Volume 44

Hyewon Lee  •  Robert M. Branch Editors

Educational Media and Technology Yearbook Volume 44

Editors Hyewon Lee Learning, Design, and Technology University of Georgia Athens, GA, USA

Robert M. Branch Learning, Design, and Technology University of Georgia Athens, GA, USA

ISSN 8755-2094 Educational Media and Technology Yearbook ISBN 978-3-031-43047-3    ISBN 978-3-031-43048-0 (eBook) https://doi.org/10.1007/978-3-031-43048-0 © The Association for Educational Communications & Technology 2023 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Paper in this product is recyclable.

Preface

Welcome to Volume 44 of the Educational Media and Technology Yearbook. The audience for the Yearbook typically consists of media and technology professionals in K-12 schools, higher education, and business contexts. The Yearbook editors have dedicated themselves to providing a record of contemporary trends related to educational communications and technology. We also strive to highlight special movements that have clearly influenced the educational technology field. This volume also continues the tradition of offering topics of interest to professionals practicing in other areas of educational media and technology, as the Table of Contents demonstrates. All papers submitted to the Yearbook are subject to rigorous editorial review, and each set of authors is provided with multiple rounds of feedback on the quality of their work and manuscripts. As in prior volumes, the assumptions underlying the chapters are: 1. Technology represents tools that act as extensions of the educator. 2. Media serve as delivery systems for educational communications. 3. Technology can be interpreted as machines and hardware, but technology also includes techniques and procedures derived from scientific research into ways to promote change in human performance. 4. That educational media and technology should be used to:

(a) Achieve authentic learning outcomes (b) Situate learning tasks (c) Negotiate the complexities of guided learning (d) Facilitate the construction of knowledge (e) Aid in the assessment of learning (f) Support skill acquisition (g) Facilitate diversity

The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. Examined in relation to its companion volumes of the past, it provides a valuable historical record of current ideas

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Preface

and developments in the field of information and communication technology. Feel free to share your perspectives about the Educational Media and Technology Yearbook with the Editor at [email protected]. Athens, GA, USA

Robert M. Branch

Acknowledgments

This book presents trends and issues in instructional technology and has been supported and encouraged in different ways by many to whom we owe a debt of gratitude. We would like to acknowledge their support and contributions to this book. We greatly appreciate the work of the book editors for their outstanding contributions. We are also thankful for the authors who submitted their manuscripts to the Educational Media and Technology Yearbook (Vol. 44): Richard E. West, Lisa Lei, Sagun Giri, Rebecca Clark-Stallkamp, Yingxiao Qian, Hyewon Lee, Robert, M. Branch, Robert G. Doyle, Yvonne Earnshaw, Jennifer Johnston, and Sicheng Jin. This book would not have been possible without their generosity in sharing their research.

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Contents

Part I Trends and Issues in Learning, Design, and Technology 1

 The 2022 Scholarship Rankings ������������������������������������������������������������    3 Richard E. West and Lisa Lei

2

 Building Place Attachment: Trends and Retention of AECT Convention First-­Time Attendees������������������������������������������   17 Sagun Giri, Rebecca Clark-Stallkamp, and Yingxiao Qian

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The Interplay of the L2 Motivational Self System and Individual Variables: An Integrative Framework ������������������������   47 Hyewon Lee and Robert M. Branch

Part II Leadership Profiles 4

Introduction����������������������������������������������������������������������������������������������   69 Robert G. Doyle

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Brad Hokanson����������������������������������������������������������������������������������������   73 Robert G. Doyle

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Joi Moore��������������������������������������������������������������������������������������������������   81 Robert G. Doyle

Part III Programs in Learning, Design, and Technology 7

Introduction����������������������������������������������������������������������������������������������   91 Yvonne Earnshaw and Jennifer Johnston

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 Programs in Learning, Design, and Technology ����������������������������������   93 Yvonne Earnshaw and Jennifer Johnston

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Part IV Organizations and Associations in North America 9

Introduction����������������������������������������������������������������������������������������������  151 Jennifer Johnston and Yvonne Earnshaw

10 Organizations  and Associations in the USA and Canada��������������������  153 Jennifer Johnston and Yvonne Earnshaw Part V Mediagraphy 11 Introduction����������������������������������������������������������������������������������������������  213 Sicheng Jin 12 Mediagraphy��������������������������������������������������������������������������������������������  217 Sicheng Jin Index������������������������������������������������������������������������������������������������������������������  239

Contributors

Robert  M.  Branch  Learning, Design, and Technology, University of Georgia, Athens, GA, USA Rebecca  Clark-Stallkamp  Department of Mathematics Education, Science Education, and Instructional Technology, East Carolina University, Greenville, NC, USA Robert  G.  Doyle  Faculty of Arts and Sciences, Harvard University, Cambridge, MA, USA Yvonne Earnshaw  School of Instructional Technology and Innovation, Kennesaw State University, Kennesaw, GA, USA Sagun  Giri  Learning Design & Technology, Penn State University, University Park, PA, USA Sicheng  Jin  Learning, Design, and Technology, University of Georgia, Athens, GA, USA Jennifer  Johnston  Learning, Design, and Technology, University of Georgia, Athens, GA, USA Hyewon  Lee  Learning, Design, and Technology, University of Georgia, Athens, GA, USA Lisa Lei  Brigham Young University-Idaho, Rexburg, ID, USA Yingxiao  Qian  Department of Educational Studies, College of Education, University of South Carolina, Columbia, SC, USA Richard  E.  West  Department of Instructional Psychology and Technology, Brigham Young University, Provo, UT, USA

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Part I

Trends and Issues in Learning, Design, and Technology

Chapter 1

The 2022 Scholarship Rankings Richard E. West and Lisa Lei

Educational Technology research is an expansive field of inquiry, connecting scholars in a wide variety of domains including subject domains, technology domains, and design disciplines. Because our technological abilities have progressed rapidly in recent years, so have the number of journals to provide venues for research into effective practice. As our research proliferates across dozens of journals, it becomes challenging to trace key scholars, themes, and issues across the literature. For this reason, meta-syntheses and analyses are helpful to provide the big picture of the boundaries, reach, and influence of our work, as well as the gaps and potential opportunities. In this article, we report our analysis of the last 5 years of educational technology scholarship indexed in the Scopus scholarship database. In doing so, we follow similar methods we utilized in a previous study, published in British Journal of Educational Technology (Bodily et al., 2019) and then revised for recent versions of the Educational Technology Media Yearbook. In reporting this data, we caution that in our field, effective practice is not just measured in citations and articles published. In other words, we are also engaged in the work of designing effective instruction and technological practice, and thus the quality of an educational technology department and faculty cannot solely be measured in their publication counts. Unfortunately, there is not good data on these other effects and impacts we can have. Despite this, it is still valuable to gauge the trends, patterns, and productivity of our field in regards to research, which is the rationale for this study. R. E. West (*) IPT Department, Brigham Young University, Provo, UT, USA e-mail: [email protected] L. Lei Brigham Young University-Idaho, Rexburg, ID, USA © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 H. Lee, R. M. Branch (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 44, https://doi.org/10.1007/978-3-031-43048-0_1

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Methods In this section we will explain our methodology, which follows closely and replicates the methodology in previous versions of this study published in the Yearbook. In addition, we emphasize domestic scholars because the Educational Technology Media Yearbook focuses on domestic programs in the field. However, we do provide data on international authors/programs as well as useful information. In our analysis, we were guided by the following question: What trends exist in the Scopus database related to authorship, citations, and article topics for IDT journals from 2017 to 2021?

Database Selection In this study we utilized an automated method to retrieve, organize, and compile results using Scopus. Scopus (https://www.elsevier.com/solutions/scopus), owned by Elsevier, indexes peer-reviewed literature and claims to be the “largest abstract and citation database of peer-reviewed literature” (“About Scopus,” 2017). In our previous article (Bodily et al., 2019), we compared citation patterns in Scopus with Google Scholar, and found them to be comparable in regards to which journals and individuals were cited the most. Thus, while Scopus is not as expansive as Google Scholar in what scholarship it indexes, the overall patterns should be similar. Note also that because Google Scholar is more expansive, an individual scholar will see higher citation counts for their articles in Google Scholar, as would be the case for all scholars.

Journal Inclusion Criteria Bodily et al. (2019) searched in Scopus for all journals that included the keywords technology AND (learning OR education OR school OR instruction), computer AND (learning OR education OR school OR instruction), online AND (learning OR education OR school OR instruction), distance AND (learning OR education OR school OR instruction), media AND (learning OR education OR school OR instruction), learning, instruction, and e-learning. They then included any additional journals listed in Ritzhaupt et al. (2012) study of the most important journals in the field. After scanning the journal titles, they excluded any journals that were not a good fit for the field of instructional design and technology, for example if they focused on computer science or elementary education. Using this list, we extracted data for 55 journals. To access article metadata for a particular journal in the Scopus API, we used the International Standard Serial Number (ISSN) for the journal.

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Data Retrieval We used an R script that was very similar to the Python script from our 2019 article to access the Scopus API. The script pulled journal metrics and article metadata, and we requested data on articles published in 2017 through June of 2021. There were 13,305 articles retrieved from the journals included in our analysis—3415 were included in the domestic-only data set. When calculating domestic data, we included any article in our data set that had at least one author affiliated with a university from the United States.

Data Analysis Once we retrieved the data for 2017–(June) 2021, we determined the top authors, cited works, originating institutions, and countries. We excluded generic author keywords (e.g., learning, student, technology, education, etc.). The top authors were identified by counting the number of publications for each author. Points for a medal count analysis were calculated as follows: three points for first author, two points for second author, and one point for any remaining authors.

Findings The field of educational technology is very international, which is represented in the Scopus authorship data. However, because the Educational Technology Media Yearbook focuses primarily on programs located in the United States, we first share domestic data, followed by international data. In Table  1.1 we present the top U.S. authors with the most publications, along with their medal count score (e.g., results weighted by authorship order). This medal count score shows a different ranking, indicating that some authors excelled in co-authoring many papers, while others excelled in more lead authorship roles. Table  1.2 reports the top global authors. Table 1.3 presents the top most cited U.S. authors, which represents citations by other Scopus-indexed publications. Table 1.4 presents the top most cited global authors. A few interesting findings are that Danah Henricksen and Chuck Hodges were both in the top three on the U.S. scholar lists for both total publications and medal count, indicating a large amount of lead authorship roles. In addition, only five U.S. scholars were also represented in the top 40 of global scholars. Globally, Gwan-Hwan Hwang had an impressive 5-year pattern of scholarship, as he was the top published scholar in overall publications, and the top cited scholar. In terms of the most cited scholars, the highest cited scholars were Helen Crompton, Richard Mayer, and Christine Greenhow. Also interesting to note is that these scholars do

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Table 1.1  Top U.S. published authors in the Scopus database of educational technology journals, 2017–June 2021. This data is sorted by number of publications Author Henriksen D. Mishra P. Hodges, C. Xing, W. Wang, C. Ke, F. Stefaniak J. Martin, F. Park, S. Warschauer, M. Kim, D. Kimmons, R. Liu, M. Xie, K. Wang, M. Akcaoglu, M. Borup, J. Crompton, H. Doleck, T. Gao, F. Law, N. Lin, L. Ludvigsen, S. Zhang, J. MacLeod, J. Zhu, M. Kinshuk Luo, T. Mayer, R. Sun, Y. Liu M. 9 scholars with 10 publications

# of publications 27 25 24 21 19 18 18 16 16 16 14 14 14 14 13 12 12 12 12 12 12 28 12 12 12 12 11 11 11 11 9 9

Medal count 62 38 72 44 30 43 39 44 35 27 33 35 39 31 25 23 27 32 21 27 21 28 27 23 18 27 12 26 16 23 27 15

Citations 131 119 0 280 165 244 83 222 178 260 162 189 136 282 301 241 86 342 70 103 64 112 45 67 127 170 79 65 340 158 90 85

not appear in the global list of most cited authors, confirming that there is a substantial amount of significant scholarship in the field being contributed from outside the United States. An important note to accompany this analysis is that many scholars have similar names, and may conflate Scopus results. We have attempted to identify and correct any errors, however, there is always the chance that an error has occurred in compiling the data from the database. In considering the top-publishing universities in the Scopus database for educational technology publications, we similarly report global leaders as well as the data

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Table 1.2  Top published authors (global) in the Scopus database of educational technology journals, 2017–June 2021, sorted by medal count Author Chen, C. Hwang, G. Zhu, C. Teo, T. Zhang, J. Huang, Y. Tatnall, A. Wang, M. Wang, Y. Lin, C. Henriksen, D. Wang, C. Mishra, P. Chen, J. Liu, M. Shadiev, R. Chen, Y. Shadiev, R. Chen, Y. Hodges, C. Lee, J. Li, Y. Doleck, Y. Gu, X. Li, J. Liu, C. Rienties, B. Zhang, Y. Greener, S. Lin, Y. Liu, Y. Yang, J. Yang, Y. Tsai, C. Xing, W. Chang, C. Chen, S. Ifenthaler, D. Lee, K. Sun, J. Tondeur, J.

# of publications 42 43 35 32 30 31 31 30 29 28 27 28 25 24 25 25 24 25 24 24 24 24 23 23 23 23 23 23 22 21 22 22 22 21 21 19 20 20 20 20 20

Medal count 99 88 61 72 66 59 92 55 63 55 62 50 38 51 64 62 51 62 44 72 61 45 49 44 53 46 44 43 66 50 41 41 49 39 44 38 37 48 48 37 38

Citations 767 1198 500 594 216 568 29 444 242 449 131 296 119 294 212 402 294 402 285 0 518 241 196 125 142 302 300 189 18 256 350 350 151 371 280 184 287 282 136 234 972 (continued)

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Table 1.2 (continued) Author Zou, D. Chang, C. Kim, D. Costley, J. Park, S.

# of publications 20 19 19 19 19

Medal count 45 38 41 47 42

Citations 208 184 179 123 188

from the United States specifically. As shown in Table 1.5, there are strong Asian influences in our field, as two Taiwanese universities led all other institutions, along with the University of California, University of Hong Kong, and the Open University. The top publishing universities in the United States were University of California, Purdue, Pennsylvania State, Michigan State University, Indiana University, and the University of Georgia (see Table 1.6 for the top U.S. universities). We also sorted the data by article citation, to understand which articles were the most significant, at least in terms of citations, in the last 5 years. The limitation, of course, is that this is a relatively small window of time for citations to accrue, and other publications (especially the more recent ones) may prove more significant over time. Table 1.7 shows the top 20 cited articles. This analysis showed the valuable contribution that literature syntheses and theoretical scholarship can provide to the discipline, as the top three papers were literature reviews, syntheses, or theoretical papers. Second, the scholarship in our discipline is fed by a wide variety of journals, as seven different journals contributed to this list of top-cited articles. This is significant, as it means that a scholar can publish in many different locations and still be well cited. However, Computers and Education (12 articles) was a dominant publication venue. Unfortunately, there remains a strong need for open access publication options, as none of these were open access journals. Finally, there were a few trends were readily apparent in this corpus of top-cited articles, as two of the top articles focused on gamification, three articles in the top 20 discussed mobile learning and/or social media, two discussed gamification, two discussed flipped learning, and two were related to learning analytics, and three focused on virtual reality/learning. The lack of a single, dominant theme among the top-cited articles is encouraging, and shows the diversity of topics that are highly cited in our field. Our final analysis considered the keywords and topics that are most common over the past 5 years, according to author-provided keywords. As seen in Table 1.8, clearly the most important topic in the discipline is that of online learning (or alternatively called distance education, or e-learning), with one of these terms being listed as a keyword 701 times. Higher education was much more common than K-12 environments. While specific technologies were mentioned, such as MOOCs, there was a high focus on instructional design and pedagogy, which is a positive trend, including a focus on collaborative learning, motivation, learning strategies, and pedagogical issues.

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Table 1.3  Top U.S. cited authors in the Scopus database of educational technology journals, 2017–June 2021, sorted by citations Author Crompton, H. Mayer, R. Greenhow, C. Wang, M. Biers, M. Xie, K. Xing, W. Burke, D. Kizilcec, R. Maldonado, J. Bang, M. Warschauer, M. Tondeur, J. Ke, F. Lin, C. Akcaoglu, M. Trust, T. Hilton, J. Lee, J. Martin, F. Terkildsen, T. Li, K. Yadav, A. Vossoughi, S. Van Braak, J. Dichev, C. Dicheva, D. Fredricks, J. Hofkens, T. Graham, C. Sullivan, A. Watson, W. Lewin, C. Kimmons, R. Carpenter, J. Wang, S. Zydney, J. Park, S. Lindgren, R.

Articles 12 11 6 13 8 14 21 5 1 1 6 16 5 18 10 12 10 9 11 16 2 6 8 3 4 2 2 2 2 6 4 10 2 14 7 8 3 16 2

Medal count 32 16 15 25 14 31 44 9 3 1 12 27 13 43 22 23 27 22 25 44 4 16 15 6 6 6 4 5 2 12 11 19 5 35 14 19 9 35 5

Citations 342 340 306 301 285 282 280 278 272 272 270 260 247 244 243 241 238 238 237 222 219 212 210 204 201 199 199 197 197 196 191 190 190 189 185 180 180 178 178

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Table 1.4  Top global authors in the Scopus database of educational technology journals, 2017– June 2021, sorted by citations Author Hwang G. Tondeur, J. Chen, C. Dawson, S. Gašević D. Liu, T. Scherer, R. Chang K. Sung, Y. Teo, T. Huang, Y. Lai, C. Hainey, T. Manca, S. Siddiq, F. Lee, J. Zhu, C. Makransky, G. Ninaus, M. Ranieri, M. Lin, C. Wang, M. Lim, T. Veletsianos, G. Littlejohn, A. Pereira, J. Shadiev, R. Earp, J. Gray, G. Ott, M. Ribeiro, C. Van Braak, J. Tsai, C. Voogt, J. Hone, K. Milligan, C. Pardo, A. Barak, M. Yang, J. Hew, K.

Articles 43 20 42 15 18 10 14 9 6 32 31 13 2 12 9 24 35 11 5 8 28 30 3 18 9 2 25 2 1 1 1 8 21 13 2 3 11 9 22 6

Medal count 88 38 99 17 25 19 32 15 9 72 59 32 5 34 16 61 61 27 8 18 55 55 3 42 21 4 62 2 1 1 1 9 39 20 5 7 16 25 41 12

Citations 1198 972 767 665 657 646 622 612 609 594 568 548 546 540 523 518 500 487 470 450 449 444 426 413 413 405 402 402 401 401 401 385 371 365 365 360 359 359 350 345

1  The 2022 Scholarship Rankings Table 1.5 Universities producing the most scholarship in educational technology in 2017– June 2021

Table 1.6  Universities in the United States producing the most scholarship in educational technology, 2017–June 2021

11 University National Taiwan Normal University National Taiwan University of Science & Technology University of California The University of Hong Kong The Open University Purdue University Education University of Hong Kong Beijing Normal University Pennsylvania State University Open University of the Netherlands Islamic Azad University Michigan State University Indiana University & University of Georgia Huazhong Normal University National Central University of Taiwan Brigham Young University & Curtin University National Cheng Kung University

# of publications 200 152 (tie)

University University of California Purdue University Pennsylvania State University Michigan State University Indiana University & University of Georgia Brigham Young University University of North Texas Boise State University University of Florida Old Dominion University Arizona State University Georgia Southern University Florida State University California State University

# of publications 152 120 94 90 88 (tie)

152 (tie) 145 130 120 100 97 94 92 90 90 88 86 84 81 (tie) 76

81 76 72 68 61 60 58 56 55

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Table 1.7  Top cited articles in educational technology from 2017 to June 2021 Article The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games

Authors Journal Sung Y.; Chang K.; Liu Computers and T. Education

Boyle E.A.; Hainey T.; Connolly T.M.; Gray G.; Earp J.; Ott M.; Lim T.; Ninaus M.; Ribeiro C.; Pereira J. Potkonjak V.; Gardner Virtual laboratories for education in science, technology, and engineering: M.; Callaghan V.; Mattila P.; Guetl C.; A review Petrović V.M.; Jovanović K. Self-regulated learning strategies Kizilcec R.; Pérez-­ predict learner behavior and goal Sanagustín M.; attainment in massive open online Maldonado J. courses Gašević D.; Dawson S.; Learning analytics should not promote one size fits all: The effects Rogers T.; Gasevic D. of instructional conditions in predicting academic success Lai C.; Hwang G. A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course Littlejohn A.; Hood N.; Learning in MOOCs: Motivations Milligan C.; Mustain P. and self-regulated learning in MOOCs Exploring the factors affecting Hone K.; El Said G. MOOC retention: A survey study Scherer R.; Siddiq F.; The technology acceptance model Tondeur J. (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education Virtual and remote labs in education: Heradio R.; De La A bibliometric analysis Torre L.; Galan D.; Cabrerizo F.; Herrera-­ Viedma E.; Dormido S. Dichev C.; Dicheva D. Gamifying education: What is known, what is believed and what remains uncertain: a critical review Adding immersive virtual reality to a science lab simulation causes more presence but less learning

Citations 547

Computers and Education

401

Computers and Education

291

Computers and Education

272

Internet and Higher Education

259

Computers and Education

256

Internet and Higher Education

247

Computers and Education Computers and Education

241

Computers and Education

215

211

International Journal 199 of Educational Technology in Higher Education Makransky G.; Learning and 199 Terkildsen T.; Mayer R. Instruction (continued)

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Table 1.7 (continued) Article Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence The flipped classroom: A review of its advantages and challenges Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model Social media and education: Reconceptualizing the boundaries of formal and informal learning Analyzing undergraduate students’ performance using educational data mining Facebook and the others. Potentials and obstacles of social media for teaching in higher education Visual programming languages integrated across the curriculum in elementary school: A 2 year case study using \scratch\ in five schools A review of the use of virtual reality head-mounted displays in education and training Table 1.8  Most frequent author keywords in articles published in educational technology journals from 2015 to 2019. Some keywords in the top 50 were combined if they clearly represented synonyms

Authors Tondeur J.; van Braak J.; Ertmer P.A.; Ottenbreit-Leftwich A.

Journal Educational Technology Research and Development

Citations 192

Akçayır G.; Akçayır M. Computers and Education Jang H.; Kim E.; Reeve Learning and J. Instruction

187

Greenhow C.; Lewin C. Learning, Media, and Technology

187

Asif R.; Merceron A.; Ali S.A.; Haider N.G.

Computers and Education

182

Manca S.; Ranieri M.

Computers and Education

179

Sáez-López J.; Román-González M.; Vázquez-Cano E.

Computers and Education

178

Jensen L.; Konradsen F.

Education and Information Technologies

177

Words Online learning or distance education or distance learning Higher education E-learning Collaborative learning or collaboration Learning Mobile learning Learning analytics MOOCs or MOOC Blended learning Motivation Teaching learning strategies Interactive learning environments Social media Technology Education

187

Occurrences 701 659 383 359 306 306 295 282 271 234 222 221 219 196 189

14 Table 1.8 (continued)

R. E. West and L. Lei Words Instructional design Educational technology Improving classroom teaching Flipped classroom Game-based learning Computer-mediated communication Assessment Secondary education Teacher education Self-efficacy Self-regulated learning Professional development Virtual reality Augmented reality Teaching Pedagogical issues Engagement Technology integration Mathematics Media in education ICT Pedagogy Computational thinking Gamification Problem solving Student engagement Elementary education Cognitive load Feedback Technology enhanced learning TPACK

Occurrences 177 170 164 158 147 146 138 137 135 134 134 133 130 126 126 123 119 119 118 118 112 109 107 107 106 104 102 101 93 91 91

Conclusions Similarly to our analysis in last year’s yearbook, we found that recent scholarship continues to be very international, with impressive contributions from universities around the globe. The field continues to be somewhat technology-centric, with a focus on online and distance learning, which is not surprising given the titles of the journals selected for analysis. However, instructional design and various instructional strategies such as problem-solving, blended learning, and collaborative learning were frequently mentioned, along with psychological issues such as motivation, self-efficacy, self-regulated learning, and cognitive load. The field also continues to

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emphasize research in higher education environments over younger age levels, and review and theoretical scholarship continues to factor heavily as a methodology within the list of the most highly cited articles.

References Bodily, R., Leary, H., & West, R. E. (2019). Research trends in instructional design and technology journals. British Journal of Educational Technology.. Available online https://onlinelibrary. wiley.com/doi/full/10.1111/bjet.12712 Ritzhaupt, A. D., Sessums, C. D., & Johnson, M. C. (2012). Where should educational technologists publish their research? An examination of peer-reviewed journals within the field of educational technology and factors influencing publication choice. Educational Technology, 52, 47. West, R. E., & Bodily, B. (2019). Scholarship and program rankings. In R. M. Branch, H. Lee, & S. S. Tseng (Eds.), Educational media and technology yearbook, Vol. 42

Chapter 2

Building Place Attachment: Trends and Retention of AECT Convention First-­Time Attendees AECT Addie Kinsinger Interns 2021–2022 Final Report Sagun Giri, Rebecca Clark-Stallkamp, and Yingxiao Qian

Introduction The Association for Educational Communications and Technology (AECT) supports the professional development of instructional design (ID) professionals around the world by providing “an international forum for the exchange and dissemination of ideas for our members and for target audiences” (AECT, 2022). According to Ritzhaupt et al. (2020), professional organizations such as AECT “provide a wide-­ range of services to its members for their professional networking, leadership, and career development, including specific things like publishing journals, continuing education, certification, hosting conferences, and developing standards and the body of knowledge in a field” (para 3). One of the greatest challenges for organizations is steady and consistent engagement of its members (Hahm et al., 2016). As a leading organization in competition for space and authority in an expanding field of learning and technology, AECT must find leverage to grow and retain its membership.

S. Giri Learning Design & Technology, Penn State University, University Park, PA, USA R. Clark-Stallkamp (*) Department of Mathematics Education, Science Education, and Instructional Technology, East Carolina University, Greenville, NC, USA Instructional Technology – Department of Math, Science, and Instructional Technology Education, East Carolina University, Greenville, United States e-mail: [email protected] Y. Qian Department of Educational Studies, College of Education, University of South Carolina, Columbia, SC, USA © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 H. Lee, R. M. Branch (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 44, https://doi.org/10.1007/978-3-031-43048-0_2

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AECT needs to develop member identity through place attachment (Davis, 2016). Place attachment refers to affective and emotional relationships individuals form with specific places (Kyle et al., 2005). Davis (2016) and Johnstone (2012) describe place attachment as a relationship between attendees and an organization through an event. The attachment manifests as an emotional connection, often highly regulated by personal experience (Davis, 2016). A place-attachment relationship functions as a mechanism whereby positive attachments result in return attendees, loyalty, service focus towards the organization and reciprocal growth (Fu et al., 2019). However, experiences resulting from dissonance between event expectations and reality result in loss of attachment (i.e., attendance, membership; Davis, 2016). The annual AECT convention is a place- based event where current and future members develop and sustain an attachment relationship with the organization. Categorically known as “First Timers (FTs),” these potential long-term members are a unique subset of AECT’s membership yet to form a place-based attachment. FTs are any person attending the annual AECT convention for the first time and identified upon registration in the year of attendance. Additionally, FTs must join as an AECT member to register and attend the convention. For the sustainable growth of AECT, we need to know about FTs and motivations for remaining engaged. To this end, understanding who FTs are and how they participate at AECT conferences may inform AECT leaders of strategies for improving convention experience for FTs and increasing their intention of returning to future conventions. As a result, the purpose of this project was to build a foundational understanding about who FTs are and how they participate at the AECT convention. Specifically, this project accomplishes the research purpose by examining the following four research questions (RQ): • RQ1:  What does FTs’ participation look like at AECT conventions? • RQ2:  What are the trends of FTs’ attendance and retention at AECT? • RQ3: What are FT perceptions of AECT as an organization and what contributes to their continued/discontinued involvement at AECT? • RQ4: What are FTs’ lived experiences with AECT as an organization and convention?

Methodology A mixed methods design (Creswell & Plano Clark, 2017) was used in this study. For quantitative investigations, we retrieved the conference registration database for AECT conventions (2016– 2021). We define “retention” for FTs as those who come back to the next convention after first attendance. Then we identified the number of FTs each year and determined if they continued to attend AECT in the next year. These results provided an understanding of FTs’ attendance and retention trends at conventions. Qualitative inquiries examined FTs’ experiences at AECT conventions (2016–2021) and factors contributing to continued/discontinued involvement at AECT. Individual semi-structured interviews were conducted with selected participants online. Purposive sampling was used to select FTs starting to attend AECT in

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different years. Inductive analysis (Creswell & Creswell, 2017) was used to analyze the interview data.

Quantitative Investigations Dataset After the IRB approval (see Appendix I for IRB approval letter), convention registration data provided by Dr. Larry Vernon was processed to identify and calculate the total number of FTs for each year 2016–2021. Identifying FTs was completed in two steps. First, we examined the column “First-Timer” in the registration dataset where many of the FTs had self-identified themselves as FTs. Second, we looked through the “Member Since” (e.g., have been a member since which year) column to find out when they were new AECT members. This step allowed us to identify many cases where registrants had not completed the self-identification in the “First-­ Timer” column. Once FTs were identified, we created separate Excel sheets to record the names, affiliation, and work title of FTs for each year during 2016–2021. Data Analysis We then calculated the rate of return of FTs in each subsequent year. Return rate of a subsequent year was calculated using the number of returnees divided by the number of FTs of the given year. In registration dataset, a column was created for participants’ full names. A Python project was created to facilitate data analysis. Openpyxl (an open-source Python library) was used to read/write Excel sheets containing registration data. A combination of Excel formula, “=IF(COUNTIF()),” was used to look for FT full names in all subsequent years. The formula returns “1” if the full name is found; “0” otherwise. For instance, there were 268 FTs in 2016, the Python project would look for all 268 names in 2017–2021 registration data and calculate the number of returnees in each year. In addition, we calculated how many of the 268 FTs returned all years (2016–2021), multiple years or did not return at all. Similar procedures were followed to determine the rate of submission by FTs in their first year as well as in subsequent years. Percentage of FTs who submitted was calculated as the number of FTs who submitted divided by the number of FTs (or returnees). Submission types were grouped into standardized categories. Newly emerged formats such as “Inspire! Session” and “Featured Research” were grouped under “Other.” The number of submissions under each category was tallied and pie charts were generated in Excel for each year and the subsequent year. Word clouds were generated using Word extension, Pro Word Cloud where submission titles were processed. Font sizes in the word clouds corresponded with word frequencies. Words such as “the,” “of,” “a” which did not contain information on submission topics were omitted from the analysis.

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To demonstrate profiles of FT backgrounds, pie charts on FTs’ demographics were generated using Excel. Various terminologies of work titles provided by FTs were grouped into standardized categories for the purpose of analysis.

Qualitative Inquiries Participants Interview participants were purposively selected after the IRB approval. Only members whose first AECT convention was within the last 6 years (determined by the availability of the quantitative data) were recruited to participate in interviews. To represent a variety of FTs’ experience at AECT conventions, we aimed to apply maximum variation methods by including participants who: (a) Returned in subsequent years, (b) did not return in subsequent years, (c) were graduate students, (d) were employed, (e) or both. Requests for participation were sent via social networks in AECT and its divisions. Additionally, participants were recruited via emails and through interviewees’ referrals after interviews. A total of 15 participants were recruited and, after consent, 12 of them were interviewed as three did not return their consent to our interview requests (see Table 2.1 for their demographics). Procedures A semi-structured interview protocol was developed to frame the preset questions to be asked and provide the researchers with flexible options of attending to emergent questions in the interview (Creswell & Creswell, 2017). Interview questions (see Appendix II for interview protocols) were developed aligned with the research questions. Sample interview questions included: (a) Have you continued to attend Table 2.1  Interviewed participants’ demographics AECT Participant member 1 Y 2 Y 3 Y 4 Y 5 N 6 Y 7 Y 8 Y 9 Y 10 Y 11 Y 12 Y

FT year of attendance 2021 2020 2018 2020 2021 2020 2021 2017 2019 2021 2020 2020

FT year of attendance modality In person Virtual In person Virtual In person Virtual In person In person In person Virtual Virtual Virtual

Returned? Y/N N Y Y Y N Y Y Y Y Y Y Y

Student? Y/N Y Y Y Y N Y Y Y Y Y Y Y

Employed? Y/N Y Y N N Y Y N N N Y Y Y

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conventions since your first time? Which years? (b) Can you tell us why you were motivated to attend subsequent conventions?; and (c) As a first-time attendee what was your initial impression of AECT as an organization? Interview questions were also scripted to maintain consistency between interviews conducted by three separate researchers. Interviews were conducted individually with interviewees by one of the three researchers. As the researchers represented various service communities within AECT and universities, we attempted to purposely match interviewed participants with a researcher who was not associated with them. We recognized that time constraints limited this possibility in some interviews but adhering to interview protocols allowed interviewees’ narratives to remain at the forefront. Each interview was conducted and recorded on Zoom. Approximately seven hours of interviews were recorded, and interviews were on average 35 minutes long. Using Otter.ai, a business meeting transcription service, all interviews were uploaded, parsed by AI, and transformed into a time-marked transcript document. One researcher edited syntax errors based on AI’s inability to recognize international dialects, overlapping speech, and inflections. The researcher cross-referenced each transcript with the videorecording. Transcription followed standard transcription conventions as per English grammar. Where meaning of phrases was affected by sound and gestures, the researcher used an adapted Jefferson (2004) convention (i.e., [chuckles]; [speaker nods]). Positionality Statement All three researchers recognize their personal positions in interviewing and interpreting qualitative data. The purpose and direction of this project aimed at exploring FT retention and related experiences grew out of all three researchers’ personal FT experiences in attending AECT. As such, initial research conversations between the three researchers focused on explicating personal stories and narratives—both positive and negative experiences as FTs themselves. Each researcher recognized that they had once been a FT and had internalized ideas about AECT as an organization. Each researcher is now actively involved in the AECT community, and recognized the inherent bias associated with participating in AECT on a regular basis. Last, each researcher, based on the findings of this project, would make it known to the others what improvements they would like to see in FT events and opportunities at AECT based on their experiences. These discussions allowed the researchers to remain transparent about their positions and hold each other’s personal agendas in abeyance as much as possible during the research process. Data Analysis Once transcripts were prepared, the researchers determined how to proceed with data analysis—primarily coding processes. Initial weekly discussions during the interviewing process allowed the researchers to reflect on their experiences interviewing

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and thoughts about interviewees’ perspectives. Notes about reflections and thoughts were assembled in meeting agendas as a part of researchers’ journals. Additionally, researchers discussed strategies for improving the trustworthiness and validity (Lincoln & Guba, 1985) of the coding process. As such, the three researchers coded the first transcript together to develop a consistent coding process and foundational codebook. Then, one researcher high-level coded all 12 interview transcripts and reported back to the other researchers. The other two researchers re-­coded and codechecked in a second coding pass to substantiate the findings. The coding process was determined by the three researchers. A dynamic codebook was maintained to create as much consistency and inter-coder reliability as possible (see Fig.  2.1). The researchers followed a two-cycle coding process (Saldana, 2016). The primary coder performed descriptive coding to code the transcripts in a high-level overview and reviewed them to gain an overview of the data. The other two researchers performed validity checks on descriptive codes yielded from this coding cycle. Then, in a second coding cycle, the researchers collaboratively conducted an axial coding process. Axial coding relies on the category as an “axis” (Saldana, 2016; Strauss & Corbin, 1998). The researchers met to discuss categorizing the codes, removing duplicates where meaning overlapped. The categories reflected patterns noticed in the initial coding pass. Last, the researchers relied on dialogical intersubjectivity in collaborative coding to sort the categories into working themes (Saldana, 2016). Themes were discussed and debated until all researchers agreed. The themes were determined in response to the research questions about FT experiences and perceptions and the theoretical framework around what might hinder or build place attachment to AECT.

Fig. 2.1  Example excerpt of codebook

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Results Quantitative Results The following section summarizes our quantitative results aimed at answering RQ1 and RQ2. FTs Return Rates The overall trend in FT’s participation indicate that the number of FTs has increased over the years, except for in 2018 where only 187 FTs registered for the conference. On average, there were 272 FTs each year. 2020 saw the highest number of FTs: 348, an increase of almost 30% from 2016 (268). Although the number went down slightly in 2021 to 296, overall AECT has made progress in attracting more FTs. Also, the virtual conference modality in 2020 and 2021 provided people the opportunity and flexibility to participate in the conference. As for return rates of FTs, they were dwindling as years went by. A trend has been observed whereby the average return rates in the 1st, 2nd subsequent years were 25.8% and 19.15%, respectively. Out of 268 2016 FTs, while 65 (24.3%) returned in 2017, only 18 (6.7%) returned in 2021 (please see Table 2.2 and Fig. 2.2). Although, there was a slight increase from 11.6% in 2018 to 14.2% in 2019. Similarly, for 2017 FTs, the return rate gradually dropped from 23.6% to 9.5% in a span of 4 years (2018–2021). For each subsequent year, the numbers of returned FTs were 62, 51, 42, 25, respectively, which showed a decrease about 12 FTs per year. Table 2.2  Return rate of FTs in following years

Year 2016 total number of FT this year: 268 number of returners each year Rate of return each year Year 2017 total number of FT this year: 263 number of returners each year Rate of return each year Year 2018 total number of FT this year: 187 number of returners each year Rate of return each year Year 2019 total number of FT this year: 278 number of returners each year Rate of return each year Year 2020 total number of FT this year: 348 number of returners each year Rate of return each year

Following years 2017 2018 2019 65 31 38

2020 22

2021 18

24.3% 11.6% 14.2% 8.2% N/A 62 51 42

6.7% 25

N/A N/A

23.6% 19.4% 16.0% 9.5% N/A 60 49 50

N/A N/A

N/A N/A

32.1% 26.2% 26.7% N/A 59 54

N/A N/A

N/A N/A

N/A N/A

21.2% 19.4% N/A 97

N/A

N/A

N/A

N/A

27.9%

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Fig. 2.2  Return rate of FTs in following years. Note: This figure was created based on data from Table 2.2

For 2018 FTs, the return rate gradually dropped from 32.1% in 2019 to 26.7% in 2021. Interestingly, the return rate for 2018 FTs was the highest in all subsequent years (2019–2021). Also, the highest short-term return was seen in 2018 FTs, with 2nd year return rate at 32.1% whereas the average 2nd year return rate of 2016, 2017, 2019, and 2021 FTs was 25.8%. Furthermore, the 2018 FT return rate in 3rd and 4th year (26.2%, 26.7%) were also higher than that of previous years (on average 15.5%, 16.8%). It should be noted that out of the 5 years, 2018 had the fewest number of FTs to begin with. Despite this, the 2018 FTs seemed to have more interest in the conferences. Alternatively, other factors related to the 2018 convention may have contributed to a better return rate. There is less data available on return rates of FTs from 2019 and 2020. For 2019 FTs, 21.2% (59 FTs) return in 2020 and roughly the same number (19.4% or 54 FTs) of FTs returned again in 2021. This was a positive sign that at least between 2020 and 2021 there was not much decline in return rate. As for the 348 FTs from 2020, 97 (27.9%) of them have returned in 2021, which was a higher number compared to other years. Again, having both virtual and in-person conference options in 2021 may have contributed to higher number of returning FTs. FT data was also analyzed to see distribution of total number of returns. A total number of 268 FTs were recorded for 2016. Among these 268 FTs, 182 (67.9%) did not return once as of 2021, 42 (15.6%) returned once and 17 (6.3%) returned twice. A small number of people, 27 (10.1%) returned at least three times (Fig. 2.3). Unlike 2016 and 2017, 2018 FTs had as many as 30 people (highlighted in green in Fig. 2.3) who attended the conference in all subsequent years. This was consistent with the finding where 2018 FTs had a higher return rate, indicating more interest in participation. It remains to be seen whether there would be any 3-time or 4-time returners for 2019 FTs and 2020 FTs. Still, this illustrates the challenge of having FTs keep coming back to the convention multiple times. One reason behind this phenomenon could be that many FTs who were students might have graduated after a year or two and since moved onto new jobs or even new careers which meant they would no longer attend the conference.

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Fig. 2.3  Number of returns of FTs from each year

Fig. 2.4  Percentage of FTs who submitted in the current or following years

Submission Rates of FTs While only an average of 28.8% of FTs submitted to the convention during their first year, a majority of those who did return made submissions (see Fig. 2.4). In the immediate subsequent year, submission rate increased to 59.8% to 84.7%, averaging at 74.18%. Submission rates generally remained high in later years as well. For instance, in their 3rd year at AECT conference, submission rates for 2016–2019 FTs ranged from 87.1% (2016) to 82.4% (2017) to 89.8 (2018), 57.4% (2019), respectively (see Fig. 2.4, gray bar). The relatively low submission rate (59.8%) of 2020 FTs in 2021 convention may have been associated with COVID-19. It should be noted that the increase in percentage was partly because the number of FTs (base number) significantly decreased from 1st year to subsequent years. Nevertheless,

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this may indicate that the returners were motivated to engage in convention activities and that such motivation was sustainable. Submission Types of FTs FT submissions in a current year and the first year after was steady. During their first AECT conferences, FTs altogether made between 77 (2017 and 2018) to 155 (2020) submissions which averaged at 94 each year. 2020 saw the highest number of FT submissions partly because 2020 had the highest number (348) of FTs. In the immediate subsequent year, returning FTs made an average of 67 submissions each year. Figure 2.5 shows a breakdown of submission types of a current year (first year for FTs, shown on the left side) and the year after (immediate subsequent year, shown on the right side). Concurrent Presentation was the most popular type, usually taking up more than 50% of all submissions. There has been a growing trend of Poster submission, starting at 14.2% (2016) and increasing to 25.9% (2021). The percentage of Roundtable have remained relatively consistent over the years. Meanwhile, there was a decline in General Presentation and Workshop. This could be due to the emergence of new submission platforms since around 2018. For example, there were Design and Development Showcase Concurrent Session, Inspire! Session, Showcase, Featured Research and so on (these were grouped under “Other” in Fig. 2.5 for the purpose of data analysis). As of 2021, these novel submission types took up 15% of the FT submissions. The profile of submission types was consistent within a current year and the next year. For example, the 2016 FTs submission types in 2016 were comparable to that in 2017 (Fig. 2.5, 2 pie charts in the first row). Both had about 20% Concurrent Presentation and 10% Roundtable. In 2019, 21% of FT submissions were Concurrent Presentations and 9% Other; again in 2020 the returning 2019 FTs submitted similar numbers of work in these two categories. This suggests possibly there were some overlaps between FTs who submitted in their first year and FTs who submitted in their second year. To determine which topics FTs focused on during their first-year submissions, word clouds were generated based on submission titles. To emphasize on the changes in submission trend over the past 6 years, word clouds for 2016, 2018, 2021 FT submissions are presented here. The font sizes of key words correspond to their frequencies. From 2016 to 2018, the most used word in submission titles was “Instructional,” followed by “Design” and “Education.” In 2019, the top key word remained “Instructional” but in 2nd and 3rd place were “Education” and “Learning.” The trend further shifted in 2020 where “Learning” came to the top, closely followed by “Instructional” and “Education.” In 2021, “Learning” stayed at the top with “Instructional,” “Technology,” and “Integration” in the top 4. In addition to these high frequency key words, FTs have often investigated a variety of topics such as Research, Gaming/Simulation, Engagement, Equity, etc. Over the past six years, there appeared to be a shift from “Instructional” to “Learning” in terms of FTs’ submission topics. This might have signified a change

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Fig. 2.5  Submission types of FTs during the current and next year

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Fig. 2.5 (continued)

in perspectives: from the educators’ perspectives to that of the students. It could also be due to changes in FTs’ backgrounds and their research/professional interests, and/or different trends in Education and Technology over time (Refer to Fig. 2.6). FT Demographics Apart from FTs return rates and submission topics, we also looked at the work titles of FTs. Unfortunately, more than 90% of FTs from 2016 and 2017 did not provide information on their work titles (data not shown). However, for 2018–2021, on average 70.3% of FTs did provide their titles. Out of these FTs, most people were Graduate Students (including mostly graduate students and maybe few undergraduate students), Practitioner, or Faculty (including professor, associate/assistant/ adjunct professor). In the past four years, there has been an increase in percentage of Graduate Students FTs each year (22.4%, 24.4%, 29.3%, 31.4%, respectively). Meanwhile, Faculty FTs have declined from 17.6% (2018) to 8.4% (2021). The data has limitations where many of the FTs’ work titles were unknown. Also, FTs provided a variety of work title terminologies and/or provided institution name as work titles. During data analysis, such titles were grouped into a few standardized categories to the best to our knowledge, which could have led to

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Fig. 2.6  Word clouds generated from submission titles

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Fig. 2.7  Work titles of FTs

inaccuracies. Going forward, in registration forms/questionnaires it could be beneficial to provide a drop-down list (or check boxes) of work titles for FTs to select from (Refer to Fig. 2.7).

Qualitative Findings Interviewing participants revealed much regarding FT perceptions and experiences with AECT as an organization and at the annual conventions. Five major themes emerged from the data with respect to the two qualitative-oriented research questions. In relation to the question, “What are FT perceptions of AECT as an organization and what contributes to their continued/discontinued involvement at AECT convention?,” two prominent themes emerged from participants’ perceptions: (1) Participants’ beliefs about the benefits of AECT motivated continued involvement at AECT; and (2) Tangible barriers exist to building successful place attachment with AECT. Simultaneously, in relation to the question, “What are FT lived experiences with AECT as an organization at convention?,” three themes emerged: (1) FTs lacked sufficient guidance which influenced conference participation; (2) FTs experience different levels of inclusivity at AECT; and (3) External factors impact conference participation and experience. These three themes recorded the lived experiences of participants and likewise, eventual place attachment to AECT. Last,

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the themes emerged from recognized patterns in the data and the researchers recognize the consequential overlap between themes—they are not mutually exclusive, instead they reflect a holistic view of development or non-development of place attachment to AECT. RQ 3: What are FT Perceptions of AECT as an organization and what contributes to their continued/discontinued involvement with AECT? Theme 1. Participants beliefs about the benefits of AECT motivated continued involvement with AECT. According to participants, AECT provides multiple benefits to members and convention attendees that build a desired connection and place attachment to the organization. Ten participants believed the benefits of AECT directly motivated them to continue involvement in subsequent conventions and AECT as an organization—from service, to research and gaining knowledge, to role and reputation. AECT Service  Within the group of participants, the importance of and willingness to get involved with AECT through service is associated with place attachment to the organization. Nine of the twelve participants cited involvement with one or more AECT divisions or committees. Of those nine participants, three exhibit participation at high levels of leadership within the organization and participate as members on multiple levels. Most of the participants perceived service as an attraction point in relation to AECT. Participant 6, in relation to service in a division, explained: But I went to a GSA meeting in December [ … ]And there was like, I really enjoyed it. Like I liked the group of graduate students, I kind of knew Elizabeth [pseudonym] […] So at that time that I joined, I really enjoyed it. And I came back in January, just for the GSA meetings.

Similarly, Participant 12, an avid convention volunteer, describes AECT through volunteering as: I had a good impression, because I had been involved for a few weeks prior as a volunteer. So I was helping to create materials and stuff like that for, you know, the host, the moderators, and, you know, brainstorming, logistics and things like that.

Participants 6 and 12 reflect a similar pattern recognized in the nine involved participants. Divisions with relative interests and service opportunities attract members for a prolonged capacity. Many participants involved in service were repeat attendees at AECT conventions and typically expanded their involvement over several years due to position appointments based on AECT by-laws. Role of AECT  Similar to AECT’s service opportunities, the organization offers much by way of role and reputation in the fields of education and technology. More than half of the participants agreed that AECT’s reputation and prestige attracted them to investigating the organization or attending the annual convention. Several participants perceived acceptance of proposals (i.e., peer-reviewed) by AECT as motivation to continue to participate and submit in subsequent years. Participant 2 reported:

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S. Giri et al. I was motivated because I honestly was being pretty pushed by my advisor, mainly because I had successfully submitted a book chapter proposal that had been accepted. So, I submitted the research that I was doing for that book chapter, as an AECT proposal that, [exclaims] got accepted. [ …] And then in 2021, I came back mainly because, I wanted to have the in person experience [ … ] And, I also had more research that I had published.

Participant 2 cites this as a moment they realized they could participate based on AECT’s reputation—a feeling of validation. Many participants were driven by this feeling of “arriving” and then continued participation because their research aligned with the reputation of AECT as an organization and the standards of AECT’s peer-­ reviewed process for the convention. Participant 2 expounds the benefits associated with acceptance at AECT conventions which may lean credence to earlier quantitative findings which establish regular returnees as consummate presenters. Similarly, Participants 7 and 8 entertained the same idea and added that continued participation through submission of proposals only proved to help further with their future careers. AECT as Research/Academic  AECT’s reputation also relates closely to how the organization is perceived overall by those on the outside. FTs are aware of AECT’s reputation as a leader in the field of instructional design and technology. However, much confusion abounds regarding AECT’s intended audience. While almost all participants agreed AECT is a leading organization, there was little agreement on the type of organization or intended audience of AECT. Participant 5 describes the confusion well: Yes, I mean, it seems like AECT is definitely much more research heavy. So as someone who’s not a doctoral student, or I don’t have a doctorate, it felt very, I felt kind of out of place to the conference, and people would be like, Oh, what, what program are you in? And I was like, I’m an instructional designer.

Similarly, Participant 4, a supporter of AECT, describes their first impression, “ [ … ] that it was a group of academics, like professors and people that cared about talking about research and not so much a practitioners conference.” Similarly, Participants 10 and 11 attempt to explain that AECT FTs may not return because they struggle with understanding where they fit within AECT as an organization. In the case of Participant 5, a non-returnee, and Participant 4, a regular returnee, AECT’s audience and aims were not clearly aligned with their needs in the workforce or academia. Evidenced by the interviewees, AECT (2022)—an organization for “instructional designers, educators and professionals who provide leadership,” struggles to offer opportunities fitting the needs of practitioners that will ultimately build place attachment to the convention and organization. AECT Research  Another major benefit espoused by participants, and related strongly to the organization’s reputation, is research and networking. FTs attend conferences to present their research, learn about research trends, learn about research and publication processes, learn about other research projects, experience good research sessions, and network with fellow researchers. Participant 3 describes the pattern cycle for those motivated by research:

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And if our proposal gets accepted, of course, I feel that I should come to the convention, and then the more you go or attend the convention, the more you will get to know more people that you have not met before. And then the more you do that, the more you’re gonna get involved. And then, the more you’re gonna keep coming back. And I think that’s how it was in my journey.

This cycle was reflected in almost all participants’ experiences. They also described being influenced heavily by advisors, research colleagues, and peers to begin the cycle by presenting and attending AECT’s annual convention; citing reasons such as: helping future careers, expanding networks, making research connections, starting new projects, and learning new research trends. The valued benefits of AECT are strongly connected to research output for participants, and represent the most telling reason for returning to AECT each year. Theme 2. Tangible barriers exist to building successful place attachment with AECT. Participants are impacted by many personal perceptions associated with AECT as an organization. Alternatively, there are also many tangible barriers that block participation deterring them from building place attachment with AECT—technology issues in relation to access; life priorities and conflicts, and money (i.e., cost/benefit analysis of convention). Technology Issues  The single most memorable factor likely to block participation and access to the conference was technology issues—from access virtually to on-­ site and in-platform issues. Participants describe various aspects of technology issues impacting their participation and literal connection to AECT. Participant 12 laments that without a hybrid or virtual component, they would not be able to participate at all because of geography. Similarly, Participant 3 explains the added ­burden placed on international students or hybrid participants when technology does not meet participants standards: I know we’ve been doing or we did virtual in 2020. And then we’ve been doing hybrid, I understand that. But because we’re new in the hybrid environment, I’m sure there are ways that we can figure out so that we can reach out to more people, international people, and also our hybrid of the convention can be more effective, but I can understand when you were still learning, you know, trying to figure out things how to meet everyone’s needs.

Participant 3 continues to describe not just the need for hybrid approaches but more relevantly, the need for hybrid technologies to work properly. Participants experienced failing connections, malfunctioning conference platforms, and misdirecting camera owls. These mishaps resulted in Participant 2, 10 and 12’s expressed frustration around the idea that having hybrid technologies is not enough; having hybrid technologies work properly is the pinnacle of building place attachment with participants seeking multiple modality options for the convention. Prioritizing Issues  Of the 12 participants, more than half (58%) hold full or part-­ time jobs in industry or academia. Therefore, many of the employed participants expressed frustration at figuring out priorities between work, life, and AECT. Participant 3, a full-time industry employee, expresses frustration with conflicting priorities:

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S. Giri et al. It’s hard to find time to attend the meeting, and especially if the meeting is within the work hours. And then secondly, it’s also hard to juggle. Especially if you have a full time job. Because I don’t … like if we work in industry, it’s not like in with faculty, right? And faculty, you have to do teaching, research and service. So what you do with AECT, serving AECT, it’s also part of your job. While people in the industry, it may not be the same like that. But when you look at it, again, in AECT, who are our leaders? A lot of them are, you know, are faculty based, or faculty, people with faculty background, types of leaders. It’s so much focused on academic culture.

As a result, many employed participants struggled to participate in the annual convention and subsequent service activities because of work priorities. Participant 1, who attended, cited that the only reason for attendance was because their research was accepted. Participant 1 also cited, similar to other participants, the week-long length of the conference was detrimental to asking for time off. Therefore, in the coming year, Participant 1 will not return to AECT because their work priorities take precedence, and they did not perceive enough added value in choosing to attend. Money  The last factor, which also overlaps with priorities and technology issues, is money. Quite simply, money was mentioned as an impacting factor which determined initial attendance and continuous attendance with AECT. However, money issues varied between participants. Some employed participants, Participants 1 and 5 described the issues as a cost/benefit trade-off. These participants were often funded by their employers or their own income from jobs, but limited funding forced them to select from the many conferences available, the one that best suited their work and life priorities—often AECT did not add enough value to continue attending. Participant 2 describes another frustration with cost versus benefits to attend virtually: I think I was kind of put off by how much I had paid, given that it was an online experience. So what I was kind of put off by was ‘Oh, I only presented for 10 or 15 minutes.’ And, it was a very new experience for me, and I wasn’t familiar with it. [ … ] So that first year, virtually, there wasn’t a lot of tutorials on really how to navigate that space. And so, as a first timer, I literally paid all of that money, presented for my 15-20 minutes, and then didn’t really attend the rest of the conference. I was pretty ticked off that I spent that much money for a 15-to-20-minute experience.

Similarly, all but one participant identified as a graduate student and five participants were unemployed graduate students who might rely on school funding or assistantships. Participant 8 stated “In 2018, I had two presentations. And that’s part of it. Also, why I came to AECT, I usually told myself, if I don’t have a presentation, I don’t come because I need to make my money worth it.” Graduate student participants often lamented the cost vs. benefit in relation to research, prestige, and career help similar to Participant 8. Participants spend much time weighing the tradeoffs of spending large sums of money on the AECT annual conference. If the overall benefits of spending the money and attending do not add value to a participant’s personal work or academic situation, some decline returning to AECT. RQ4: What are FT lived experiences with AECT as an organization at convention?

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Three themes emerged directly related to the experiences of FTs at the convention: External factors influence conference participation and experience; FTs directly experience various levels of inclusivity; and FTs lacked sufficient guidance which influenced conference participation. While these themes may overlap with other themes, they are particularly oriented towards the direct FT conference experience, either in person or virtually. Theme 3: External factors influence conference participation and experience. In analysis patterns emerged that affected the conference experience of FTs on a macro-level. These factors were unexpected to the researchers but turned out to have a high impact on participants’ opinions of the conference and subsequently AECT as an organization. Location, the impact of modality, and influence or encouragement from others had a meaningful impact on participants. Location  AECT FTs enjoy a good conference location—virtually or in person. As FTs, exactly half of the participants participated in the conference in person for their first time and half participated virtually for their first time but in different years. For virtual participants such as Participant 4 and Participant 12, the online “location” or “place” was deemed preferable. FTs enjoyed the comfort of their personal space which increased confidence in their personal conference experiences. For participants that attended in person, most were drawn to the choice of large city locations. Specifically, Chicago was a particular draw due to its central downtown hotel location according to Participant 7 who exclaimed “I mean, I like the place, to see Chicago. And that hotel, the Palmer! At the very center of the city, Chicago? So definitely, I loved it.” Some participants, such as Participant 1, found the locations appealing because it allowed them to visit a previously unexplored city: [in reference to the 2021 convention location switch] The initial one [Ohio] I did think it was some obscure place. I’m not gonna lie. I was like, Ohio, who does? Do you know? We don’t even know what’s in Ohio! But then when you said Chicago, I was floored. I was like, whoa, because I’ve never been. I did want to go so I thought it was really cool to have my first chance going to Chicago.

Participant 1 highlights a common draw for several participants—the chance to visit and explore a new location (i.e., value-added). Participant 6 even suggested that they would be more likely to attend a convention if the city had much more in addition to just the conference. However, Participants 3, 8, and 9 caution against being overwhelmed by a large city if it is not also practical—access to a large airport, easy access to the hotel, and reasonable food options. As such, participants seemed to be more attracted to AECT conventions and attendance if the location offered added value to their conference experience as a city. Encouragement from Others  Participation in AECT is heavily influenced by peers, advisors, and role models or colleagues. AECT was either suggested or highly recommended by others to participants—sometimes multiple times by several different people. For participants that are also graduate students, advisors played a

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heavily influential role in both recommending AECT attendance and supporting attendance (i.e., proposal writing and research). Participant 4 described how AECT was considered an imperative: Well, the first convention I attended was because Dr. Smith [pseudonym] told me to do it. Seriously, no! Like, I’m telling you to do something. [chuckles] Right? That’s the whole reason I joined AECT. They said, and go to the convention!

For those employed, recommendations frequently came from colleagues or peers. Participant 9 followed the advice of a senior program student. One of the most influential draws was the influence of major role models already participating in AECT.  Participant 6 describes meeting another visibly active graduate student through the GSA who encouraged getting involved and attending. Participant 3 described a similar experience related to connecting with role models in GSA. As a FT, “I felt like, whoa, these people are graduate students like me, so I can learn from them.” Additionally, Participants 4 and 12 virtually met the same person, also active in AECT GSA, who encouraged them to attend. Participants are often eager to accept advice and influence on how to participate in the field more. As such, when AECT is proffered by highly influential people in their lives as the main mechanism to do so, they are more than willing to attend the convention. Impact of Modality  While related to technology issues, the researchers recognized a higher-level pattern generally related to technology as well. Modality itself was central to many participants’ narratives—the chance to choose or have flexibility. And, this was expressed by both virtual attendees and in person attendees. While technology issues often impacted experiences negatively, the choice of modality represented a consistent positive impact on most participants. For example, Participant 7 attended the conference in person in Chicago and toted the flexibility of the hybrid conference where virtual options were available: And, the one thing that I liked was that, so at the last AECT, during the conference days, one day, I got sick, they provided the Zoom. There were meeting options, so I was able to kind of choose one option—between in person and Zoom, even though I was in Chicago, so it was really nice.

Despite frustrations with the lack of information about modality options in person, Participant 3 also explained that the flexibility of having both modalities was great especially if you were burned out from too much conferencing in person during the day. Virtual attendee, Participant 12, viewed the flexibility of modality from a perspective where it made them feel welcomed. While not always implemented in the most effective way, compared to other conferences, the simple fact that AECT attempts a hybrid, and not separate, conference impacted their motivation to keep attending virtually. Theme 4. FTs directly experience various levels of inclusivity. Inclusivity is a term not often well defined or understood in practice. Moreover, the researchers recognized a pattern surfacing around the ideas of inclusivity but struggled to label it. After scouring over the data, the researchers dialogically

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determined that AECT is an organization that is still forming a fully developed stance on inclusivity—a stance that ultimately bridges the gap between demonstrating a desire for inclusivity and intentionally being or attempting to be inclusive in all their practices. In more plain terms: AECT does some things well and others still require growth and development. Lack of Confidence/Self-Worth  Almost all FT participants expressed a sense of feeling either a lack of confidence or self-worth. Many outwardly describe this feeling as imposter syndrome. Not only did participants feel nervous, uncomfortable with themselves, or anxiety- ridden during their first time attending the convention, AECT’s misrecognition of this very real and public feeling (Breeze, 2018) created a dissonance in how FTs felt about the organization and convention. Participant 7 expressed frustration over feeling inadequate because they did not know what certain events entailed, and therefore, did not want to ask someone. Similarly, Participant 9 was flustered by having to navigate the conference as a second-­ language learner which caused them to misunderstand the purpose of several announcements and events. Most of the participants, such as Participant 2, couched imposter syndrome in simply not feeling comfortable or “good enough” to actually participate in AECT: I will say for 2020 I definitely felt a massive case of imposter syndrome. I didn’t feel like I belonged. I didn’t feel like I was qualified to be talking to a roomful of people who I deemed to be way wiser and more enlightened in topics than myself. I definitely felt very intimidated, for sure.

Participant 2 explains they believe this is not a rare feeling for many FTs—more than half of the participants experienced some dynamic of imposter syndrome while attending their first AECT convention. Even more relevant, according to Chrousos and Mentis (2020), imposter syndrome highly impacts diversity and inclusion. Not only do graduate students experience imposter syndrome, but underrepresented persons are more likely to experience some dimension of imposter syndrome and be burdened by the outcomes—exclusion from opportunities for advancement. This is not to say that AECT facilitates or causes imposter syndrome. However, to be more inclusive of FTs, AECT could work to mitigate this known issue better. Belonging  It is not rare to hear about AECT as a community or professional home. Most participants referenced AECT’s welcoming atmosphere and kindness from leadership and existing members. Participant 1 felt comfortable when first arriving at the conference because volunteers were kind to them, while Participant 3 describes that they realized AECT was a more intimate group compared to other conferences and they found people generally more approachable. Participant 4 exclaimed that people at AECT “seemed so happy to see me” when they first attended. For most participants, this perspective of AECT holds true. For other participants, not denying that AECT is welcoming, they simply ask AECT to look deeper within its organization and operations. Several participants, for whom English is a second language, expressed frustration at not being able to navigate the conference better or understand the cultural nuances necessary to make connections as a FT. While they

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felt people were friendly, they still did not feel comfortable or as if they belonged. One participant sums up the disconnect between AECT’s intentions and actions: I definitely got the feeling that it’s very welcoming. But for me, as a young person, as a black person, as a female, I would say that it felt very surface-level welcoming, and not to say that I don’t feel like it was genuine! But, there were a lot of social elements of the organization that I felt like, you know, I felt like there was a lot of rhetoric and a lot of discussion, but not necessarily a lot of representation, or a lot of action. And so I felt like there was kind of this disjointedness between theory and practice. I felt like all the theory was there of, ‘hey, we’re super inclusive and diverse, and we’re really welcoming to everyone.’ And then as I was there, it was very much like, oh, like, I feel very, like, I’m the only young person in this environment or I’m the only person of color in this environment, or I’m one of very few women in this environment. And I don’t feel like our voices are being genuinely listened to or respected. So, I felt like there was definitely a disconnect there. As far as the organization goes, I definitely feel like the intent is there, but I don’t necessarily think the action is there.

Similarly, a practitioner participant expressed frustration at being asked their education level, and when it was discovered, they only held an MA and worked as a practitioner, they were not invited to collaborate on a project they were speaking about—one the participant would have enjoyed learning about research from. These participants and several others expressed a direct need for AECT to implement actions better to advance their mandate of being welcoming to one of broader inclusivity and belonging. Theme 5. FTs lacked sufficient guidance which influence conference participation. The last major theme emerged around information, knowledge, and communication, or lack thereof. Researchers recognized emerging patterns around communication to FTs and dissemination of enough information to guide and support them in their conference experiences. Lack of Knowledge About AECT  Most participants attended AECT because they lacked knowledge about AECT as an organization, besides knowing that it was reputable in the field of instructional design and technology. Participants come with either no knowledge or a preliminary base knowledge about AECT, seeking to know more about the structure, divisions, opportunities, and audience. For most participants, the most pressing issue related to lack of knowledge was confusion regarding the overall structure of AECT, including the purpose or aims of the divisions. Participants felt they did not get a good sense of what the divisions were about and how they would benefit them individually if joined. Participant 10 explained the bewilderment with divisions: And I think part of it is because there’s just so many divisions. And, then the graduate group has the graduate rep with all of the divisions. So it just makes it a very complex kind of meeting, right? Because they’re learning about what everybody’s doing. But that’s the way the organization is structured. That’s fine. There was a reason behind that. I just don’t understand it quite yet.

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Participant 9 described “no one explained to me the first time, how to be part of a division, so or maybe there was something, but I wasn’t aware of where?” Participant 6 explained the same frustration that every division had multiple sessions and events at the convention which can be extremely overwhelming for attendees trying to figure out the purpose of each division and where they personally fit. Participants stressed wanting more support or guidance in learning about AECT, the organization, not necessarily just the convention itself. Lack of Information  The most prevalent aspect of the theme organized around lack of sufficient guidance for FTs, was lack of information—mainly in the form of communication, advertising, or marketing at the convention. The essential issue centered around how FTs are given or, in most cases, not given information about convention events and sessions (i.e., the FT orientation). Most telling was that of 12 participants only four participants attended the FT orientation in their first attendance at AECT. When asked the reasons for not going to the FT orientation, all eight participants, who did not attend, exclaimed that they never heard about it or knew it was an event offered. Of the four that did attend orientation, only two found it somewhat helpful and fun. Similarly, Participant 7 describes a related experience with FT identifiers: I was a little bit sad—a little bit. I felt anxiety or a kind of anxiety. You know, my English is not that good. And, I got as a first timer those tags, something like that. Yeah, they gave me that but I had no idea how to use it. At the same time, it made me… [sighs] that tag. Made me think that, ‘oh, I want to hide this tag. Okay, I don’t want others to look at me as kind of a novice of this conference. Right? Yeah. And another thing was conference wise … the world is … the structure, I mean, finding the conference room and sitting in a chair, it was not difficult. But because it was my first time, I had no support for how to do that by others, even though I got this tag. So, that’s the point. I think that they could be better.

Similarly, most express that they would have attended sessions or taken part in events if they had only been told about them or shown how to participate. Further, those that attended events, similar to Participant 7, found that information was sparse or not communicated effectively. Participant 1 expressed great confusion over the roundtable and poster Session information—not knowing where to go or how to set up. Similarly, Participant 2 explained that instructions were not always explicit or easy to follow in relation to conference events and associated tasks. Other participants agreed with these perspectives citing an overwhelming support for better communication to FTs about what they need to attend and to know to have a good convention experience and truly appreciate what AECT has to offer.

Summary of Qualitative Findings As a summary, participants’ narratives demonstrate a plethora of experiences with patterns stringing them together. In response to two major qualitative research questions and in support of evidenced low retention rates, the researchers focused on

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emerging themes that might explain why retention of FTs was lower over time and why these FTs did not seemingly build any place attachment with AECT as a convention and organization. As such 5 central themes emerged: (1) Participants’ beliefs about the benefits of AECT motivated continued involvement at AECT; (2) Tangible barriers exist to building successful place attachment with AECT; (3) External factors impact conference participation and experience; (4) FTs experience different levels of inclusivity at AECT; and (5) FTs lacked sufficient guidance which influenced conference participation. What is most notable is that no single participant ever mentioned their experiences as “bad” with AECT. Many expressed minor to more pressing frustration or issues. More often than not, participants offered recommendations as to how they perceive solutions for those same issues—expressing encouragement for AECT to consider incremental changes.

Discussion Recommendations Both analyses have implications for AECT resulting in strong recommendations to improve FTs’ experiences and thus, their potential place attachment with the organization. The researchers assembled five general recommendations for the organization. However, all recommendations and actions are supported and were at least referenced by more than two of the 12 participants interviewed in over 20 coded recommendations (see Table 2.3). Recommendation 1—Providing Financial Assistance/Discount Rates The researchers recommend providing more access to financial assistance. This may manifest as a FT conference rate/additional discount—only for the year in which attendees are FTs. While more analysis will have to be conducted by the finance committee at AECT, a discount may pave the way for more options for FTs to attend. Another option might be to leverage the foundation and AECT’s benefactors to create more financial need scholarships if possible. Regardless, considering that money was the top tangible barrier that impacted every single participant in the study, these suggestions might offer a way to incentivize FTs attendance and motivate future attendance. However, recommendation 1 cannot be implemented in isolation. If AECT is to offer an incentive and then return to regular rates in succeeding years, value must be shown to FTs to build place attachment and convince them that it will be worth spending their money with AECT in subsequent years (see recommendations 2–5).

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Table 2.3  Suggested recommendations from interviewed participants Recommendations by researchers Providing financial assistance/ discounted rates Move beyond welcoming to inclusivity and belonging

Advertising aimed a FTs

Guidance for FTs when at convention

FT Planning Committee & Orientation

Recommendation expressed by participants Scholarship/assistance; discount Pre-conference training on including virtual audiences Fun non-academic events/outings (i.e., talent shows; dance; live music; chill zones; board games) Advertise the surrounding city/site-seeing trips, concerts, events, tourist places Reduce/consolidate emails Advertise on all social media outlets Chat application (i.e., discord or in conference online platform) Offer pre-conference orientations Highlight VIPs Highlight Important events Give explicit information Provide maps/pamphlets FT information table at registration Daily debriefings/briefings FT Stewards/Volunteer Guides Provide more FT information Replicate successful FT events Use FT orientation to share about AECT Invite other members to share FT experiences Partner with GSA (people power and support of program)

Recommendation 2—Move Beyond Welcoming to Inclusivity & Belonging The researchers’ recommendation is that inclusivity need not be incorporated as a mass overhaul in the organization. Based on participant experiences, AECT does not require monumental changes to incorporate ways to create more inclusivity or belonging. AECT is already extremely welcoming—exhibiting kindness and support from its members. However, systematically as an organization, AECT can choose to do more to be inclusive and build place attachment for potential future members from all backgrounds: From attempting to be more culturally sensitive— maybe providing language guidance on site; selecting times for sessions that allow international participation virtually; and giving more attention to including virtual participants in hybrid sessions. Additionally, several participants mentioned acts of community building through non- academic-related fun—all humans appreciate fun regardless of race, gender, sex, creed, value systems, religion, culture, and more. Recreation research has examined the success of using fun or play to incorporate refugees into communities inclusively (Olliff, 2008); include struggling underrepresented children in the classroom (Tyskiewicz, 2019); and increase participation of adults with intellectual disabilities in structured learning programs (Wilson et al., 2017). These participants, as do the researchers, argue that fun might be a way to dissemble both real and perceived power hierarchies existing within the

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organization by allowing members to just be human together. Participants recommend the following: karaoke night; talent shows; board games; city field trips such as mini-­ golf or site-seeing; and non-academic chill zones at the convention. Incorporating fun as a mechanism to increase inclusivity may go a long way to making AECT more inclusive. Recommendation 3—Advertising Aimed at FTs Evidenced by participants’ narratives, the researchers argue a strong disconnect exists in communication to FTs. While AECT is making changes in its modes of communication to the entire membership, FTs do not feel that they are targeted in advertising. The information that FTs need to know and that can significantly increase the chances of a FT having a good experience at conference does not get effectively communicated. As such, several recommendations, again derived from participant suggestions, are proffered by the researchers. First, a more consistent and targeted advertising campaign overall with just the main attractions for FTs needs to be developed. Second, emails still set the standard for communication, but brevity will be the best way for AECT to catch FTs attention. FTs want clean, organized, simple advertisements in a single email periodically before the conference— reducing the number of emails and the amount of unorganized information will go a long way to communicating what is most important for FTs. Third, researchers recommend that AECT work to capitalize on the affordances of all social media platforms. Many FTs use a broad spectrum of social media platforms—not just Facebook. AECT might consider Instagram, SnapChat, TikTok, Discord groups, or a conference platform chat application. Recommendation 4—Guidance for FT While at Convention FTs need on-the-ground or, for those virtual, in-the-cloud just-in-time assistance while at the AECT convention to mitigate dissatisfaction described with convention mishaps, lack of confidence, and lack of knowledge or information. AECT can leverage its helpful demeanor in aid of FTs. Quite simply, FTs need support and guidance. The researchers recommend: First, set FTs up for success before the conference by offering pre-convention information sessions on what to expect, what to do, and what a FT needs to know. Second, while at convention, FTs need direction via one or all of the following: a FT information table at registration (including virtual drop-in); FT volunteer guides/stewards (online included); or a FT guide/map to successful conferencing. These FT-oriented information locations act as information hubs for FTs when they are confused, lost, frustrated, anxious, and not certain of what to do next.

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 ecommendation 5—Leverage the FT Planning Committee & Improve R FT Orientation The researchers recommend continued leveraging of the structure that is already in place for FTs and improving upon it. The FTs planning committee needs to remain the central planning committee for FTs, but focus its scope before, during, and after the annual convention. The FT planning committee needs to plan alongside the convention a program for FTs in which the FT Orientation is considered the central touch point for FTs to operate successfully at the conference. The orientation should: highlight important events, invite returnees to share experiences; and provide a general overview of AECT and the convention. The researchers recommend an entire FT program at the convention which will function as a support network for FTs aiding in navigating FTs to where they need to be at the most opportune times.

Action Plan Quantitative data revealed that AECT has low retention rates for their FT participants—with each passing year, less and less FTs return. The researchers argue that every single FT that attends AECT convention is a potential long-term member if only the organization can build place attachment early on to encourage returned attendance in future years. Through qualitative analysis, the researchers aimed to determine some of the perceptions and experiences of FTs ultimately leading to reasons for discontinued attendance. By learning about lived experiences, the researchers logically deduced that countering some of the frustrations and dissatisfactions or replicating and sustaining the incentives and value added might support building better place attachment with AECT in the future. As such, recommendations have been discussed. However, based on Clear’s (2018) book—Atomic Habits “Tiny Changes with remarkable results”—the researchers leave AECT with food for thought: 1. Send a follow-up email to all FTs after the coming annual convention 2. Encourage currently known FTs to volunteer for the discounted rate and the experiences 3. Offer to help the FT committee implement their planned programming at the coming convention

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Appendices Appendix I:  IRB Approval Letter

Office of Research compliance INSTITUTIONAL REVIEW BOARD FOR APPROVAL LETTER for EXEMPT REVIEW

HUMAN

RESEARCH

Re: Pro00121297 Dear Yingxiao Qian: This is to certify that the research study Building place attachment: Trends and retention of AECT convention first-time attendees was reviewed in accordance with 45 CFR 46.104(d)(2) and 45 CFR 46.111(a)(7), the study received an exemption from Human Research Subject Regulations on 5/27/2022. No further action or Institutional Review Board (IRB) oversight is required, as long as the study remains the same. However, the Principal Investigator must inform the Office of Research Compliance of any changes in procedures involving human subjects. Changes to the current research study could result in a reclassification of the study and further review by the IRB. Because this study was determined to be exempt from further IRB oversight, consent document(s), if applicable, are not stamped with an expiration date. All research related records are to be retained for at least three (3) years after termination of the study. The Office of Research Compliance is an administrative office that supports the University of South Carolina Institutional Review Board (USC IRB). If you have questions, contact Lisa Johnson at [email protected] or (803) 777-6670. Sincerely,

Lisa M. Johnson ORC Assistant Director and IRB Manager

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Appendix II:  Semi-structured Interview Questions Preliminary/Demographic Questions 1. What is your current position or role? (i.e., student, employee?) 2. Are you currently a member of AECT? 3. What roles or responsibilities do you hold currently in AECT? 4. What roles or responsibilities have you held in the past with AECT?* Convention Attendance Questions 5. What year were you a first-time attendee at the AECT annual convention? 6. Have you continued to attend conventions since your first time? Which years?*

(a) Can you tell us why you were motivated to attend subsequent conventions?*

7. Did you present at the convention in which you were a first-time attendee?

(a) If yes, what were the presentation modes you participated in (i.e., poster, concurrent, etc.)? (b) If yes, what was your experience presenting at the convention? (c) If not, what was your motivation as a first-time attendee to go?

8. As a first-time attendee what was your initial impression of the convention location? (i.e., city) 9. As a first-time attendee what was your initial impression of the convention venue? (i.e., conference hotel, etc.) 10. As a first-time attendee what was your initial impression of AECT as an organization? 11. As a first-time attendee, how did you feel when you attended your first convention day? 12. Were there events or activities specifically targeted to first-time attendees at the convention?

(a) If yes, what events or activities? (b) If yes, tell us about your experience with these activities? (c) If not, did this impact your experience at the convention?

References AECT—About us. (2022). https://www.aect.org/about_us.php Breeze, M. (2018). Imposter syndrome as a public feeling. In Y. Taylor & K. Lahad (Eds.), Feeling academic in the neoliberal university (Palgrave studies in gender and education) (pp. 191–219). Palgrave Macmillan. https://doi.org/10.1007/978-­3-­319-­64224-­6_9 Chrousos, G.  P., & Mentis, A.-F.  A. (2020). Imposter syndrome threatens diversity. Science, 367(6479), 749–750. https://doi.org/10.1126/science.aba8039

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Clear, J. (2018). Atomic habits: An easy & proven way to build good habits and break bad ones. Avery. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE. Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed). SAGE. Davis, A. (2016). Experiential places or places of experiences? Place identity and place attachment as mechanisms for creating festival environments. Tourism Management, 55, 49–61. https:// doi.org/10.1016/j.tourman.2016.01.006 Fu, X., Yi, X., Okumus, F., & Jin, W. (2019). Linking the internal mechanism of exhibition attachment to exhibition satisfaction: A comparison of first-time and repeat attendees. Tourism Management, 72, 92–104. https://doi.org/10.1016/j.tourman.2018.11.002 Hahm, J., Breiter, D., Severt, K., Wang, Y., & Fjelstul, J. (2016). The relationship between sense of community and satisfaction on future intentions to attend an association’s annual meeting. Tourism Management, 52, 151–160. https://doi.org/10.1016/j.tourman.2015.06.016 Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (Ed.), Conversation analysis: Students from the first generation (pp. 13–31). John Benjamins. Johnstone, M. (2012). The servicescape: The social dimensions of place. Journal of Marketing Management, 28(11–12), 1399–1418. Kyle, G., Graefe, A., & Manning, R. (2005). Testing the dimensionality of place attachment in recreational settings. Environment and Behavior, 37(2), 153–177. https://doi. org/10.1177/0013916504269654 Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE. Olliff, L. (2008). Playing for the future: The role of sport and recreation in supporting refugee young people to ‘settle well’ in Australia. Youth Studies Australia, 21(1), 52–60. https://doi. org/10.3316/IELAPA.025222764106634 Ritzhaupt, A., Stefaniak, J., Conklin, S., & Budhrani, K. (2020). A study on the services motivating instructional designers in higher education to engage in professional associations. Journal of Applied Instructional Design, 9. https://doi.org/10.51869/adrjssckb Saldana, J. (2016). The coding manual for qualitative researchers (3rd ed.). SAGE. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). SAGE. Tyskiewicz, K. C. (2019). Explicit inclusion of fun in instruction as a catalyst for academic success (Order No. 27544706). Available from ProQuest Dissertations & Theses Global (2310632321). https://www.proquest.com/dissertations-­theses/explicit-­inclusion-­fun-­ instruction-as-catalyst/ docview/2310632321/se-2 Wilson, N.  J., Jaques, H., Johnson, A., & Brotherton, M.  L. (2017). From social exclusion to supported inclusion: Adults with intellectual disability discuss their lived experiences of a structured social group. Journal of Applied Research in Intellectual Disabilities, 30, 847–858. https://doi.org/10.1111/jar.12275

Chapter 3

The Interplay of the L2 Motivational Self System and Individual Variables: An Integrative Framework Hyewon Lee and Robert M. Branch

The L2 motivational self system developed by Dörnyei (2005, 2009) was employed, modified, and developed in order to support the model as an integrative framework: the ideal L2 self, the ought-to L2 self, L2 learning experience, the affective individual variable emotions, and the cognitive individual variable self-efficacy. Dörnyei (2005, 2009) posited that L2 motivation may be shaped by L2 learners’ interactions with the learners’ selves in relation to their immediate learning environment. Although anxiety has been investigated in L2 motivation research, there have been relatively few studies with a focus on individual variables, including emotions and writing self-efficacy, related to L2 motivation. This paper aims to develop an expanded model of the L2 motivational self system, integrating individual variables, including writing self-efficacy and various emotions, such as anxiety, to refine the concept and validate the model in a particular learning situation, e.g., a technologyenhanced learning environment for L2 writing.

Motivation and Second Language Learning Motivation has been regarded as an essential factor contributing to successful L2 learning. Motivation and attitudes have been classified as affective factors and are considered crucial because they influence learning outcomes and “tend to be volatile, affecting not only overall progress but responses to particular learning activities

H. Lee (*) · R. M. Branch Learning, Design, and Technology, University of Georgia, Athens, GA, USA e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 H. Lee, R. M. Branch (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 44, https://doi.org/10.1007/978-3-031-43048-0_3

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on a day-by-day and even moment-by-moment basis” (Ellis, 1994, p. 483). Dörnyei (1998) asserted that although learners may have high levels of language aptitude and intelligence, they will not succeed in the long L2 learning process without appropriate motivation. Motivation has also been referred to as motivated learning behaviors. Dörnyei et al. (2006) defined motivated learning behavior as the learner’s effort and the intended choice of L2 learning. Motivated learning behavior implies learners’ effort and persistence in L2 learning, and intended learning efforts involve the amount and magnitude of effort that learners intend to invest in L2 learning (Dörnyei, 2009). Accordingly, Csizér and Kormos (2009) and Kormos et  al. (2011) labeled L2 motivation as motivated learning behavior. The scope of motivation ranges from learners’ choice and effort to persistence in L2 learning (Dörnyei & Ushioda, 2011). Motivation is influenced by learners’ sense of agency, their interest in learning activities, and their stance toward mastery and control over those activities (Lo & Hyland, 2007). Thus, it is important for educators as well as researchers to identify the factors assisting learners in enhancing their motivation during L2 learning because positive learning experiences may improve L2 skills and increase motivation and constructive attitudes toward the learning process as well.

The Socioeducational Model The most influential and productive theoretical approach in the field of L2 learning motivation has been Gardner’s (1985, 2001, 2005, 2006, 2009, 2010) socioeducational model. The socioeducational model has been adapted and assessed to examine L2 motivation across diverse language learning contexts (e.g., Baker & MacIntyre, 2000; Gardner et al., 1987; Gardner et al., 1997; Gardner & MacIntyre, 1991, 1993; Lin, 2013; Masgoret et  al., 2001; Tremblay & Gardner, 1995). The socioeducational model was developed to account for the effects of individual differences in attitudes and motivation on L2 achievement and the role of social factors in L2 learning (Gardner, 1985, 2009, 2010). In the socioeducational model, motivation plays a significant role in L2 learning in three ways: (a) motivation facilitates the relationships between second language acquisition and attitudes; (b) motivation is closely related to language anxiety; and (c) motivated learners voluntarily participate in informal second language learning contexts (Ushida, 2005). The socioeducational model interrelates four major constructs of L2 learning: the social and cultural milieu, individual differences, learning contexts, and learning outcomes. The social and cultural milieu mirrors beliefs about language and other language groups. Learners tend to be motivated when they find their parents, teachers, or peers to be supportive and cooperative, which increases their willingness to produce the L2 (MacIntyre et al., 2001). Gardner (1985) stated that parents’ support and attitudes and the learners’ home environments may affect L2 linguistic competence through their attitudes toward the community of the target language. Two possible roles of parents in the second-language learning process were identified: a passive role (e.g., parents’ attitudes toward the target language community) and an

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active role (e.g., parents’ support of their children by monitoring their performance in the L2) (Asgari & Mustapha, 2011). Individual differences are related to motivation and language aptitude and include four subcomponents: attitudes toward the learning situation, integrativeness, motivation, and anxiety. Learning contexts refers to the influence of formal (e.g., college) or informal (e.g., conversations with native speakers during lunch) learning environments in which the learners participate in learning the target language (e.g., study abroad, study in a non-English speaking country, etc.). Finally, learning outcomes refers to L2 achievement in terms of both linguistic (e.g., vocabulary, grammar, etc.) and non-linguistic (e.g., attitude change, career advancement, etc.) aspects. Gardner (2001) defined integrativeness as L2 learners’ “genuine interest in learning the L2 in order to come closer to the other language community” (p. 5). Gardner (1985, 2001, 2009, 2010) emphasized the importance of positive attitudes and integrativeness (the desire to be integrated into the target community) more than instrumentality (practical ends, such as passing an entrance exam) for successful L2 learning. The sociocultural environment in this model significantly correlates with L2 learners’ attitudes toward the L2 and the L2 target community.

The Need for an Alternative Motivation Model Dörnyei (2005, 2009), Dörnyei et al. (2006), Dörnyei and Ushioda (2009), Magid (2011), Papi (2010), Papi and Abdollahzadeh (2012), Rajabpour et al. (2015), and Taguchi et al. (2009) have criticized the socioeducational model in relation to the concept of integrativeness due to the limited applicability of the model across diverse L2 learning contexts since the socioeducational model is grounded in research studies conducted in Canada, where English is an official language. In foreign language learning contexts, no specific reference group or culture exists for learners to wish to belong to, and even in L2 learning contexts (e.g., ESL), it may often be difficult for learners to identify specific target groups due to blurred boundaries between ESL communities. Noels et al. (2000) asserted that “although it was originally suggested that the desire for contact and identification with members of the L2 group would be critical for L2 acquisition, it would now appear that it [integrativeness] is not fundamental to the motivational process, but has relevance only in specific sociocultural contexts” (p. 60). Taguchi et al. (2009) also argued that it “did not make sense that it [integrativeness] would have such an impact in a foreign language context like Hungary in which there was practically no English speaking community which English learners could join” (p. 67). A further example of a lack of integration into the target language community is South Korea’s approach to teaching English as a foreign language. In Korea, the focus in teaching English is fulfilling learners’ practical needs, such as obtaining a job or passing an exam, with limited contact with native speakers of English and the salient target communities; thus, learners have insufficient opportunities to practice and experience the target language and culture (Hong et al., 2017; Kim & Kim, 2016; Yim, 2014).

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Because English is currently used as a global language, there is no well-defined target language community into which learners are motivated to be integrated (Ushioda, 2011). Moreover, with dramatic advances in technology, language learners are able to access various online target language communities in order to interact with diverse people all over the world regardless of the limits of time and space, which, in turn, can help the learners develop their L2 skills and motivate them to learn the L2 without being integrated into the target language community. Since English is now widely used as the main international language, EFL learners have been gradually learning English to a greater extent while interacting with people from both Anglophone and non-Anglophone countries both offline and online (e.g., Lee & Lee, 2020; Matsuda, 2012; Sockett, 2014). Accordingly, there is a need for a comprehensive model to understand the dynamics and complexity of sociocultural factors in relation to L2 motivation. In an attempt to reconceptualize integrativeness and to find an alternative L2 motivation model (Noels et al., 2000), the L2 motivational self system (Dörnyei, 2005, 2009; Dörnyei & Ushioda, 2009) was proposed and developed.

The L2 Motivational Self System L2 motivation research has focused on the relationships between motivation, self, and motivational change along with the development and validation of the L2 motivational self system. Dörnyei (2005, 2009) argued that motivation is not a static individual difference factor but, rather, a dynamic factor changing over time. Thus, the foci of L2 motivation research have been “on the relationship between identity processes and motivational processes and how engagement in L2 learning might be linked to membership in an imagined or real community” (Dörnyei & Ushioda, 2013, p. 8). The L2 motivational self system (Dörnyei, 2005, 2009) was originally proposed and developed based on the findings of a Hungarian longitudinal study regarding Hungarian teenagers’ motivation and L2 learning attitudes (Dörnyei & Csizér, 2002; Dörnyei et al., 2006). The L2 motivational self system integrated several significant L2 motivation studies, such as Noels (2003) and Ushioda (2001), and psychological research regarding possible selves (Cross & Markus, 1994; Markus & Nurius, 1986) and the self-discrepancy theory (Higgins, 1987). Based on the self-discrepancy theory and possible selves theory, Dörnyei (2009) proposed the L2 motivational self system, which explains L2 motivation from the perspective of self-concept (Boo et al., 2015; Dörnyei & Ushioda, 2009). A significant premise of these models is that humans are driven to take actions to reduce the gap between one’s desired self and one’s current self (e.g., Higgins, 1987; Markus & Nurius, 1986). Since its introduction, the L2 motivational self system has been developed as a useful theoretical model to explore the associations between L2 learners’ self-­ concepts and their L2 motivation. The system’s underlying assumption is that L2 learners are motivated to reduce the gap between their present and desired L2 selves. The L2 motivational self system consists of three main constructs: the ideal L2 self,

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the ought-to L2 self, and L2 learning experience (Dörnyei, 2009; Dörnyei & Ushioda, 2011).

The Ideal L2 Self The ideal L2 self is concerned with learners’ desirable images, aspirations, and ideals that they would like to possess and become in the future regarding L2 proficiency. In other words, the ideal L2 self refers to a L2 learner’s vision of self as a proficient user of the target language. It is the L2-specific future self that one wishes to become, such as becoming a fluent L2 speaker in interacting with foreign friends in L2 communities. The ideal L2 self is “a powerful motivator to learn the L2 because of the desire to reduce the discrepancy between actual and ideal selves” (Dörnyei, 2005, p.  105). The ideal L2 self serves as an influential motivator to reduce the discrepancies between the learners’ real selves and the desirable ideal image. The ideal L2 self also influences positive outcomes concerning the learners’ goals of acquiring L2 learning on personal and professional levels such as communicating with friends from other countries and obtaining a job. Thus, Dörnyei (2005), MacIntyre et al. (2009), and Ryan (2009) posited that the ideal L2 self is closely related to the concept of integrativeness emphasized in the socio-­educational model. Thus, in L2 writing learning contexts, a L2 learner may envision the self as a successful writer in English, and such a self-image can become a robust guide and have a positive impact on the student’s L2 writing motivation.

The Ought-to L2 Self The ought-to L2 self refers to “the attributes that one believes one ought to possess in order to avoid possible negative outcomes” (Dörnyei, 2005, p. 105). The ought-to self can be defined as the attributes that a L2 learner feels forced to possess to meet expectations and to avoid potential negative consequences. The ought-to L2 self characterizes the images grounded in the motivational regulations shaped by the learners’ immediate learning environments and in negative outcomes caused by not acquiring L2 proficiency. The ought-to L2 self is pertinent to L2 learners’ abilities, obligations, or responsibilities to fulfill practical needs and expectations in relation to L2 learning. That is, the ought-to L2 self is concerned with learners’ beliefs that they need to satisfy the expectations of their family members, teachers, and peers and avoid negative outcomes such as failing an exam. Different from the ideal self that encompasses a learner’s own visions for self, the ought-to self is related to others’ visions for the learner, and it is interconnected to sociocultural standards or external pressures from teachers, peers, or family members (Doiz & Lasagabaster, 2018).

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L2 Learning Experience L2 learning experience refers to “situation-specific motives related to the immediate learning environment and experience” (Dörnyei, 2005, p. 106) and the “actual experience of being engaged in the learning process” (Dörnyei, 2009, p. 218). L2 learning experience concerns L2 learners’ attitudes and engagement toward learning the target language and culture and the dynamic, changing nature of L2 motivation resulting from language learning contexts such as teachers, peers, classrooms, materials, curricula, assessments, and grades. This component is linked to context-­ specific motivations derived from the immediate learning environment and experiences. For example, L2 learning experiences include experiences with writing instructions; feedback provided by teachers, peers, cloud-based tools (e.g., Grammarly), or Internet-based services (e.g., Turnitin); success or failure in writing; writing course curricula; and peer pressure and relations in classrooms. Learning experiences can mediate between one’s future self and one’s motivation. Positive L2 engagement and learning experiences are particularly important for beginning learners in initiating and sustaining L2 motivation, because these learners may not yet have developed their desired future selves (Kong et al., 2018; Lee & Lee, 2020).

Interrelations The ideal L2 self and the ought-to L2 self are future-oriented aspects with regard to learners’ identities as L2 learners, representing the desired goals of L2 learning. The ideal L2 self and the ought-to L2 self reflect the gap between L2 learners’ current selves and their desired selves that motivates the learners to invest effort into language learning in order to reduce the perceived discrepancies between their current and desired selves (Dörnyei, 2005; Dörnyei & Chan, 2013). If the learners believe that they are able to attain their ideal L2 selves, the perceived discrepancies between their current selves and their desired selves may be reduced, and the learners will tend to engage in motivational behaviors. In other words, L2 learners are motivated when they are confronted with attaining a desirable self image through the target language. Accordingly, it can be assumed that L2 motivation is promoted and ensues when L2 learners have a clear ideal of their L2 selves and are able to connect their ideal L2 selves to their current stage of L2 learning. The L2 learning experience is a significant situation-specific factor in explaining L2 motivation because it is considered to mediate between L2 learners’ future selves and their level of motivation. Positive L2 learning experiences play an important role in developing L2 motivation for those who have not attained their desired future selves (Dörnyei, 2009). Due to the mediational role of L2 learning experience, L2 learners’ ideal selves can be transformed into their ought-to L2 selves and vice versa because there is a flexible, open-ended boundary between the ideal and the ought-to L2 selves (Kim, 2010).

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The L2 motivation self system (Dörnyei, 2009) has shown potential as a comprehensive framework, incorporating previously defined motivational constructs such as integrativeness, instrumentality, milieu, and attitudes. Taguchi et al. (2009), for instance, suggested that (a) there is a significant correlation between the ideal L2 self and integrativeness; (b) promotion-focused instrumentality (referring to the regulation of an individual’s goals for success) is linked to the ideal L2 self; and (c) prevention-focused instrumentality (referring to the regulation of duties and obligations for preventing negative outcomes) is associated with the ought-to L2 self. The significant correlations between the constructs of the L2 motivational self system and the previously defined motivational constructs imply the adaptability and validity of the L2 motivational self system as a comprehensive framework to explain L2 motivation. Ushioda (2015) pointed out that the interactions between the two components in relation to self image (i.e., the ideal self and the ought-to self) and the L2 learning experience have been undertheorized. Lanvers (2016) and Yung (2019) proposed adding the notion of actual self to the L2 motivational self system model to disclose the discrepancy between the current selves and the future selves. Yung (2019) argued that the actual self can be conceptualized in lieu of the L2 learning experience as current and existing self-perceived qualities. Such a discrepancy is important in better understanding the sources of L2 motivation (Thorsen et al., 2017). The L2 motivational self system posits that L2 motivation can be enhanced if learners develop possible selves as future competent users of the L2 (Doiz & Lasagabaster, 2018). Previous studies (e.g., Lamb, 2007; Taguchi et al., 2009) explored the impact of the different selves and reported that the ideal L2 self is the most significant predictor of L2 motivation, and in L2 instructional contexts of high-stakes examination culture, the ought-to self also demonstrates a significant impact. Jang and Lee (2019) explored the effects of ideal and ought-to selves on Korean EFL students’ writing strategy use and writing quality. They found that the ideal self had a significant positive effect on both strategy use and writing outcome, whereas the ought-to self was only correlated with revising strategy use. Because the L2 motivational self system has received considerable attention in L2 motivation research, this model has been adapted and empirically tested and validated along with a measurement tool with participants of different ages across diverse English language learning contexts such as in Chile (Kormos et al., 2011), China (Magid, 2011; Magid & Chan, 2012; You & Dörnyei, 2016; You et al., 2016), Hungary (Csizér & Kormos, 2009; Dörnyei et al., 2006), Indonesia (Lamb, 2012), Iran (Azarnoosh & Birjandi, 2012; Papi, 2010; Papi & Teimouri, 2012), Japan (Ryan, 2009; Ueki & Takeuchi, 2012; Yashima, 2009), Korea (Kang & Kim, 2015; Kim, 2012; Park & Lee, 2013), Pakistan (Islam et  al., 2013), Saudi Arabia (Alshahrani, 2016), and Singapore (Magid, 2013). Taguchi et al. (2009) and Yang and Kim (2011) conducted comparative studies using the L2 motivational self system to investigate the differences in the relationships among the motivational constructs for L2 learning across different countries. The findings of the studies mentioned above reported some variances with regard to the strength of the influences of diverse components of L2 motivation depending on the English

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curriculum, age, gender, and proficiency level. Additionally, these studies have shown that the L2 motivational self system may be shaped by culturally different language learning environments. Among the three main constructs in the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and L2 learning experience), the ideal L2 self has been found to be the strongest construct of the L2 motivational self system in predicating L2 motivation such as changes in learners’ efforts to learn the target language and culture and their learning behaviors in English language learning contexts (e.g., Cizér & Lukács, 2010; Kim & Kim, 2012; Papi & Teimuri, 2012; Park & Lee, 2013; Ryan, 2009; Taguchi et  al., 2009). Papi and Teimouri (2012) and Taguchi et  al. (2009), for example, found that the ideal L2 self was a robust variable promoting learners’ motivation and was closely linked to L2 learning experience. Taguchi et al. (2009) found that the ideal L2 self was positively associated with integrativeness (learners’ desires to be identified as members of the target language community and be integrated into the target language community) and instrumental motives (learners’ practical needs in L2 learning). Moreover, Csizér and Kormos (2009) reported the importance of L2 learning experience because L2 learning experience is an important predictor of L2 learners’ motivated behaviors, implying that with positive learning experiences, L2 learners may develop their L2 ideal selves as well as maintain them throughout the learning process. There have been mixed and inconclusive findings regarding the relationships between the ought-to L2 self and L2 learners’ motivated behaviors. Csizér and Kormos (2009) found that social pressures and parental encouragement significantly influenced teenagers and young adults in formulating their ought-to L2 selves. Kang and Kim (2015) concluded that, together, the ought-to L2 self and L2 learning experience were more significant predictors than the ideal L2 self in accounting for L2 motivation. Alshahrani (2016), however, reported that compared to the ideal L2 self, the ought-to L2 self was found to have weak contributions in forming learners’ L2 learning behaviors. Dörnyei and Chan (2013), Islam et  al. (2013), Papi (2010), and Taguchi et al. (2009) found that there was a positive but insignificant relationship between the ought-to L2 self and learners’ motivated behaviors. The ought-to L2 self was also considered to be less effective in predicting the learners’ motivated behaviors in L2 learning in studies by Kormos et  al. (2011) and Papi and Teimouri (2012), reporting no relationships between the ought­to L2 self and learners’ motivated behaviors. Given the construct validity, Taguchi et al. (2009) proposed that the motivational effect of the ought-to L2 self may be influenced by socioeducational factors related to the context of the study. They hypothesized that in such contexts as China, Japan, and Iran, in which English is learned for a test-oriented L2 learning motive, the ought-to L2 self regulates learners’ efforts and attitudes toward language learning because obtaining L2 knowledge and proficiency may be strongly connected to social pressure (Taguchi et al., 2009). The ought-to L2 self in Asian cultures was found to be closely associated with instrumentality motives regulating negative outcomes and related to duties, responsibilities, and obligations as well as to the influence of learning environments formed by family members, teachers, and peers

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(Islam et al., 2013; Papi, 2010; Park & Lee, 2013; Taguchi et al., 2009). It can be assumed that the discrepancies in findings may lie in the fact that several sociocultural factors, including different learning environments, different cultural aspects, different genders, and different age groups, may influence learners’ L2 selves in terms of the efforts, engagement, and persistence associated with learners’ motivated behaviors.

 he Development of the L2 Motivational Self System T as an Integrative Model The L2 motivational self system was adapted in this paper to investigate the extent to which college level L2 students’ motivational factors significantly and positively correlate with the students’ L2 writing motivation. The L2 motivational self system was modified and developed with the following constructs to support the model as an integrative framework: the ideal L2 self, the ought-to L2 self, L2 learning experience, the affective individual variable emotions, and the cognitive individual variable self-efficacy. Each of the constructs are explained as follows.

The Ideal L2 Self The ideal L2 self refers to L2 learners’ desirable future self-image as competent writers in English. L2 learners at the college level may have aspirations of prosperous future selves in relation to academic achievement, job searches, respect and compliments from others, and personal satisfaction. Learners’ desirable future self-­ images in L2 writing classes can be created by their hopes of being competent writers in order to be assimilated into the target communities, such as emailing American friends in English, as well as by their goal of passing their writing courses and receiving good grades.

The Ought-to L2 Self The ought-to L2 self is related to students’ abilities and obligations to meet the expectations posed by the course objectives. The ought-to L2 self is also concerned with overall negative outcomes resulting from failing to engage in L2 writing, such as bad scores on writing drafts and little progress throughout a L2 writing course. Studies by Kim (2012) and Kim and Lee (2013) reported that because younger English learners in Korea are generally obliged to learn English in order not to fail their exams, their motivation is generally based on social and parental expectations. However, college students’ motivation seems to be influenced by their personalized

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goals and immediate learning environments (Kim & Lee, 2013). In this case, since L2 learners’ motivation is not triggered solely by the learners’ inherent interest deriving from L2 learning, L2 learners’ motivation can be attributed to external factors.

L2 Learning Experience L2 learning experience concerns situation-specific motives that lead L2 learners to engage in the L2 writing process. L2 learning experience is associated with L2 learners’ immediate learning environment and contextual factors (Dörnyei, 2009). Technology use for the writing process and students’ attitudes toward technology-­ enhanced learning environments were included in this construct.

Individual Variables Individual variables have been under-researched in relation to L2 writing motivation and the possible sources of writing motivation. Hyland (1998), Goth et  al. (2010), Rahimi and Zhang (2019), and Storch and Wigglesworth (2010) posited that L2 learners’ individual differences were significant variables regulating the L2 writing learning process and engagement. Among individual variables, L2 anxiety and self-efficacy have been examined within the L2 motivational self system (Papi, 2010; Rajabpour et al., 2015; Ueki & Takeuchi, 2012). Papi (2010), Rajabpour et al. (2015), and Ueki and Takeuchi (2012) attempted to develop the L2 motivational self system to investigate the interplay of individual variables within the system. Papi (2010) investigated the relationships among the three constructs of the L2 motivational self system and L2 anxiety. Papi (2010) found that the ideal L2 self and L2 learning experience reduced L2 learners’ anxiety, but the ought-to L2 self significantly increased L2 learners’ anxiety. Rajabpour et al. (2015) explored L2 learners’ willingness to communicate in an L2  in relation to diverse motivational factors, employing the L2 motivational self system. Rajabpour et al. (2015) found that the ideal L2 self and attitudes toward English learning were significantly positive predictors of willingness to communicate, but L2 anxiety was a significantly negative predictor of willingness to communicate. Ueki and Takeuchi (2012) revealed that the ought-to L2 self and the influence of others (a subconstruct of L2 learning experience, referring to teachers’, parents’, or classmates’ pressure or encouragement) strongly correlates with L2 anxiety negatively with regard to L2 learners’ motivation, but the ideal L2 self and L2 learning attitude positively influenced L2 learners’ motivation. Ueki and Takeuchi (2012) also found that self-efficacy positively influenced the ideal L2 self. Although these studies have shown the potential of the L2 motivational self system as an integrative framework embedding individual variables, there is still a need to validate the integrative framework involving diverse facets of motivation and individual variables in L2 learning. The researchers expected to gain deeper insight

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into students’ individual variables in L2 writing and to pay increased attention to the relationships between individual variables and motivation in L2 writing within the L2 motivational self system. Emotions Beyond L2 Anxiety Although L2 researchers have considered L2 anxiety to be the most significant emotional factor in L2 writing (Horwitz, 2001), the role of emotions in language learning has not received much attention in L2 learning, a field that underscores the role of cognition (Aragão, 2011; Garrett & Young, 2009; Imai, 2010; Macintyre, 2002; Pavlenko, 2005). Academic emotions are closely related to students’ learning processes and outcomes (Goetz et al., 2006), and it has been found that enhancing positive emotions and reducing negative emotions benefit learning processes and outcomes (Frenzel et al., 2007; Pekrun et al., 2002). Emotions have also been found to play a significant role in L2 learners’ motivation, attitudes, and learning outcomes (MacIntyre & Blackie, 2012; Pavlenko, 2005). However, there has been little research on the investigation of diverse emotional attributes in language learning contexts to improve positive and emotional experiences, such as helping students experience the emotions of enjoyment and pride, and thus to motivate and facilitate learning (Imai, 2010). Krashen’s (1985) affective filter theory states that if students are anxious and have negative emotions, they will understand less and have a high affective filter, but if their emotions are positive, they will have a low affective filter and will be able to understand and process more because receiving feedback from teachers and peers during the writing process is inherently related to emotion (Higgins, 2000). Swain (2013) argued that the relationship is much more complex than this, stating that “language learning is not just a cognitive struggle, it is a cognitive and emotional struggle” (p. 11). Emotions play a significant role in L2 learning because they can influence students’ motivation to learn, their attitudes toward learning, and eventually their learning outcomes. Emotions have facilitating or debilitating effects on learning (Dirkx, 2001) and can affect one’s motivation to learn (MacIntyre & Gregersen, 2012). Positive experiences in learning a language may arouse positive emotions in a learner. Positive emotional experiences tend not only to improve objective language proficiency but also to increase motivation and positive attitudes (MacIntyre, 2002). Shelton and Stern (2004) agreed with the association between motivation and emotion, maintaining that an emotional connection to a subject can be an influential motivator for performance. Emotional experiences play a significant role as motivational energy because emotions are involved in motives for determining to study an L2 or completing a task (Shoaib & Dörnyei, 2004). The emotions experienced during L2 learning are important to understand so that teachers can modify their approaches to students (Do & Schallert, 2004). Teachers can reduce the negative emotions affecting students’ motivational energy and promote emotions activating students’ motivation (MacIntyre & Gregersen, 2012). Teachers’ support of students’ emotions may help students manage feelings essential to language learning experiences and to the improvement of positive attitudes

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toward themselves as language learners. Attention to emotions produced in language learning may help reduce problems of demotivation triggered by anxiety, fear, or anger, which can damage language students’ potential (López, 2011). However, the motivational properties of emotion have been underestimated in language learning, although the relationship between motivation and emotion is closely related and reciprocal (MacIntyre, 2002; MacIntyre & Gregersen, 2012). Thus, beyond anxiety, various emotions, such as boredom, enjoyment, anger, shame, pride, and hopelessness (Goetz et al., 2006), exist alongside anxiety, and the potential relationships between L2 writing motivation and emotions are added to the L2 motivational self system. Self-efficacy Self-efficacy, a cognitive construct, is associated with performance involving confidence and anticipation in performing and accomplishing a particular task. Self-­ efficacy is defined as “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations” (Bandura, 1995, p. 2). Self-efficacy may influence learners’ effort, persistence, and achievement and regulate the ways in which individuals think, motivate themselves, and behave because self-efficacy refers to individuals’ perceived beliefs in their ability to perform a particular task at a designated level (Bandura, 2001; Pintrich & De Groot, 1990; Zimmerman et al., 1992). Schunk (2003) asserted that self-efficacy is essential to maintain learner’s motivation and promote their learning. Thus, students who have a high level of self-efficacy tend to exhibit a high level of self-confidence, and these students believe that they will be able to construct and regulate their learning environments in a manner conducive to their own learning processes (Bandura, 1986). Studies conducted by Dörnyei and Ushioda (2011) and Kormos et al. (2011) found that if L2 learners believed that they could perform a task, they had more positive attitudes toward L2 learning. Nilsen (2009) also showed that the higher the level of self-efficacy possessed by the learners, the more effort they invested in their learning. In the same vein, writing self-efficacy has been found to be an important predictor in explaining students’ writing performance (Chea & Shumow, 2014). McCarthy et  al. (1985) defined writing self-efficacy as individuals’ perceptions and evaluations of their writing skills. Shell et  al. (1989) defined writing self-efficacy as a student’s “belief in his or her ability to successfully perform writing tasks at a given level” (p. 92). Self-efficacy in L2 writing may indicate a high level of efficacy and confidence in performing a writing task in the second language. Whereas students who have a higher level of writing self-efficacy retain a strong feeling of confidence in their writing ability, those who have a lower level of writing self-efficacy do not show sufficient confidence in writing (Kirmizi & Kirmizi, 2015). Increased writing self-efficacy is essential in teaching and learning writing skills since it helps promote cognitive, behavioral, and motivational engagement in the learning process (Hashemnejad et  al., 2014). Thus, the potential relationship between L2 writing motivation and self-efficacy was added to the L2 motivational self system.

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The L2 Motivational Self System as an Integrative Framework Although anxiety has been investigated in L2 motivation research, there have been relatively few studies with a focus on individual variables, including emotions and writing self-efficacy, related to L2 motivation. In addition, there have been no studies conducted in a technology-enhanced language learning context in which individual variables may coexist and interrelate with each other in L2 writing. Thus, the expanded framework included the L2 motivational self system, integrating individual variables, including writing self-efficacy and various emotions, such as anxiety, to refine the concept and validate the model in a particular learning situation, i.e., a technology-enhanced learning environment for L2 writing. The foci of the study from the L2 motivational self system are two-fold: (a) to evaluate the components of the L2 motivational self system in relation to L2 writing in a technology-enhanced language learning context and (b) to examine the extent to which the ideal L2 self, the ought-to L2 self, L2 experience, and individual variables predict L2 writing motivation. Each construct of the L2 motivational self system is presented in Fig. 3.1, and these constructs allowed the researchers to examine the potential relationships between diverse facets that influence L2 writing motivation in detail.

The ideal L2 self future desired image as a competent L2 writer in English

L2 learning experiences

The ought-to L2 self L2 writing motivation

students' regulations of L2 writing

situational motives related to technology use for writing in English and attitude toward L2 writing

Emotions

Self-efficacy

positive and negative emotional experiences during L2 writing

perceptions and evaluations of their writing in English

Note. A schematic representation of the L2 motivational self system. Adapted from “The L2 Motivational Self System” by Z. Dörnyei, 2009, In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self, Multilingual Matters. Fig. 3.1  Expanded L2 Motivational Self System. (Note: A schematic representation of the L2 motivational self system. Adapted from “The L2 Motivational Self System” by Dörnyei (2009))

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Part II

Leadership Profiles

Chapter 4

Introduction Robert G. Doyle

In this section, two distinguished individuals who have made significant contributions to the field of educational media and communication technology are profiled. In each volume of Educational Media and Technology Yearbook, leaders are highlighted who have typically held prominent offices, composed seminal works, and made significant contributions that influence the contemporary vision of the field. The people profiled in this section have mentored individuals, who have become recognized for their own contributions to learning, design, and technology. This volume of the Educational Media and Technology Yearbook recognizes two outstanding members, listed below, of the Association for Educational Communications and Technology (AECT) community who continue to positively impact leadership and scholarship. The leaders profiled this year are: Brad Hokanson Joi Moore The following people [listed alphabetically] were profiled in earlier volumes of the Educational Media and Technology Yearbook: John C. Belland Robert K. Branson James W. Brown Edward Caffarella Bob Casey Betty Collis Richard Cornell (Volume 42) Robert E. De Kieffer Robert M. Diamond R. G. Doyle (*) Harvard University, Cambridge, MA, USA © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 H. Lee, R. M. Branch (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 44, https://doi.org/10.1007/978-3-031-43048-0_4

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Walter Dick J. Ana Donaldson (Volume 42) Philip L. Doughty Frank Dwyer Donald P. Ely James D. Finn Robert Mills Gagné Castelle (Cass) G. Gentry Thomas F. Gilbert Kent Gustafson Phil Harris (Volume 43) John Hedberg Robert Heinich Jacquelyn (Jackie) Hill Stanley A. Huffman Harry Alleyn Johnson David H. Jonassen Roger Kaufman Jerrold E. Kemp Addie Kinsinger David R. Krathwohl Barbara Lockee (Volume 43) Jean E. Lowrie Wesley Joseph McJulien M. David Merrill Michael Molenda David Michael Moore Robert M. Morgan Robert Morris James Okey Ronald Oliver Tjeerd Plomp Tillman (Tim) James Ragan W. Michael Reed Thomas C. Reeves Rita C. Richey Paul Saettler Wilbur Schramm Charles Francis Schuller Sharon Smaldino Don Carl Smellie Glenn Snelbecker Howard Sullivan William Travers Constance Dorothea Weinman

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4 Introduction

Paul Welliver Paul Robert Wendt Ronald Zemke

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Chapter 5

Brad Hokanson Robert G. Doyle

 rad Hokanson: A Professor Who Teaches Creativity, B Technology, and the Tango

Although many assume that the majority of American university professors have focused their careers on one major subject area, Prof. Brad Hokanson cannot be so categorized. Moreover, his CV is approximately 60 pages long, so the reader should understand that this chapter is merely a synopsis of highlights regarding his career, education, and roles in an extensive list of accomplishments. During his time as president of the Association for Educational Communications and Technology (AECT) and later as acting president, Prof. Hokanson was recognized for his indomitable creativity and humor. Few AECT Board members know that Hokanson began his educational studies in art and architecture and not in educational technology. R. G. Doyle (*) Harvard University, Cambridge, MA, USA © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 H. Lee, R. M. Branch (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 44, https://doi.org/10.1007/978-3-031-43048-0_5

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Early Years

A native of Minnesota and a member of the Swedish Society, Hokanson grew up in a small town, Golden Valley outside of Minneapolis. His family is of Swedish ancestry and they are long-time residents of the state. Of course, he drives a Volvo. One of his great-grandfathers, Hemming Hakanson (1833–1885), acquired 160 acres from the government for his family. He gave one of the acres to his church. Some members of the family spelled the last name with “Ho” and others spelled it with “Ha.” One grandfather was a bricklayer and Prof. Hokanson’s father entered the same career. His grandmother moved from Sweden to Minnesota when she was five. Hokanson grew up in a house that his father built. Since the age of five, Hokanson has been an active swimmer. During AECT conventions, one will find him early in the morning in the hotel’s pool. As a youth, he was a member of the Boy Scouts and rose to the highest level when he became an Eagle Scout.

Education Hokanson's first undergraduate degree was earned at Carleton College where he majored in Studio Arts. His pranks were well-known among his classmates for their outlandishness and few were unwilling to “collaborate” in activities, such as moving all of the chairs out of the cafeteria early on a Sunday morning. After somehow

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avoiding the school’s disciplinary board – or so official records claim – Hokanson then earned a second undergraduate degree in architecture at the University of Minnesota in Minneapolis. Shortly after completing his studies in Minnesota, Hokanson left the upper Midwest for the East Coast. While working in a meteorological environment not greatly unlike his home state, Hokanson studied under well-known architects and earned a Master of Architecture degree in Urban Design in the Graduate School of Design at Harvard University in 1977. While at the Ivy League institution, he was a teaching assistant in a course entitled, Advanced Graphic Communications. Such experiences possibly excited an interest that led to his later return to studies as he entered a PhD program in instructional systems at the University of Minnesota. He earned the PhD degree in the University’s Department of Curriculum and Instruction in the College of Education and Human Development. Being an individual of insatiable intellectual energy and intellectual curiosity, Hokanson completed his studies while also working in the University’s computer graphics department. While he performed this part-time work, he met his future wife.

Professional and Pedagogical Positions After the abovementioned studies, Hokanson taught part-time at the Minneapolis College of Art (MCAD) and Design. He then became an architect with four firms. After successful work in this field, Hokanson answered an internal calling to return to teaching. MCAD offered him an assistant professorship in 1980, an associate professorship in 1984, and then a full professorship in 1989. Added to these roles, he served as Chair of the Design Department and was responsible for budgeting, course scheduling, administration, advancing student retention, faculty recruitment, and development. In 1991, Hokanson left MCAD to teach in the Department of Media/ Communications and Arts and Sciences Centers at Metropolitan State University in Minneapolis. The desire to perform creative work took over and led to working as a computer graphics instructor at the College of Associated Arts. Simultaneously, he served as a teaching specialist in computer graphics and taught summers with the Department of Curriculum in the College of Education and Human Development at the University of Minnesota. After leaving the College of Associated Arts and Metropolitan State University but remaining with the University of Minnesota, he added teaching at Capella University to his portfolio. Hokanson has served as a professor since 2010 with the Department of Design Housing and Apparel at the University of Minnesota, St. Paul. In addition to teaching a minimum of four courses per year, he contributes to curriculum development, advises undergraduate and graduate students, and conducts research and disseminates findings. Simultaneously, he serves as the Mertie W. Buckman Professor of

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Design Education in the College of Design at the University of Minnesota, Twin Cities. He joined that campus in 2010 as the Director of the Design Institute. Following that role, he became the Associate Dean of Research and Outreach and then served as the Director of Educational Futures.

Courses Taught When considering his diverse educational, art, and architectural backgrounds, the reader will not be surprised to learn that Hokanson has taught courses in a wide range of disciplines. In addition to teaching many courses as described above at Capella University, Metropolitan University, College of Visual Arts, Minneapolis College of Art, and as a graduate student at Harvard University, he has taught 38 courses in numerous departments at the University of Minnesota. Moreover, Hokanson has taught four Massive Open Online Courses (MOOCs) with enrollments ranging from 52,000 to 185,000 students. A small sampling of course titles in Hokanson’s repertoire includes Creative Problem Solving, Innovation Theory and Analysis, Visual Literacy, International Field Study, Theory of Electronic Design, Teaching via the Internet, Theory of Digital Design, Interactive Media, Computer Graphics, Environmental Design, Thesis Research, and Architecture.

Grants Of the two dozen Grants obtained by Hokanson, some have reached or exceeded $50,000. As the reader may have speculated in considering Hokanson’s diverse pedagogical background, these grants were not focused on just one discipline. The Next Step Grant supported development of online tools and media for a design theory course. The Design Initiative Grant funded the development of a design competition of educational software and was sponsored by the Departments of Design, Housing, and Apparel, and the Department of Curriculum and Instruction. The First Year Learning Communities Grant supported a program entitled Floating Mentors which was used to employ upper class undergraduate graphic design students as informal mentors and assistants in the College’s computer and introductory graphics classes. The Imagine Grant was awarded six individual times and they sponsored such projects as, Visual Thinking Strategies, Appalachia Craft and Design Thinking, and the support for the development and installation of student created murals on campus. The University of Minnesota MOOC Development Grant provided two on-demand versions on Creative Problem Solving with a total enrollment of 237,000 through Coursera.

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AECT and Academic Committees

In 2023, the Association for Educational Communications and Technology will celebrate its 100th anniversary. Prof. Hokanson has served in numerous roles to advance this organization. He served as President in 2017, Immediate Past-President in 2018, and Interim President in 2020. During AECT annual conferences, Hokanson is regularly sought by other members to seek his advice and review of organizational issues.

Publications If researchers seek publications written by Prof. Hokanson during the past 10 years alone, they will quickly find a count that exceeds one hundred. Due to that quantity, this section will identify only a small number of them. His full list of publications confirms that he enjoys collaborating with on-campus and off-campus colleagues. One of his first in the last decade was a co-authorship forward for an exhibition catalog which was entitled, Standing Stones: Ancient Ritual Sites in Western Britain, published by Plaza Books. This example illustrates the great range of Hokanson’s intellectualism. A publication that readers of the Yearbook might recognize was the 2019 winner of the James W Brown Publication Award: Hokanson, B. & Gibbons, A., (Editors.) (2014). Design in educational technology: Design thinking, design process, and the design studio. New  York: Springer-Verlag. ISBN-13: 978-3319009261 | Edition: 2014. A reflection of Hokanson’s creativity and thinking that went beyond standard barometers was a 2017 publication. Bart, W. M., Hokanson, B., & Can, I. (2017). An Investigation of the Factor Structure of the Torrance Tests of Creative Thinking. Educational Sciences: Theory & Practice, 17(2) 515–528. Three additional

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examples of creativity research and collaborations were illustrated by, Hokanson, B. & Kenny, R. (2020). Creativity and Critique as Formative Processes in Design Thinking, Journal of Formative Design in Learning, (), 1–3. DOI ­ 10.1007/ s41686-020-00047-. Published online 6.20.20. Hokanson, B. & McCluske, M. (2014). Creativity and a massive course: Experience and observations with teaching a MOOC, Educational Technology 54(5) 22–29. [Lead author] [editor reviewed]. In Volume 43 of the Educational Media and Technology Yearbook, Hokanson and Senenge T. Andzenge wrote a chapter entitled, Synchronous Distance Education and Being Live Online. In Volume 42, Hokanson and Aime Norden wrote a chapter entitled, Second Thoughts: Understanding the Impact and Appropriate Use and Non-use of Technologies.

Research Interests Prof. Hokanson is the model of intellectual curiosity. He seeks knowledge of many academic disciplines and his appetite is rarely fulfilled. The below is a summary of his current academic interests. Thinking, Design, and Creativity: The development of creative ideas, the education of designers, and the exploration of design thinking through visualization. Cognition and Technology: Technology, media, and their effect on cognition, creation and design. Pedagogical Theory and Technology: The advancement of education and its constructivist bases through the use of technology.

Awards Prof. Brad Hokanson has earned recognition from several institutions, publications, conferences, and academic associations. The list of honors and awards earned by Hokanson in recognition of his dedication and accomplishments is too long for this chapter. Several of them include the J.  Michael Award for Exemplary Service to the Association for Educational Communications and Technology; 2014 AECT Presidential Award for the Summer Research Symposium; Outstanding Teaching Award from the College of Design; and the McFarland Creative Award from the College of Design, He was also recognized as the annual University Design Media Center Faculty Fellow. In 2019, he curated Creativity in Everyday Life at the Goldstein Museum of Art.

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In the Words of Others… Dr. Hokanson has been a driving force in AECT behind the rebirth of formative design and design thinking in education. One is most likely going to first encounter him when doing research about these topics for their journal submission or dissertation. The reason being that his own works effectively and efficiently articulate and put to words what many are thinking. A good example is the concept of Design Learning as it relates to education. According to Brad: “The design process offers a structure, opportunities to develop creative talents, as well as a range of other complex skills. These opportunities also exist for problem based learning and other learning activities that parallel the design process.” Brad’s insights allows us to successfully apply the design process to many other areas of interest where many others have with mixed results. Prof. Robert Kenny, Florida Gulf Coast University. I first heard of Brad when he and Simon Hooper were organizing, as I recall it, a CDRom-based showcase of instructional designs pre-internet. This was a ground-­ breaking effort for the time, stemming in large part, I believe, from Brad’s background in design. Since then, he has certainly been involved in many groundbreaking efforts, all marked by his profound knowledge of design practice. It is this background in design, together with the great heart Brad brings to this field and his commitment to inclusive, rigorous scholarship – as well as everything he does for design in general  – that have made him a quiet force for positive change who deserves signal recognition for his work. A designer, an educator, a scholar and a dancer, Brad is truly one of my heroes! Professor Elizabeth Boling, School of Education, Indiana University, Bloomington.

Life Outside of Universities Hokanson meet Dr. Henderson when she was a graduate student. She needed assistance with a computer malfunction and he volunteered to help. The problem, according to Hokanson, required some extensive work. The alleged computer error required him to visit with Henderson numerous times. Eventually, she realized that the problem was not so complex and that the attentive gentleman helping her seemed to finding many reasons to meet with her multiple times. To “make a long story short,” they married in 1995. Tango! In addition to the many astonishing achievement during his career, Prof. Hokanson is a talented Tango dancer. On a past Valentine’s Day, Hokanson and his wife gave each other the gift of Tango lessons. Hokanson developed an interest in Tango dancing more than 40 years ago and was pleased when his wife shared this passion with him. Prof. Brad Hokanson, a mentor to students and colleagues, a dedicated member of AECT, a loving husband, a friend to many, a talented Tango dancer, and an inspiration to all.

Chapter 6

Joi Moore Robert G. Doyle

Joi Moore: A Former Farmer Becomes a Professor While Professor Joi Moore’s background in education and research shares some similarities with previous individuals who have been profiled in the Educational Media and Technology Yearbook, her background also includes numerous features that are fully unique to her.

Early Years Moore identifies her two greatest mentors as her mother, Sandra Burnette, and her grandmother, Arthenia Burnette. Her mother was a top student in high school and then attended Bennett College for Women. She worked for Southern Bell—later BellSouth—in a variety of shifts, but always made the time to take her children to school events such as Moore’s middle school volleyball games. Moore reported, “She taught me to strive for greatness and to work hard for all of my goals.” About her grandmother she stated, “She became a Certified Nursing Assistant in her early seventies as a means to take care of my grandfather after he suffered a stroke. I remember how my mother and grandmother worked hard to support their families and never complained.” Prof. Moore, who is known as Velle by her family, was born in New London, CT, and moved to North Carolina at a young age. “All I can remember from New London is the ice cream man and beaches,” she reported. Through her mother, she is a R. G. Doyle (*) Retired Associate Dean, Faculty of Arts and Sciences, Harvard University, Cambridge, MA, USA © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 H. Lee, R. M. Branch (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 44, https://doi.org/10.1007/978-3-031-43048-0_6

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member of the Occaneechi-Saponi tribe (https://obsn.org/). The tribe is recognized by the state of North Carolina but currently not by the federal government. In addition to being warmer in North Carolina than in Connecticut, Moore learned many skills in her new environment. Some of those skills taught her that she needed an advanced education to find the career opportunities that she hoped to attain. Along with her mother, sister, and brother, she lived on her grandparents’ farm in Pleasant Grove. Her grandfather did not attend college, but he was highly knowledgeable of the science involved with many aspects of farming and constructing buildings for farm crops. Her grandfather had hogs which provided sausage and pork—lots of pork—and they used a smoke house to cure the meats. The family also grew vegetables, tobacco, and other crops. Moore helped with processing tobacco which often left her hands with a grimy residue, and this is where she learned about the strength of Lava soap to clean her tobacco-stained hands.

When in high school, Moore continued to perform farm work but added additional tasks in her efforts to save money for college. Her local school district needed school bus drivers and sought applicants with a driver’s record free of moving violations. Being a new driver, Moore was violation-free. She accepted the route that included her own home. Initially, the experience was awkward because many of her friends were passengers, but she soon realized that she had the authority to report any mischievous behavior by her passengers to the school. Her confidence grew, and the passengers behaved. She parked her bus at home and began her travels at an early hour each day. In addition, she worked in a doughnut shop on Saturdays and Sundays to expand her college savings.

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Moore’s unusually active high school schedule of farm tasks, school bus driving, doughnut shop work, and earning honors while a high school student were early indicators of how her heavily scheduled her school and professional life would be.

Education Prof. Moore earned a B.S. degree from North Carolina State University in Computer Science with a Minor in Management Information Systems. During her first year, she found the course load to be challenging but she worked hard and exceeded the GPA level required to maintain her financial aid. With the help of peer mentors and supportive faculty, she “got my groove” and gained confidence in her studies. Her undergraduate studies included a Cooperative program, which provided opportunities to obtain internships. For one semester, she worked for the North Carolina State Government, then later served as a programmer with IBM in Research Triangle Park, NC, and investigated and resolved PC hardware issues. Finding this work to be tedious, once mastered, encouraged her to earn a Master of Science degree in Management with a Minor in Management Information Systems also from North Carolina State University. Her M.S. degree was later categorized as an MBA by NC State University. Later that decade, Moore completed a Ph.D. degree at the University of Georgia in Instructional Technology, Cognate Area: Management Information Systems with a dissertation, “The Implementation of an Electronic Performance Support System for Teachers: An Examination of Usage, Performance, and Attitudes.” Highly regarded professors and AECT past-presidents Rob Branch and Tom Reeves were two of her mentors. After completing the above degrees, Moore continued her studies. Wishing to expand her knowledge of academic leadership, she enrolled in an Academic Leadership Development program and earned a certificate from the Southern

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Conference. Later the same year, she ventured north and earned a Certificate in Management Development Program (MDP) at the Harvard Institutes for Higher Education at Harvard University. “My experiences helped me to be empathetic when in leadership positions,” she stated.

Awards and Recognition Prof. Moore’s success for outstanding achievements began early in her education career. She won the Patricia Roberts Harris Fellowship for the years 1991–1993 and then she was awarded the Minority Graduate Student Award at North Carolina State University. Those awards were quickly followed by receiving, for the years 1995–1998, a Minority Graduate Student Assistantship from the University of Georgia. As Moore was nearing the end of her graduate studies, she was recognized by the Association for Educational Media and Technology with the McJulien Minority Graduate Scholarship Award. As a faculty member, two of the books for which she provided chapters were awarded the AECT James Brown Publication Award. In 2001, Moore received the Hight Flyer Award, Excellence in the Scholarship of Teaching at the University of Missouri-Columbia. Only three  years later, she received the award for Best Advisor for Cultural/Minority Organization from the Department of Student Life. A year after receiving that award, Moore was nominated for Outstanding Advisor at her University. In 2012, she was nominated for the Graduate Faculty Mentor Award.

Grants Although many faculty members can cite being the recipient of grants, Prof. Moore has earned 17 grants and more than one-half of them have exceeded $100,000. The largest was awarded by the U.S. Department of Education, Knowledge Integration for Technology in Education (KITE) Project. This was a national award for $1,650,000 for which Moore served as Co-Principal Investigator and Internal Evaluator.

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Pedagogical Positions

After Prof. Moore was employed in a variety of IT roles with IBM, NETCENTER, and AGS Information Systems and in academia, she was offered a teaching position with Shaw University in Raleigh, NC. “I loved teaching at Shaw” she explained. While enjoying this role more than any position in industry, Moore realized that she had to earn a PhD degree in order to advance her career. She selected the University of Missouri, where she served as an Instructor/Graduate Assistant in the University’s Department of Instructional Technology Moore developed and implemented course materials, lectures, and assessment tools. The University of Missouri-Columbia asked Prof. Moore to fill a nearly unending range of roles. In addition to serving as a professor, Moore’s CV lists eight additional positions. Between 2006 and 2013, she was the manager of Digital Media (ZONE); since 2001, she has served as the MU Black Studies Faculty Affiliates and the MU Institute for Data Science and Informatics Faculty Member; since 2006, she has served on the faculty for the Information Experience Lab; Moore was the Director of Graduate Studies between 2014 and 2016; since 2018, the User Experience and Usability (UXU) Certificate Coordinator; School of Information Science & Learning Technologies (SISLT) iSchool at University of Missouri, Director between 2012 and 2018; and College of Education, Associate Dean for Engagement and Outreach. Moore also spent a year as a Visiting Professor at George Mason University and taught online courses in Instructional Design. In addition to the aforementioned and indomitable list of duties and accomplishments for the University of Missouri, Moore became an assistant professor in 1998, an associate professor in 2004, and a professor in 2015. Moore’s CV lists various courses with traditional face-to-face, online, and blended delivery methods. Specifically, she began teaching, designing, and researching online courses during the infancy of online learning. Moore learned how to manage “The Invisible Labor” that many faculty members of color encounter at predominately white institutions. In her chapter, The Lights Along My Path, she explained, “There is a constant tension of having enough time to advise and mentor students of color who seek me out because they want to have more interactions with someone who has a similar background. Based on my

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experiences at NCSU (North Carolina State University), I know that my engagement in this ‘Invisible Labor’ is important for retention and success of students of color, and it provides me an important consciousness of making a difference.”

Courses Taught As described in the section on positions, Prof. Moore has taught at four different universities beginning at Shaw University in 1993 and since 1998 at the University of Missouri-Columbia. A brief sampling of recent courses she has taught is listed in the below. Formative and Summative Evaluation: Provides an introduction to the basic competencies, processes, and principles of formative and summative evaluation by exploring the implementation of evaluation processes in emerging technologies to support learning and performance. Designing Performance Support Systems: Provides an opportunity to understand performance support systems and to develop, practice, and apply key competencies and processes for designing usability and interactivity into software applications and systems. Doctoral Seminar, Human Computer Interaction: Provides an overview to the HCI field while focusing on the use and adaptation of existing HCI theories and research to a range of interface design problems. (Blended course). Introduction to Digital Media: Students learn to create web-based digital media (images, audio, video and animation) and to display or showcase digital media on the World Wide Web. In addition to teaching an almost uncountable number of courses, Prof. Moore has also chaired or served as a dissertation committee member for more than four dozen doctoral students. She has encouraged them, guided them through the strenuous process, and advised them on their research and writing. Moreover, she has co-authored some publications with some former students.

Publications The listing of Prof. Moore’s publications including books and peer-reviewed journals is six pages long. Therefore, only a few random examples are included here. Rarely does a researcher in the field of educational media and technology also publish works that are based in the medical field. Belden, J., Wegier, P., Patel, J., Hutson, A., Plaisant, C., Moore, J.L., Lowrance, N. Boren, S., & Koopman, R. J. (2019). Designing a Medication Timeline for Patients and Physicians. Journal of the American Medical Informatics Association. DOI: 10.1093/jamia/ocy143.

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Chen, H., Moore, J.L., & Chen, W. (2015). Understanding and Analyzing Learning Objects: A Foundation for Long-term Substantiality and Use for E-learning. Knowledge Management & E-Learning: An International Journal, 7(2), 153–169. Benson, A., Joseph, R., & Moore, J.  L., (Eds.) (2017). Culture, Learning and Technology: Research and Practice. Routledge/Taylor & Francis. Tawfik, A., Kochendorfer, K., Saparova, D., Al Ghenaimi, S., & Moore, J. (2014). I don’t have time to dig back through this: The role of semantic search in supporting physician information seeking in an electronic health record. Performance Improvement Quarterly, 26(4), 75–91. Yadamsuren, B., Paul, A., Erdelez, S., & Moore, J. L. (2010). Multiple-user simultaneous testing: A comparison of two methods. In T.  Spiliotopoulos, P. Papadopoulou, D. Martakos, & G. Kourourpetroglou (Eds.) Integrating usability engineering for designing the web experience: methodologies and principles. (pp. 345–356). Hershey, PA: IGI Global.

Conference Presentations, Peer-Reviewed As discovered with other categories listing Prof. Moore’s achievements, the full listing for this section is lengthy. Only a few examples of Moore’s work, therefore, will be provided. The similarity between this section and others is that the works represent a significant range of topics. Keuker, D., & Moore, J. (2020, November). Getting a Full View: Using Instructional Efficiency to Provide a Multi-dimensional Analysis of Learning Systems. Association of Educational Communications & Technology (AECT), Virtual. [National Conference - Refereed]. Wegier P., Patel J, Plaisant C, Koopman RJ, Moore J, Lowrance N, Belden JL. (2018, October). Designing a medication timeline for patients and physicians to visualize polypharmacy. Poster presented at: 40th meeting of the Society for Medical Decision Making, Montreal, Quebec. Koopman, R., Parker-Oliver, D., Reust, C., Kruse, R., Mehr, D. Steege, L., Moore, J.L., Swofford, S., Bowers, K., & Canfield, S. (2014, November). Technology Configuration to Promote Patient Centered Care. North American Primary Care Research Group (NAPCRG), New York, New York. Clarke, M., Moore, J.L., Steege, L., Koopman, R., Belden, J., Canfield, S., & Kim, M. (2014, November) Understanding Primary Care Clinic Patients’ Information Needs about their Clinic Visit. American Medical Informatics Association (AMIA) Annual Symposium, Washington, DC. [National Conference  - Poster Refereed]. Subramony, D., Benson, A., & Moore, J. (2017, November). Documenting the Contributions, Impact and Legacy of Minorities in Media. Association of Educational Communications & Technology (AECT), Jacksonville, FL.

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Research Interests Prof. Moore’s research interests are varied and extensive and extend beyond educational media and technology to include the health field, project management, and gaming. Designing performance-centered applications (Human-Computer Interaction, Usability Engineering, Human-Centered Design). A review of Moore’s publications will reveal samples of such works including, Advancing Socio-Technical-­ Pedagogical Heuristics for the Usability Evaluation of Online Courses for Adult Learners; Human-computer interaction; and Designing CMS courses from a pedagogical usability perspective. Constructing knowledge and designing distance learning environments. Moore’s list of publications includes dozens of works regarding distance learning. A few examples include, International perspectives of distance learning in higher education; Sizzling Innovation in Online Teaching and Design; and Information architecture in Performance Support Systems and Interactive Learning Environments.

In the Words of Others “Joi Moore has been an inspiration in the field of educational communications and technology since joining her doctoral program at the University of Georgia. Dr. Moore embarked on scholarly trajectory that started with computing technology and evolved into effective strategies for administering instructional technology within higher education contexts. She was inspirational during the Minorities in Media (MIM) era of the Association for Educational Communications and Technology (AECT), and she has continued being a significant positive influence in the newly evolved AECT division of Culture, Learning, and Technology. We now enjoy the benefits of her leadership talents and skills throughout the areas associated with educational media and technology.” Robert Maribe Branch, Ed.D. Professor of Learning, Design, and Technology, Mary Frances Early College of Education, University of Georgia. “Joi Moore has a gift for helping people become their best selves. She became my mentor and friend the year I entered into the doctoral program in instructional technology at the University of Georgia and continues to serve in that role today. She has always been a person I could count on to listen and provide wise counsel. Her life is a demonstration of ‘paying it forward’ and she inspires that sentiment in those who seek her guidance.” Angela Benson, Professor and Department Head, Educational Leadership, Policy and Technology Studies, The University of Alabama. Prof. Joi Moore’s lengthy list of accomplishments reveal an individual of extraordinary self-motivation, of support of and dedication to students, who is undeterred by obstacles, and who is always seeking new challenges. In March 2022, Dr. Joi Moore was elected to the AECT presidency. Dr. Moore’s term will begin during the 2023 AECT convention. 

Part III

Programs in Learning, Design, and Technology

Chapter 7

Introduction Yvonne Earnshaw and Jennifer Johnston

Part III includes annotated entries for programs that offer degrees in the field of learning, design, and technology. Should you wish for your institution to be included in the next volume of this book or to update your institution’s information, please contact the section editors. We would like to express our gratitude to those respondents who helped ensure the accuracy of this section by responding to our request for an update.

Yvonne Earnshaw and Jennifer Johnston equally contributed to Part III. Y. Earnshaw (*) School of Instructional Technology and Innovation, Kennesaw State University, Kennesaw, GA, USA e-mail: [email protected] J. Johnston (*) Learning, Design, and Technology, University of Georgia, Athens, GA, USA e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 H. Lee, R. M. Branch (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 44, https://doi.org/10.1007/978-3-031-43048-0_7

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Chapter 8

Programs in Learning, Design, and Technology Yvonne Earnshaw and Jennifer Johnston

This directory contains a listing of learning, design, and technology-related programs in the United States – both alphabetically and by state. In order to create a more comprehensive directory, we began by using the most recent edition of the Educational Media and Technology Yearbook as a starting point. We also conducted an Internet search based on keywords such as “educational technology,” “learning design and technology,” and “instructional design.” We then verified the information by visiting the program website. This information will be used solely to construct a directory of relevant programs within this volume of the Educational Media and Technology Yearbook. The data supplied here will not be intentionally shared or publicized in any other form. 

Alphabetical Listing of All Programs Andrews University College of Education & International Services https://www.andrews.edu/grad/programs/sed/learning_technologies.html M.A. in Learning Technologies Contact: [email protected] Y. Earnshaw (*) School of Instructional Technology and Innovation, Kennesaw State University, Kennesaw, GA, USA e-mail: [email protected] J. Johnston (*) Learning, Design, and Technology, University of Georgia, Athens, GA, USA e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 H. Lee, R. M. Branch (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 44, https://doi.org/10.1007/978-3-031-43048-0_8

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Appalachian State University Media, Technology and Learning Design https://edtech.appstate.edu Post-Master’s Graduate Certificate in Instructional Technology Leadership M.A. in Media, Technology and Learning Design Graduate Certificate in Online Design, Communication and Engagement Contact: Dr. Patrick O’Shea, [email protected]

Arizona State University Learning Design and Technologies https://education.asu.edu/degree-­programs Ph.D. in Educational Technology M.Ed. Learning Design and Technologies Graduate Certificate in Instructional Design and Performance Improvement Contact: [email protected]

Asbury University School of Communication Arts https://www.asbury.edu/academics/departments/media-­journalism/ M.A. in Instructional Design, Innovation, & Leadership B.A. in Instructional Design Contact: [email protected]

Athens State University Technical Education: Instructional Design option https://www.athens.edu/programs/technical-­education-­instructional-­design-­option/ B.S. in Education – Technical Education: Instructional Design option Instructional Design minor Undergraduate Certificate in Instructional Design Contact: Dr. Mark Gale, [email protected]

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Auburn University Library Media & Technology https://education.auburn.edu/academic-­program/library-­media/ Graduate Certificate: Instructional Technology for Distance Education Graduate Certificate: Technology Educator Contact: Dr. Jung Won Hur, [email protected]

Baker University Instructional Design & Performance Technology https://www.bakeru.edu/program/education/ Ed.D. in Instructional Design and Performance Technology M.S. in Instructional Design and Performance Technology Contact: Dr. Regena Aye, [email protected]

Ball State University Department of Educational Studies https://www.bsu.edu/academics/collegesanddepartments/online/academic-­ programs/masters/macurredtrain M.A. in Curriculum and Educational Technology Contact: Michelle Wood, [email protected]

Barry University Adrian Dominican School of Education, Leadership, and Human Development https://www.barry.edu/en/academics/education M.S. in Human Resource Development Contact: Dr. Katsiaryna Matusevich, [email protected]

Boise State University Educational Technology https://www.boisestate.edu/education-­edtech/ Ed.D. in Curriculum and Instruction

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Ed.D. in Educational Technology Ed.S. in Educational Technology Master of Educational Technology Graduate Certificate in Assistive Technology Graduate Certificate in Computer Assisted Language Learning Graduate Certificate in Designing Accessible Online Education Graduate Certificate in Digital Literacies Instruction Graduate Certificate in Educational Games and Simulation Graduate Certificate in Instructional Technology Coaching Graduate Certificate in Online Teaching Graduate Certificate in Technology Integration Idaho K-12 Online Teaching Endorsement Contact: [email protected]

Boise State University Organizational Performance and Workplace Learning https://www.boisestate.edu/opwl/ M.S. in Organizational Performance and Workplace Learning Graduate Certificate in Workplace E-Learning Design and Development Graduate Certificate in Workplace Instructional Design Graduate Certificate in Workplace Performance Improvement Contact: Jo Ann Fenner, [email protected]

Bowling Green State University College of Technology Architecture and Applied Engineering https://www.bgsu.edu/technology-­architecture-­and-­applied-­engineering.html M.Ed. in Instructional Design and Technology Graduate Certificate in Instructional Design Contact: Dr. Fei Gao, [email protected]

Brigham Young University Instructional Psychology & Technology (IP&T) https://education.byu.edu/ipt Ph.D. in Instructional Psychology & Technology

8  Programs in Learning, Design, and Technology

M.S. in Instructional Psychology & Technology Minor in Design Thinking Contact: Jessie Curtis, [email protected]

Cal State East Bay Teacher Education https://www.csueastbay.edu/ted/ M.S. in eLearning M.S. in Educational Technology Contact: [email protected]

Cal State LA Educational Technology https://www.calstatela.edu/edtech M.A. in Educational Technology Graduate Certificate in Online Teaching and Learning Graduate Certificate in Computer Applications in Schools Contact: Dr. Manisha Javeri, [email protected]

California State University, Fullerton Instructional Design and Technology https://ed.fullerton.edu/msidt/ M.S. in Instructional Design and Technology Certificate in Instructional Design Contact: Dr. Cynthia Gautreau, [email protected]

California State University, Monterey Bay School of Computing and Design https://csumb.edu/mist/ M.S. in Instructional Science and Technology Contact: Dr. Miguel Lara, [email protected]

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California State University, San Bernardino Department of Educational Leadership & Technology https://www.csusb.edu/instructional-­technology-­program M.A. in Instructional Design and Technology Graduate Certificate in Educational Technology Graduate Certificate in e-Learning Contact: Dr. Eun-Ok Baek, [email protected]

Chico State School of Education https://www.csuchico.edu/soe/advanced/etdl.shtml Graduate Certificate in Educational Technology & Distance Learning Contact: Dr. Tal Slemrod, [email protected]

Coastal Carolina University Instructional Technology https://www.coastal.edu/scoess/departmentsandprograms/graduateprograms/it/ Ed.S. in Instructional Technology M.Ed. in Instructional Technology Graduate Certificate in Online Teaching and Training Undergraduate Certificate in Instructional Technology Contact: Dr. Alex Fegely, [email protected]

Colorado State University School of Education https://www.chhs.colostate.edu/soe/programs-­and-­degrees/ Ph.D. in Education and Human Resource Studies  – Organizational Learning, Performance and Change specialization M.Ed. in Education and Human Resource Studies  – Organizational Learning, Performance and Change specialization Graduate Certificate in High-Impact On-Demand Learning Solutions Graduate Certificate in Facilitating Adult Learning Contact: Alex Broz, [email protected]

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Columbia University Communication, Media, & Learning Technologies Design https://www.tc.columbia.edu/mathematics-­science-­and-­technology/ c o m m u n i c a t i o n -­m e d i a -­a n d -­l e a r n i n g -­t e c h n o l o g i e s -­d e s i g n / degrees%2D%2Drequirements/instructional-­technology-­and-­media-­ma/ M.A. in Instructional Technology & Media Contact: Dr. Nathan Holbert, [email protected]

Commonwealth University - Bloomsburg Instructional Design, Technology, and Leadership https://www.bloomu.edu/academics/programs/instructional-­d esign-­a nd-­ technology-­ms M.S. in Instructional Design and Technology Contact: Dr. Jessica Briskin, [email protected]

Concordia University Chicago College of Education, Division of Curriculum, Technology & Inclusive Education https://www.cuchicago.edu/academics/colleges/college-­of-­education/ Ph.D. in Leadership: Educational Technology specialization Ed.D. in Leadership: Educational Technology specialization M.S. in Instructional Design and Technology M.A. in Educational Technology: Curriculum and Instruction M.A. in Educational Technology: Leadership Contact: Holly Kains, [email protected]

Concordia University Wisconsin Department of Graduate Education http://www.cuw.edu/go/edtech M.S. in Education – Educational Design and Technology

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Dakota State University College of Education https://dsu.edu/academics/colleges/college-­of-­education.html M.S. in Educational Technology Educational Technology endorsement (K-12) Educational Technology minor (K-12) Contact: Dr. Kevin Smith, [email protected]

Davis & Elkins College Teacher Education Program https://www.dewv.edu/academics/majors/education/ Instructional Technology minor Contact: Dr. Jennifer Tesar, [email protected]

Drexel University School of Education https://drexel.edu/soe/academics/graduate/learning-­technologies/ M.S. in Learning Technologies Graduate Certificate in E-Learning Leadership Graduate Certificate in Instructional Design for e-Learning Graduate Certificate in Learning Analytics Graduate Certificate in Online Teaching and Learning Contact: Dr. William Lynch, [email protected]

East Carolina University Instructional Technology https://education.ecu.edu/msite/instructional-­technology/ M.S. in Instructional Technology M.A.Ed. in Instructional Technology Certificate in Computer-Based Instruction Certificate in Distance Learning and Administration Contact: Dr. Abbie Brown, [email protected]

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East Stroudsburg University Digital Media Technologies https://www.esu.edu/digital_media_technologies/index.cfm M.Ed. in Instructional Design Technology Contact: Dr. Darlene Farris-Labar, [email protected]

Eastern Kentucky University Instructional Design and Learning Technology https://ekuonline.eku.edu/instructional-­design/ M.S. in Instructional Design and Learning Technology Graduate Certificate in Online Learning Design Graduate Certificate in User Experience Design Contact: Annie Noltemeyer, [email protected]

Emporia State University Department of Instructional Design & Technology http://emporia.edu/teachings-­college/units/idt-­home/ M.S. in Instructional Design & Technology Graduate Certificate in eLearning and Online Teaching Graduate Certificate in Teaching with Technology Contact: Dr. Jim Persinger, [email protected]

Fairfield University School of Education and Human Development https://www.fairfield.edu/graduate-­and-­professional-­studies/school-­of-­education-­ and-­human-­development/programs-­and-­certificates/index.html M.A. in Educational Technology Graduate Certificate in Classroom Technology Integration Graduate Certificate in Learning Design & Technology Graduate Certificate in Leadership in Educational Technology Contact: Dr. Joshua Elliott, [email protected]

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Florida Gulf Coast University College of Education https://www.fgcu.edu/coe/programs/graduateprograms/doctor-­education-­edd https://www.fgcu.edu/coe/programs/graduateprograms/instructional-­design-­ed-­ tech-­ma Ed.D. in Educational Leadership, Learning Design & Innovation (LDI) M.A. in Instructional Design & Ed Tech (IDET) Contact: Dr. Robert Kenny, [email protected] (Ed.D.); Dr. Michele Stork, [email protected] (M.A.)

Florida State University Instructional Systems and Learning Technologies https://education.fsu.edu/islt Ph.D. in Instructional Systems and Learning Technologies Ed.D. in Learning Design & Performance Technology M.S. in Instructional Systems and Learning Technologies Graduate Certificate in Human Performance Technology Graduate Certificate in Instructional Design and Technology Graduate Certificate in Online Teaching and Learning Contact: Jennifer Walsh, [email protected]

Franklin University School of Education https://www.franklin.edu/degrees/colleges/school-­of-­education Doctor of Professional Studies in Instructional Design Leadership M.S. in Instructional Design & Learning Technology Contact: Dr. Yi Yang, [email protected]

George Mason University Learning Design and Technology http://www.education/gmu.edu/learning-design-technology M.S. in Learning Design and Technology Graduate Certificate in Learning Technologies, concentration in E-learning Contact: Dr. Douglas Wilson, [email protected]

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George Washington University Educational Technology Leadership https://gsehd.gwu.edu/programs/masters-­educational-­technology-­leadership M.A. in Education and Human Development in Educational Technology Leadership Graduate Certificate in Instructional Design Graduate Certificate in Educational Technology Leadership Contact: Dr. Natalie Milman, [email protected]

Georgia Southern University Instructional Technology https://coe.georgiasouthern.edu/itec/ Ed.S. in Instructional Technology M.Ed. in Instructional Technology Graduate Certificate in School Library Media Graduate Certificate in Instructional Technology Instructional Design and Technology Undergraduate Minor Online Teaching and Learning Endorsement Contact: Dr. Mete Akcaoglu, [email protected] (Ed.S.); Kelly Kennedy, [email protected] (M.Ed., Cert, and Endorsement)

Georgia State University Learning Sciences https://education.gsu.edu/ls/ Ph.D. in Instructional Technology M.S. in Instructional Design and Technology Graduate Certificate in Instructional Design and Technology Graduate Certificate in Online Learning Design and Development Contact: [email protected] (Ph.D.); Dr. Mike Law, [email protected] (M.S. and Cert)

Grand Valley State University Educational Technology https://www.gvsu.edu/acad/education-­educational-­technology-­med.htm M.Ed. in Educational Technology Contact: Dr. Beomkyu Choi, [email protected]

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Harrisburg University of Science and Technology Learning Technologies and Media Systems https://www.harrisburgu.edu/programs/ms-­l earning-­t echnologies-­a nd-­ media-­systems M.S. in Learning Technologies and Media Systems Graduate Certificate in Learning Technologies and Media Systems Graduate Certificate in Instructional Technology K-12 Contact: Dr. Richard Kordel, [email protected]

Harvard University Graduate School of Education https://www.gse.harvard.edu/masters/programs/ldit M.Ed. in Learning Design, Innovation, and Technology Contact: Joseph Blatt, [email protected]

Idaho State University College of Education https://www.isu.edu/education/ Ed.D. in Instructional Design and Technology M.S. in Human Resource Development M.Ed. in Instructional Design & Technology B.S. in Workplace Training & Leadership Contact: [email protected], Dr. David Coffland, [email protected] (Ed.D.)

Indiana University Department of Instructional Systems Technology https://education.indiana.edu/programs/instructional-­systems-­technology.html Ph.D. in Instructional Systems Technology Ph.D. Minor in Instructional Systems Technology Ed.D. in Instructional Systems Technology M.S. Ed. in Instructional Systems Technology M.S. Ed. in Educational Technology for Learning

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Graduate Certificate in Instructional Systems Technology Graduate Certificate in Online Teaching and Learning Practices Undergraduate License Addition in Computer Education Contact: Dr. Anne Leftwich, [email protected]

Iowa State University Division of Teaching, Learning, Leadership, and Policy h t t p s : / / e d u c a t i o n . i a s t a t e . e d u / g r a d u a t e -­s t u d e n t s / g r a d u a t e -­p r o g r a m s / division-­of-­teaching-­learning-­leadership-­and-­policy/ Ph.D. in Education, Emphasis in Educational Technology M.S. in Education, Emphasis in Educational Technology M.Ed. in Education, Emphasis in Educational Technology Graduate Certificate in Instructional Design Minor in Learning Technologies Contact: [email protected]

Jacksonville State University Counseling & Instructional Support https://www.jsu.edu/education/edres/index.html Ed.S. in Library Media M.Ed. in Library Media M.S. in Instructional Technology Contact: Dr. Wendy Stephens, [email protected] (Library Media); Dr. Jimmy Barnes, [email protected] (Instructional Technology)

James Madison University Educational Technology https://www.jmu.edu/coe/efex/edtech/index.shtml M.Ed. in Educational Technology Graduate Certificate in Educational Technology Graduate Certificate in eLearning Contact: Dr. Jim Bywater, [email protected]

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Johns Hopkins University School of Education https://education.jhu.edu/academics/dalet/ M.S. in Education in Digital Age Learning and Educational Technology Graduate Certificate in Leadership in Technology Integration Contact: Liesl McNeal, [email protected]

Johnson & Wales University Providence College of Professional Studies https://onlineeducation.jwu.edu/programs/graduate/ms-­i nstructional-­ design-­and-­technology MS in Instructional Design and Technology

Kansas State University Educational Technology https://online.k-­state.edu/programs/ M.S. in Curriculum and Instruction with an Educational Technology concentration Graduate Certificate in Educational Technology

Kennesaw State University School of Instructional Technology & Innovation https://bagwell.kennesaw.edu/departments/itec/index.php Ed.D. in Instructional Technology Ed.S. in Instructional Technology M.Ed. in Instructional Technology Online Teaching Endorsement Online Teaching Certificate Personalized Learning Endorsement Personalized Learning Certificate B.S. in Learning, Design, and Technology Contact: Dr. Julie Moore, [email protected] (Ed.D. and Ed.S.  Advanced Cert track); Dr. Jo Williamson, [email protected] (Ed.S.  Initial Cert

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track); Dr. Tiffany Roman,  [email protected] (M.Ed.); Dr. Yeol Huh, [email protected] (Online Teaching Endorsement and Online Teaching Certificate); Dr. Dabae Lee, [email protected]  (Personalized Learning Endorsement and Personalized Learning Certificate);  Dr. Matthew L.  Wilson, [email protected] (B.S.)

Kent State University Educational Technology https://www.kent.edu/ehhs/tlcs/etec Ph.D. in Curriculum and Instruction with a concentration in Educational Technology Ed.D. in Interprofessional Leadership with a concentration in Educational Technology M.Ed. in Educational Technology Online and Blended Learning and Teaching Certificate Minor in Teaching and Learning with Technology Undergraduate Certificate in Teaching and Learning with Technology Contact: Dr. Enrico Gandolfi, [email protected]

Lehigh University Teaching, Learning, and Technology https://ed.lehigh.edu/academics/programs/instructional-­technology Ph.D. in Teaching, Learning, & Technology M.S. in Instructional Technology Certificate in Learning Design in Educational and Professional Settings Certificate in Technology Use in the Schools Contact: Dr. L. Brook Sawyer, [email protected]

Louisiana State University School of Education https://www.lsu.edu/chse/education/graduate_programs/index.php M.A. in Educational Technology Graduate Certificate in Educational Technology Contact: Lori Stewart, [email protected]

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Metropolitan State College of Denver Secondary Education, K-12 Education and Educational Technology https://www.msudenver.edu/secondary-­k-­12-­educational-­technology/ Undergraduate Certificate in Instructional Technology Instructional Design and Technology minor Contact: Dr. Hsin-Te (Chuck) Yeh, [email protected]

Michigan State University Counseling, Educational Psychology & Special Education https://education.msu.edu/cepse/ed-­tech/ Ph.D. in Educational Psychology and Educational Technology M.A. in Educational Technology Graduate Certificate in Educational Technology Graduate Certificate in Online Teaching and Learning Contact: [email protected] (Ph.D.); [email protected] (M.A. and Cert)

Mississippi State University Instructional Systems and Workforce Development https://www.iswd.msstate.edu/ Ph.D. in Instructional Systems and Workforce Development Ed.S. in Technology M.S. in Instructional Technology Contact: Dr. Chien Yu, [email protected] (Ph.D.); Dr. Mabel CPO Okojie, [email protected] (Ed.S.); Dr. Sang Joon Lee, [email protected]. edu (M.S.)

Morehead State University Department of Foundational and Graduate Studies in Education https://moreheadstate.edu/academics/colleges/education/fgse/ Ed.D. with a specialization in Educational Technology M.A. in Educational Technology Instructional Computer Technology Endorsement Contact: [email protected]

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109

Mount St. Mary’s University School of Education https://msmary.edu/academics/schools-­divisions/school-­of-­education/index.html M.Ed. in Instructional Design and Technology Graduate Certificate in Instructional Design and Technology Contact: Mary Newton, [email protected]

National University Teacher Education https://www.nu.edu/degrees/teacher-­e ducation/programs/master-­o f-­s cience-­ in-­instructional-­technology/ M.S. in Designing Instructional and Educational Technology Contact: Dr. Michele Marvel, [email protected]

New Mexico State University Educational Learning Technologies https://tpal.nmsu.edu/degree-­programs/concentrations/edlt.html M.A. in Educational Learning Technologies Graduate Certificate in Online Teaching and Learning Contact: Dr. Julie Parra, [email protected]

New York University Educational Communication and Technology https://steinhardt.nyu.edu/programs/educational-­communication-­and-­technology Ph.D. in Educational Communication and Technology M.S. in Games for Learning M.A. in Learning Technology and Experience Design Contact: Dr. Camellia Matuk, [email protected]

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North Carolina State University College of Education https://ced.ncsu.edu/programs/ Ph.D. in Teacher Education and Learning Sciences: Learning, Design, and Technology concentration M.S. in Learning Design and Technology M.Ed. in Learning Design and Technology M.Ed. in Training and Development B.S. in Applied Education Studies: Learning Design and Technology concentration Contact: Dr. Florence Martin, [email protected] (Ph.D.); Dr. Julia McKeown, [email protected] (M.S. or M.Ed. in LDT); Dr. Pooneh Lari, plari@ ncsu.edu (M.Ed. in T&D); Dr. Kevin Oliver, [email protected] (B.S.)

Northeastern University College of Professional Studies https://cps.northeastern.edu/program/master-­o f-­p rofessional-­s tudies-­i n-­ learning-­experience-­design-­and-­technology-­online/ M.P.S. in Learning Experience Design and Technology Graduate Certificate in Learning Experience Design and Technology Contact: Dr. Elizabeth Mahler, [email protected]

Northern Arizona University Educational Specialties https://nau.edu/ed-­specialties/graduate/ M.Ed. in Educational Technology Graduate Certificate in Educational Technology Contact: [email protected]

Northern Illinois University Educational Technology, Research, and Assessment https://www.cedu.niu.edu/etra/ Ph.D. in Instructional Technology

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M.S. in Education in Instructional Technology B.S. in Applied Management – Instructional Technology, Training and Evaluation Contact: [email protected] (Ph.D. and M.S.); Judy Puskar, [email protected] (B.S.)

Northern State University Instructional Design in E-Learning https://northern.edu/degrees/instructional-­design-­e-­learning-­msed-­degree-­online M.S. in Education in Instructional Design in E-Learning Contact: Dr. Christian Pirlet, [email protected]

Northwest Missouri State University School of Education https://online.nwmissouri.edu/programs/msed-­i n-­c urriculum-­a nd-­i nstruction-­ teaching-­technology.aspx M.S. in Education in Curriculum & Instruction – Teaching Technology Graduate Certificate in Instructional Technology

Northwestern University School of Professional Studies https://sps.northwestern.edu/advanced-­graduate-­certificate/learning-­design/ Graduate Certificate in Learning Design

Nova Southeastern University Department of Education https://education.nova.edu/aboutus/departments-­schools/education/index.html Ed.D. in Instructional Technology and Distance Education M.Ed. in Curriculum, Instruction, and Technology Contact: [email protected]

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The Ohio State University Learning Technologies https://ehe.osu.edu/graduate/learning-­technologies Ph.D. in Educational Studies, Learning Technologies Master of Learning Technologies Contact: Dr. Rick Voithofer, [email protected]

Ohio University Innovative Learning Design and Technology https://www.ohio.edu/education/ed-­studies/learning-­design Ph.D. in Educational Studies, Instructional Technology M.Ed. in Computer Education and Technology Graduate Certificate in Instructional Design Contact: Dr. Jesse Strycker, [email protected]

Oklahoma State University Learning, Design and Technology https://education.okstate.edu/departments-­programs/educational-­foundations-­ leadership-­aviation/learning-­design-­technology/ Ph.D. in Learning, Design and Technology M.S. in Educational Technology M.S. in School Library Media Graduate Certificate in Online Teaching Graduate Certificate in School Library Contact: Dr. Susan Stansberry, [email protected]

Old Dominion University Instructional Design and Technology https://ww1.odu.edu/stemps/academics/idt Ph.D. in Education, Instructional Design & Technology concentration M.S. in Education, Instructional Design & Technology concentration Graduate Certificate in Human Performance Technology Contact: Dr. John Baaki, [email protected]

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113

Oregon State University College of Education/Professional and Continuing Education https://education.oregonstate.edu/instructional-­design-­graduate-­certificate Graduate Certificate in E-Learning and Instructional Design Contact: Lindsay Andrews, ahe-­[email protected]

Pennsylvania State University Learning, Design, and Technology https://ed.psu.edu/academics/departments/department-­learning-­and-­performance-­ systems/learning-­design-­and-­technology Ph.D. in Learning Design and Technology M.S. in Learning Design and Technology M.Ed. in Learning Design and Technology Learning, Design, and Technology graduate minor Postbaccalaureate certificate in Educational Technology Integration Postbaccalaureate certificate in Teaching and Learning Online in K-12 settings Postbaccalaureate certificate in e-Learning Design Contact: Dr. Tyler Hollett, [email protected]

Pepperdine University Graduate School of Education & Psychology https://gsep.pepperdine.edu/ Ed.D. in Learning Technologies M.S. in Learning Design and Technology Contact: Gary Younger, [email protected] (Ed.D.); Ernesto Santiago Elizondo, [email protected] (M.S.)

Pittsburg State University Educational Technology https://www.pittstate.edu/academics/academic-­programs/teaching-­and-­leadership/ educational-­tech-­technology-­integration-­specialist-­masters-­degree.html M.S. in Educational Technology Contact: Dr. Cherona Hicklin, [email protected]

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Point Park University School of Education https://www.pointpark.edu/academics/schools/education/graduateprograms/index M.A. in Learning, Design and Technology M.Ed. in Learning, Design and Technology Contact: Dr. Vincenne Revilla Beltrán, [email protected]

Purdue University Learning Design, and Technology https://www.education.purdue.edu/graduate-­s tudents/prospective-­s tudents/ graduate-­programs/learning-­design-­technology/ Ph.D. in Learning Design & Technology M.S. in Education in Learning Design & Technology M.S. in Interdisciplinary Studies and Corporate Training and Communications M.S. in Education – Curriculum & Instruction, Educational Technology strand Contact: Dr. Jennifer Richardson, [email protected]

Richard Stockton College of New Jersey School of Education https://stockton.edu/graduate/instructional-­technology.html M.A. in Instructional Technology Contact: Dr. Douglas Harvey, [email protected]

Robert Morris University School of Nursing, Education and Human Studies https://www.rmu.edu/academics/schools/snehs/education Graduate Certificate in Instructional Technology Specialist Graduate Certificate in Online Teaching and Learning Contact: Dr. Lawrence Tomei, [email protected]

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115

Roosevelt University Heller College of Business https://www.roosevelt.edu/masters-­training-­and-­development-­ma M.A. in Training and Development Contact: Dr. Kathy Iverson, [email protected]

Saint Leo University College of Education & Social Services https://www.saintleo.edu/programs/education-­degrees M.S. in Instructional Design

Saint Mary’s University of Minnesota Online Programs https://onlineprograms.smumn.edu/meldt/masters-­o f-­e ducation-­i n-­l earning-­ design-­and-­technology M.Ed. in Learning Design and Technology Contact: Dr. Nancy Van Erp, [email protected]

Sam Houston State University Department of Library Science and Technology https://www.shsu.edu/libraryscience Ed.D. in Instructional Systems Design and Technology M.Ed. in Instructional Systems Design and Technology Graduate Certificate in Educational Technology Graduate Certificate in Effective Online Instruction Contact: Dr. Kimberly LaPrairie, [email protected] (Ed.D.); Dr. Shonn Cheng, [email protected] (M.Ed. and Cert)

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San Diego State University School of Journalism and Media Studies https://jms.sdsu.edu/academics/learning_design_technology M.A. in Learning Design and Technology Certificate in Instructional Design Certificate in Instructional Technology Learning Design and Technology minor Contact: [email protected]

San Francisco State University Department of Equity, Leadership Studies, and Instructional Technologies https://elsit.sfsu.edu/content/instructional-­technologies-­ma M.A. in Education: Instructional Technologies Certificate in Training Systems Development Contact: Dr. Zahira Merchant, [email protected]

Seton Hall University College of Education and Human Services https://www.shu.edu/academics/ma-­instructional-­design-­and-­technology.cfm M.A. in Instructional Design and Technology Contact: Dr. Joseph Martinelli, [email protected]

Southern Illinois University Curriculum and Instruction https://ehs.siu.edu/ci/graduate/ M.S. in Education in Curriculum and Instruction with Concentration in Learning Systems Design & Technology Contact: Dr. Peter Fadde, [email protected]

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Southern Illinois University Edwardsville Instructional Technology h t t p s : / / w w w. s i u e . e d u / a c a d e m i c s / g r a d u a t e / d e g r e e s -­a n d -­p r o g r a m s / instructional-­technology/ M.S. in Education in Instructional Technologies with an emphasis in Educational Technologies M.S. in Education in Instructional Technologies with an emphasis in Distance Education M.S. in Education in Instructional Technologies with an emphasis in Instructional Design and Performance Improvement Post-Baccalaureate Certificate in Emerging Technologies Post-Baccalaureate Certificate in Instructional Design Post-Baccalaureate Certificate in Online Teaching and Learning Contact: Dr. Yuliang Liu, [email protected]

St. Thomas University School of Leadership, Education & Communication https://online.stu.edu/degrees/education/ms-­ed-­instructional-­design-­technology/ M.S. in Instructional Design & Technology Post-Baccalaureate Certificate in Digital Instruction

Stanford University Graduate School of Education https://ed.stanford.edu/academics/overview Ph.D. in Learning Sciences and Technology Design M.S. in Learning Design and Technology Contact: Dr. Roy Pea, [email protected] (Ph.D.); Dr. Karin Forssell, forssell@ stanford.edu (M.S.)

Sul Ross University College of Education and Professional Studies https://www.sulross.edu/courses/educational-­instructional-­technology/ M.Ed. in Educational Instructional Technology Contact: Dr. Jennifer Miller, [email protected]

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SUNY Brockport Education & Human Development https://www2.brockport.edu/academics/education-­h uman-­d evelopment/ instructional-­design/ M.S. in Instructional Design Certificate in Instructional Design Contact: Dr. Christian Wilkens, [email protected]

SUNY Potsdam Business Administration h t t p s : / / w w w. p o t s d a m . e d u / a c a d e m i c s / S O E P S / B u s i n e s s A d m i n / ms-­instructional-­design-­and-­educational-­technology-­idet M.S. in Instructional Design and Educational Technology Contact: Dr. Anthony Betrus, [email protected]

Syracuse University Instructional Design, Development, and Evaluation Program http://idde.syr.edu Ph.D. in Instructional Design, Development and Evaluation M.S. in Instructional Design, Development and Evaluation B.S. in Selected Studies in Education with a focus in Education, Technology, & Media Certificate of advanced study in Designing Digital Instruction Certificate of advanced study in Educational Technology Certificate of advanced study in Instructional Design Foundations Contact: Dr. Jing Lei, [email protected]

Temple University Instructional Learning Technology https://education.temple.edu/node/49205 Graduate Certificate in Instructional Learning Technology Contact: Dr. Insook Han, [email protected]

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Texas A&M University Learning Design & Technology https://epsy.tamu.edu/ Ph.D. in Educational Psychology: Emphasis in Learning Design & Technology M.Ed. in Learning Design & Technology Contact: Dr. Noelle Wall Sweany, [email protected]

Texas A&M University, Commerce Higher Education and Learning Technology https://www.tamuc.edu/dept-­of-­higher-­education-­and-­learning-­technology/ M.S. in Organization, Learning and Technologies M.S./M.Ed. in Educational Technology Graduate Certificate in Instructional Design B.S. in Learning and Technologies Contact: Dayla Burgin, [email protected] (M.Ed./M.S.); Dr. Kibum Kwon, [email protected] (B.S. and Cert)

Texas A&M University, Corpus Christi Department of Curriculum, Instruction, and Learning Sciences https://www.tamucc.edu/education/departments/cils/index.php Ph.D. in Curriculum & Instruction, emphasis in Instructional Design and Educational Technology M.S. in Instructional Design and Educational Technology Contact: Dr. Faye Bruun, [email protected] (Ph.D.); Dr. Susan Elwood, [email protected] (M.S.)

Texas Tech University Instructional Technology https://www.depts.ttu.edu/education/graduate/curriculum-­and-­instruction/educational_and_instructional_technology.php Ph.D. in Educational psychology with Instructional Technology specialization

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Ed.D. in Instructional Technology (residential) Ed.D. in Instructional Technology (online) M.Ed. in Instructional Technology Graduate Certificate of e-Learning and Online Teaching Contact: Dr. Fethi Inan, [email protected] (Ph.D., Ed.D. (residential)); Dr. Jongpil Cheon, [email protected] (Ed.D. (online)); Dr. Sungwon Shin, sungwon. [email protected] (M.Ed.)

Towson University Educational Technology & Literacy https://www.towson.edu/coe/departments/edtech/ Ed.D. in Instructional Technology M.S. in Instructional Technology Postbaccalaureate Certificate in Instructional Design and Development Postbaccalaureate Certificate in Educational Technology Postbaccalaureate Certificate in School Library Media Postbaccalaureate Certificate in Online Learning and Teaching Contact: Dr. William Sadera, [email protected]

University of Alabama Instructional Technology https://education.ua.edu/programs/inte/ Ph.D. in Instructional Leadership with a concentration in instructional technology M.A. in Instructional Technology Graduate Certificate in Instructional Technology Contact: Dr. Margaret Rice, [email protected]

University of Alabama at Birmingham Instructional Design and Development https://uab.edu/IDD M.S. in Instructional Design and Development Contact: Dr. Jonan Donaldson, [email protected] 

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University of Arkansas Educational Technology https://cied.uark.edu/programs/educational-­technology/ M.Ed. in Educational Technology Graduate Certificate in K-12 Online Teaching Contact: [email protected]

University of Arkansas at Little Rock Learning Systems Technology https://ualr.edu/academics/program/graduate/learning-­systems-­technology/ M.Ed. in Learning Systems Technology Graduate Certificate in Learning Systems Technology Education Contact: Dr. Daryl Tate, [email protected]

University of California Irvine Division of Continuing Education https://ce.uci.edu/areas/business_mgmt/elearning/ Graduate Certificate in E-Learning Instructional Design Contact: Claire Alkire, [email protected]

University of Central Arkansas Department of Leadership Studies https://uca.edu/leadershipstudies/itec/ M.S. in Instructional Technology M.S. in Library Media and Information Technologies Contact: Dr. Allison Freed, [email protected] (Instructional Technology); Dr. Erin Shaw, [email protected] (Library Media)

University of Central Florida Instructional Design & Technology https://ccie.ucf.edu/lser/instructional-­design-­and-­technology/

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Ph.D. in Instructional Design & Technology M.A. in Instructional Design and Technology: e-Learning M.A. in Instructional Design & Technology: Educational Technology M.A. in Instructional Design & Technology: Instructional Systems Graduate Certificate in e-Learning Design, Development, & Delivery Graduate Certificate in Educational Technology Graduate Certificate in Instructional Design Graduate Certificate in Instructional Design for Simulations Contact: Dr. Richard Hartshorne, [email protected]

University of Cincinnati School of Education https://cech.uc.edu/schools/education.html Ph.D. in Instructional Design and Technology M.Ed. in Instructional Design and Technology, Design and Development specialization M.Ed. in Instructional Design and Technology, Teaching specialization Graduate Certificate in Blended and Online Learning and Teaching Contact: Dr. Linda Huether-Plevyak, [email protected]

University of Colorado Denver School of Education and Human Development https://education.ucdenver.edu/academics/graduate/learning-­design-­technology M.A. in Learning Design & Technology Graduate Certificate in Learner-centered Instructional Design Graduate Certificate in Online Teaching and Learning Graduate Certificate in Leadership for Learning Design and Technology Contact: [email protected]

University of Connecticut Educational Technology https://edtech.education.uconn.edu M.A. in Educational Technology Contact: Dr. Michael F. Young, [email protected]

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University of Delaware Education & Human Development https://www.education.udel.edu/overview-of-programs/ Ph.D. in Education with a specialization in Learning Sciences M.Ed. in Educational Technology Contact: Dr. Fred T. Hofstetter, [email protected]

University of Florida Educational Technology in School of Teaching and Learning https://education.ufl.edu/educational-­technology/ Ph.D. in Curriculum and Instruction with an emphasis on Educational Technology Ed.D. in Curriculum and Instruction with an emphasis on Educational Technology Ed.S. in Educational Technology M.Ed. in Curriculum and Instruction with an emphasis on Educational Technology M.A. in Education with an emphasis on Educational Technology Graduate Certificate in Instructional Design Graduate Certificate in K-12 Teaching with Technology Graduate Certificate in Learning Analytics Graduate Certificate in Managing Distance Education Environments Graduate Certificate in Online Teaching and Learning Educational Technology minor Contact: Dr. Kara Dawson, [email protected] (Ph.D., Ed.S., M.A.E, M.Ed., Cert); Dr. Swapna Kumar, [email protected] (Ed.D.)

University of Georgia Learning, Design, and Technology https://coe.uga.edu/academics/concentrations/learning-­design-­and-­technology Ph.D. in Learning, Design, and Technology Ed.S. in Learning, Design, and Technology M.Ed. in Learning, Design, and Technology Certificate in eLearning Design Certificate in Instructional Technology for Teaching Certificate in Online Teaching, and Learning Undergraduate Certificate in Learning, Design, and Technology Contact: Dr. Theodore J.  Kopcha, [email protected] (Ph.D./Ed.S.); Dr. Jill Stefaniak, [email protected] (M.Ed.)

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University of Hawai’i-Mānoa Department of Educational Technology https://coe.hawaii.edu/ltec/ Ph.D. in Learning Design & Technology M.Ed. in Learning Design & Technology Graduate Certificate in Online Learning and Teaching Contact: Dr. Michael Menchaca, [email protected] (Ph.D. or Cert); Dr. Peter Leong, [email protected] (M.Ed.)

University of Houston Learning, Design, and Technology https://uh.edu/education/degree-­programs/ Ph.D. in Curriculum & Instruction – Learning, Design & Technology M.Ed. in Curriculum & Instruction – Learning, Design & Technology Certificate in Design and Developing Educational Graphics Graduate Certificate in Designing and Developing Educational Multimedia Graduate Certificate in Online Teaching and Learning Contact: Dr. Jennifer Chauvot, [email protected] (Ph.D.); Dr. Susie Gronseth, [email protected] (M.Ed. or Cert)

University of Houston – Clear Lake Instructional Design and Technologies https://www.uhcl.edu/academics/degrees/instructional-­design-­technology-­ms M.S. in Instructional Design and Technology M.S. in Instructional Design and Technology with Game Theory and Design Specialization M.S. in Instructional Design and Technology with Human Resource Management Specialization M.S. in Instructional Design and Technology with Industrial/Organizational Psychology Specialization M.S. in Instructional Design and Technology with Information Science Specialization Contact: Dr. Michelle Giles, [email protected]

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University of Illinois at Urbana-Champaign Learning Design and Leadership https://ldlprogram.web.illinois.edu/ Ph.D. in Educational Policy, Organization and Leadership with a concentration in Learning Design and Leadership Ed.D. in Education Policy, Organization and Leadership with a concentration in Learning Design and Leadership Ed.M. in Education Policy, Organization and Leadership with a concentration in Learning Design and Leadership Learning Design & Leadership Certificate of specialization Learning Design and Leadership Campus Graduate Certificate Contact: Dr. Mary Kalantizs, [email protected]

University of Kentucky Instructional Systems Design https://education.uky.edu/edc/isd/ Ed.D. in Instruction and Administration (ISD emphasis) M.S. in Instructional Systems Design Graduate Certificate in Distance Education Contact: Dr. Kun Huang, [email protected]

University of Maryland, Baltimore County Learning and Performance Technology https://professionalprograms.umbc.edu/learning-­and-­performance-­technology/ M.A. in Learning and Performance Technology Graduate Certificate in eLearning Graduate Certificate in Instructional Systems Development Graduate Certificate in Instructional Technology Graduate Certificate in Learning and Performance Technology Contact: Dr. Greg Williams, [email protected]

University of Massachusetts, Amherst Learning, Media, & Technology https://www.umass.edu/education/programs/learning-­media-­technology

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M.Ed. in Learning, Media, & Technology Graduate Certificate in Digital Media Design and Making in Education Contact: Dr. Kate Way, [email protected] (M.Ed.); Ann Stephany, stephany@ educ.umass.edu (Cert)

University of Massachusetts, Boston Online & Continuing Education https://online.umb.edu/programs M.Ed. in Instructional Design Graduate Certificate in Instructional and Learning Design Graduate Certificate in Instructional Technology Design

University of Memphis Instructional Design and Technology https://www.memphis.edu/idt/ Ed.D. in Design and Development Ed.D. in K-12 Ed Tech M.S. in Design and Development M.S. in Instructional Design and Technology: K-12 Ed Tech Graduate Certificate in Design and Development Graduate Certificate in Human Computer Interaction Graduate Certificate in K-12 EdTech Contact: Dr. Amanda Rockinson-Szapkiw, [email protected] (Ed.D.); Dr. Craig Shepherd, [email protected] (M.S.); Dr. Andrew Tawfik, [email protected] (Cert in D&D); Dr. Clif Mims, [email protected] (Cert in Ed Tech)

University of Miami School of Education and Human Development https://www.tal.edu.miami.edu/graduate/index.html Ed.D. in Applied Learning Sciences M.S. in Education in Applied Learning Sciences Contact: Dr. Nam Ju Kim, [email protected]

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University of Michigan Department of Educational Studies https://soe.umich.edu/academics-­a dmissions/degrees/other-­c ertificates-­ endorsements/learning-­experience-­design Graduate Certificate in Learning Experience Design Contact: Dr. Rebecca Quintana, [email protected]; Dr. Chris Quintana, [email protected]

University of Minnesota Learning Technologies https://lt.umn.edu/academics/overview Ph.D. in Learning Technologies M.A. in Learning Technologies M.Ed. in Professional Studies in Learning Technologies Learning Technologies minor Contact: Dr. Jolie Kennedy, [email protected]

University of Missouri School of Information Science and Learning Technologies http://sislt.missouri.edu Ph.D. in Information Science & Learning Technologies Ed.S. in Learning Technologies and Design M.S. in Learning Technologies and Design Master of Library & Information Science Graduate Certificate in Online Educator Graduate Certificate in Serious Games and Simulation Design Graduate Certificate in User Experience and Usability Bachelor of Educational Studies, with a focus on Educational Game Design Contact: [email protected]

University of Nebraska at Kearney Teacher Education https://www.unk.edu/academics/ted/masters-­p rograms/learning-­d esign-­a nd-­ technology.php

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M.S. in Education in Learning, Design and Technology Contact: Dr. Martonia Gaskill, [email protected]

University of New Mexico Organization, Information, & Learning Sciences https://oils.unm.edu/ Ph.D. in Organization, Information & Learning Sciences M.A. in Organization, Information & Learning Sciences B.S. in Instructional Technology & Training Graduate Certificate in Adult Learning and Training Graduate Certificate in Culture and Adult Learning Graduate Certificate in eLearning Graduate Certificate in Instructional Technology Graduate Certificate in Organizational Learning Contact: Dr. Victor Law, [email protected] (Ph.D.); Miguel Cortez, cortezm@unm. edu (M.A. and Certs); [email protected] (B.S.)

University of North Carolina Educational Technology https://ed.unc.edu/career/educational-­technology/ Ph.D. in Learning Sciences and Psychological Studies M.A. in Educational Innovation, Technology, and Entrepreneurship Minor in Education Contact: Mashanda Ardister, [email protected]

University of North Carolina at Charlotte Learning, Design and Technology https://edld.uncc.edu/programs/learning-­design-­and-­technology-­program-­0 M.Ed. in Learning, Design and Technology Graduate Certificate in Learning, Design and Technology Contact: Dr. Beth Oyarzun, [email protected]

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University of North Carolina Greensboro Library & Information Science h t t p s : / / s o e . u n c g . e d u / a c a d e m i c s / d e p a r t m e n t s / l i s / l i s -­p r o g r a m s / master-­of-­education-­in-­instructional-­technology/ M.Ed. in Teacher Education, Instructional Technology Concentration Contact: Dr. Katie Walters, [email protected]

University of North Carolina Wilmington Instructional Technology https://uncw.edu/ed/mit/ M.S. in Instructional Technology Graduate Certificate in Instructional Technology Specialist Graduate Certificate in Multimedia and Instructional Web Development Graduate Certificate in Online Teaching and Learning Graduate Certificate in Esports Performance, Management, and Leadership Undergraduate Certificate in Esports Performance and Management Minor in Online Teaching and Learning Contact: Dr. Daisyane Barreto, [email protected]; Dr. Ray Pastore, pastorer@ uncw.edu (Esports)

University of North Dakota Education, Health & Behavior Studies https://education.und.edu/academics/ehbs/index.html M.S. in Instructional Design & Technology Graduate Certificate in Instructional Design Contact: Dr. Woei Hung, [email protected]

University of North Florida Leadership, School Counseling, and Sport Management https://www.unf.edu/coehs/lscsm/index.html M.S. in Educational Technology, Training, and Development B.S. in Learning Design and Technology Minor in Learning Design and Technology Contact: Dr. Terry Cavanaugh, [email protected] or Dr. Suzanne Ehrlich, [email protected]

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University of North Texas College of Information https://lt.unt.edu/ Ph.D. in Learning Technologies M.S. in Learning Technologies Bachelor of Applied Science in Learning Technologies Contact: Dr. Michael Spector, [email protected] (Ph.D.); Dr. Regina Kaplan-­ Rakowski, Regina.Kaplan-­[email protected] (M.S.); Dr. Rose Baker, Rose. [email protected] (B.A.S.)

University of Northern Colorado Educational Technology https://www.unco.edu/cebs/educational-­technology/ Ph.D. in Educational Technology M.A. in Educational Technology Contact: Dr. Heng-Yu Ku, [email protected]

University of Northern Iowa Learning Technologies & Instructional Design h t t p s : / / o n l i n e . u n i . e d u / o n l i n e -­p r o g r a m s / g r a d u a t e -­p r o g r a m s / learning-­technologies-­instructional-­design-­ma M.A. in Learning Technologies & Instructional Design Contact: Dr. Leigh Zeitz, [email protected]

University of Oklahoma Learning Sciences https://www.ou.edu/education/academics/educational-­psychology Ph.D. in Learning Sciences M.Ed. in Learning Sciences Contact: Mike Jenkins, [email protected]

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University of Rhode Island Learning and Development https://web.uri.edu/online/programs/certificate/ learning-­and-­development-­graduate-­certificate/ Graduate Certificate in Learning and Development Contact: Dr. Kathy Peno, [email protected]

University of Saint Joseph School of Arts, Sciences, Business, and Education https://www.usj.edu/academics/sasbe/education/instructional-­technology-­ma/ M.A. in Instructional Technology Contact: Dr. Andrea “Penny” Spencer, [email protected]

University of San Diego Learning Design and Technology https://onlinedegrees.sandiego.edu/masters-­learning-­design-­technology/ M.S. in Learning Design and Technology Contact: Dr. Lisa Evans, [email protected]

University of South Alabama Instructional Design and Development https://www.southalabama.edu/colleges/ceps/cins/idd/ Ph.D. in Instructional Design and Development M.S. in Instructional Design and Development Graduate Certificate in Human Performance Improvement Graduate Certificate in Instructional Design and Development Contact: Dr. James Van Haneghan, [email protected]

University of South Carolina Learning Design and Technologies https://sc.edu/study/majors_and_degrees/learning_design_technologies.php

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Ed.D. in Educational Practice and Innovation with a concentration in learning design and technologies M.Ed. in Learning Design and Technologies Contact: Dr. William Morris, [email protected]

University of South Florida Instructional Technology https://www.usf.edu/education/areas-­of-­study/instructional-­technology/learning-­ design-­and-­technology/program/index.aspx Ed.S. in Curriculum and Instruction with Instructional Technology concentration M.S. in Learning Design and Technology Graduate Certificate in Big Data and Learning Analytics Graduate Certificate in eLearning Design and Development Graduate Certificate in Game Design for Learning Graduate Certificate in Instructional Technology: Web Design Graduate Certificate in Online Teaching and Learning Contact: edu-­[email protected]

University of Southern California Rossier School of Education https://education.utexas.edu/departments/curriculum-­i nstruction/graduate-­ programs/learning-­technologies M.Ed. in Learning Design and Technology Contact: Aiddee Tellez, [email protected]

University of Southern Mississippi School of Leadership https://www.usm.edu/leadership/ Ph.D. in Human Capital Development (Instructional Technology and Design) M.S. in Human Capital Development (Instructional Technology and Design) Graduate Certificate in Instructional Technology and Design

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University of Tampa Instructional Design and Technology https://www.ut.edu/IDT M.S. in Instructional Design and Technology Contact: Dr. Suzanne Ensmann, [email protected]

University of Tennessee, Knoxville Educational Psychology & Counseling https://epc.utk.edu/ Ph.D. in Learning, Design & Technology M.S. in Instructional Technology Contact: Dr. Enilda Romero-Hall, [email protected] (Ph.D.); Dr. Rachel Wong, [email protected] (M.S.)

University of Texas at Austin Learning Technologies https://education.utexas.edu/departments/curriculum-­i nstruction/graduate-­ programs/learning-­technologies Ph.D. in Learning Technologies M.A. in Education in Learning Technologies M.A. in Learning Technologies Graduate Certificate in Learning, Equity, Action, and Design Contact: Dr. Min Liu, [email protected]

University of Texas Rio Grande Valley Teaching and Learning https://www.utrgv.edu/cep/departments/teaching-­learning/index.htm Ed.D. in Curriculum and Instruction with a specialization in Educational Technology M.Ed. in Educational Technology Graduate Certificate in E-Learning Graduate Certificate in Online Instructional Design Graduate Certificate in Technology Leadership in Education Contact: Dr. Laura Jewett, [email protected] (Ed.D.); Dr. Rene Corbeil, rene. [email protected] (M.Ed. and cert)

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University of Toledo Judith Herb College of Education https://www.utoledo.edu/education/ Ph.D. in Curriculum and Instruction: Educational Technology M.Ed. in Educational Technology Contact: Dr. Berhane Teclehaimanot, [email protected]

University of Virginia Instructional Technology https://education.virginia.edu/academics/instructional-­technology Ed.D. in Curriculum and Instruction M.Ed. in Curriculum and Instruction Graduate Certificate in Instructional Design & Technology Contact: Dr. Matthew Wheelock, [email protected] (Ed.D.); Dr. Anne Jewett, [email protected] (M.Ed.); Dr. Ginger Watson, [email protected] (Cert)

University of Washington Professional & Continuing Education https://www.pce.uw.edu/certificates/e-­learning-­instructional-­design Certificate in e-Learning Instructional Design

University of West Florida Instructional Design and Technology https://uwf.edu/ceps/departments/instructional-­design-­and-­technology/ Ed.D. in Instructional Design and Technology M.Ed. in Instructional Design and Technology B.S. in Instructional Design and Technology Contact: [email protected]

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University of West Georgia Department of Educational Technology and Foundations https://www.westga.edu/academics/education/etf/index.php Ed.S. in Instructional Technology, Media & Design M.Ed. in Instructional Technology, Media & Design Graduate Certificate in Online Teaching Endorsement in Online Teaching Contact: Dr. Logan Arrington, [email protected]

University of Wisconsin-Stout School of Education https://www.uwstout.edu/programs/instructional-­design-­certificate Graduate Certificate in Instructional Design Contact: Jamison Patrick, [email protected]

University of Wisconsin-Whitewater College of Education & Professional Studies https://www.uww.edu/online/masters/instructional-­design M.S. in Instructional Design and Learning Technology Graduate Certificate in Foundations of Learning Design Graduate Certificate in Emerging Technology for Digital Learning Graduate Certificate in Producing Effective Learning Experiences Graduate Certificate in Leadership in Instructional Design and Learning Technology Contact: [email protected]

University of Wyoming Learning, Design and Technology https://uwyo.edu/clad/learning-­design-­technology Ph.D. in Learning, Design and Technology Ed.D. in Learning, Design and Technology M.S. in Learning, Design & Technology Graduate Certificate in Online Instruction Contact: Dr. Mia Williams, [email protected]

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Utah State University Instructional Technology & Learning Sciences https://cehs.usu.edu/itls/ Ph.D. in Instructional Technology & Learning Sciences Ed.S. in Instructional Technology & Learning Sciences M.Ed. in Instructional Technology & Learning Sciences M.S. in Instructional Technology & Learning Sciences M.A. in Instructional Technology & Learning Sciences B.S. in Human Experience Design & Interaction Multimedia Development minor School Library Media Administration minor Contact: Janet Blad, [email protected]

Valdosta State University Leadership, Technology, & Workforce Development https://www.valdosta.edu/colleges/education/ltwd/ Ed.S. in Instructional Technology: P-12 Technology Applications Ed.S. in Instructional Technology: Technical Applications (Non P-12 School Personnel) M.Ed. in Instructional Technology Graduate Certificate in Online Teaching B.S. in Education: Workforce Education and Development

Valley City State University School of Education and Graduate Studies https://www.vcsu.edu/departments/graduate-­studies/ M.Ed. in Teaching & Technology Contact: Dr. James Boe, [email protected]

Vanderbilt University Department of Teaching and Learning https://peabody.vanderbilt.edu/departments/tl/ Ph.D. in Learning, Teaching, and Diversity with a specialization in Learning and Design

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M.Ed. in Learning and Design Contact: Dr. Kevin Leander, [email protected] (Ph.D.); Dr. Kristen Neal, [email protected]

Virginia Tech Instructional Design and Technology https://liberalarts.vt.edu/departments-­and-­schools/school-­of-­education/academic-­ programs/instructional-­design-­and-­technology.html Ph.D. in Instructional Design & Technology Ed.D. in Instructional Design & Technology Ed.S. in Instructional Technology M.A.Ed. in Instructional Technology (ITMA) M.A.Ed. in Instructional Design & Technology Graduate Certificate in Learning Sciences Contact: Dr. Kibong Song, [email protected]

Wayne State University Learning Design and Technology https://education.wayne.edu/learning-­design-­technology Ph.D. in Learning Design and Technology M.Ed. in Learning Design and Technology Undergraduate minor in Instructional Design Contact: Dr. Monica Tracey, [email protected] (Ph.D.); Dr. Linda Jimenez, [email protected] (M.Ed.); Fawne Allossery, [email protected] (Undergrad minor)

West Texas A&M University Department of Education https://www.wtamu.edu/academics/college-­education-­social-­sciences/department-­ education/programs/graduate/instructional-­d esign-­t echnology-­g raduate-­ program.html M.Ed. in Instructional Design and Technology Contact: Dr. Betty Coneway, [email protected]

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West Virginia University College of Applied Human Sciences https://online.wvu.edu/degrees-­certificates/graduate-­certificates/online-­teaching-­ graduate-­certificate Graduate Certificate in Online Teaching Contact: Gary Phillips, [email protected]

Western Illinois University Instructional Design and Technology https://www.wiu.edu/cbt/set/ms-­idt.php M.S. in Instructional Design and Technology Post-Baccalaureate Certificate in Instructional Design and Technology Contact: Dr. Hoyet Hemphill, HH-­[email protected]

Western Kentucky University Instructional Design https://www.wku.edu/id/ M.S. in Instructional Design Graduate Certificate in Instructional Design Contact: Dr. Xiaoxia Huang, [email protected]

Western Oregon University Graduate Programs https://graduate.wou.edu/ M.S. in Education: Educational Technology Graduate Certificate in Instructional Design Contact: Olivia Flores, [email protected]

Widener University Instructional Technology https://www.widener.edu/academics/graduate-­s tudies/instructional-­ technology-­med

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M.Ed. in Instructional Technology Contact: Dr. Zora M. Wolfe, [email protected]

Wilkes University Instructional Technology https://www.wilkes.edu/academics/graduate-­programs/graduate-­education/programs/index.aspx M.S. in Education with a major in Instructional Media M.S. in Education with a major in Instructional Technology M.S. in Education with a major in Online Teaching Contact: Anthony Roma, [email protected]

Winthrop University Learning Design and Technology https://www.winthrop.edu/graduateschool/master-­of-­education-­in-­learning-­design-­ and-­technology.aspx M.Ed. in Learning Design and Technology Contact: Dr. Marshall G. Jones, [email protected]

Wright State University Educational Leadership https://health-­e ducation-­h uman-­s ervices.wright.edu/leadership-­s tudies-­i n-­ education-­and-­organizations/master-­of-­education-­in-­instructional-­design-­and-­ learning-­technologies M.Ed. in Instructional Design and Learning Technologies Contact: Dr. Sheri Stover, [email protected]

Listing of Programs by State Alabama Athens State University Auburn University Jacksonville State University

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University of Alabama University of Alabama at Birmingham University of South Alabama

Arizona Arizona State University Northern Arizona University

Arkansas University of Arkansas University of Arkansas at Little Rock University of Central Arkansas

California Cal State East Bay California State University, Fullerton Cal State LA California State University, Monterey Bay California State University, San Bernardino Chico State National University Pepperdine University San Diego State University San Francisco State University Stanford University University of California Irvine University of San Diego University of Southern California

Colorado Colorado State University Metropolitan State College of Denver

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University of Colorado Denver University of Northern Colorado

Connecticut Fairfield University University of Connecticut University of Saint Joseph

Delaware University of Delaware

Florida Barry University Florida Gulf Coast University Florida State University Nova Southeastern University Saint Leo University St. Thomas University University of Central Florida University of Florida University of Miami University of North Florida University of South Florida University of Tampa University of West Florida

Georgia Georgia Southern University Georgia State University Kennesaw State University University of Georgia University of West Georgia Valdosta State University

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Hawai’i University of Hawai’i-Mānoa

Idaho Boise State University Idaho State University

Illinois Concordia University Chicago Northern Illinois University Northwestern University Roosevelt University Southern Illinois University Southern Illinois University Edwardsville University of Illinois at Urbana-Champaign Western Illinois University

Indiana Ball State University Indiana University Purdue University

Iowa Iowa State University University of Northern Iowa

Kansas Baker University Emporia State University

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Kansas State University Pittsburg State University

Kentucky Asbury University Eastern Kentucky University Morehead State University University of Kentucky Western Kentucky University

Louisiana Louisiana State University

Maryland Johns Hopkins University Mount St. Mary’s University Towson University University of Maryland, Baltimore County

Massachusetts Harvard University Northeastern University University of Massachusetts, Amherst University of Massachusetts, Boston

Michigan Andrews University Grand Valley State University Michigan State University University of Michigan Wayne State University

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Minnesota Saint Mary’s University of Minnesota University of Minnesota

Mississippi Mississippi State University University of Southern Mississippi

Missouri Northwest Missouri State University University of Missouri

Nebraska University of Nebraska at Kearney

New Jersey Richard Stockton College of New Jersey Seton Hall University

New Mexico New Mexico State University University of New Mexico

New York Columbia University New York University

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SUNY – Brockport SUNY – Potsdam Syracuse University

North Carolina Appalachian State University East Carolina State University North Carolina State University University of North Carolina University of North Carolina Charlotte University of North Carolina Greensboro University of North Carolina Wilmington

North Dakota University of North Dakota Valley City State University

Ohio Bowling Green State University Franklin University Kent State University The Ohio State University Ohio University University of Cincinnati University of Toledo Wright State University

Oklahoma Oklahoma State University University of Oklahoma

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Oregon Oregon State University Western Oregon University

Pennsylvania Bloomsburg University Drexel University East Stroudsburg University Harrisburg University of Science and Technology Lehigh University Pennsylvania State University Point Park University Robert Morris University Temple University University of Pennsylvania Widener University Wilkes University

Rhode Island Johnson & Wales University Providence University of Rhode Island

South Carolina Coastal Carolina University University of South Carolina Winthrop University

South Dakota Dakota State University Northern State University

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Tennessee University of Memphis University of Tennessee, Knoxville Vanderbilt University

Texas Sam Houston State University Sul Ross University Texas A&M Texas A&M University – Commerce Texas A&M University – Corpus Christi Texas Tech University University of Houston University of Houston – Clear Lake University of North Texas University of Texas at Austin University of Texas Rio Grande Valley West Texas A&M University

Utah Brigham Young University Utah State University

Virginia George Mason University James Madison University Old Dominion University University of Virginia Virginia Tech

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Washington University of Washington

Washington, DC George Washington University

West Virginia Davis & Elkins College West Virginia University

Wisconsin Concordia University Wisconsin University of Wisconsin-Stout University of Wisconsin-Whitewater

Wyoming University of Wyoming

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Part IV

Organizations and Associations in North America

Chapter 9

Introduction Jennifer Johnston and Yvonne Earnshaw

Part IV includes annotated entries about associations or organizations with some connection to learning, design, and technology or library and information science, most of which are based in the USA or Canada. Generally, these associations consist of individuals from the educational media community or organizations that provide services to them. These organizations provide valuable resources for professionals in these fields, and they work to advance the knowledge and understanding of these disciplines. To compile a comprehensive list of associations and organizations relevant to the fields of learning, design, and technology or library and information science, we searched a variety of sources. We began by using the most recent edition of the Educational Media and Technology Yearbook, Volume 43, which was cross-­ referenced with information for organizations through their websites. Once we had compiled a list of potential organizations, we conducted further research to confirm their relevance and ensure that they met our criteria. We also reached out to some of the organizations directly to verify their contact information and website URL. Organizations were sent an individual web form through which the updated information could be submitted electronically into a database created by Jennifer Johnston.

J. Johnston (*) Learning, Design, and Technology, University of Georgia, Athens, GA, USA e-mail: [email protected] Y. Earnshaw (*) School of Instructional Technology and Innovation, Kennesaw State University, Kennesaw, GA, USA e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 H. Lee, R. M. Branch (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 44, https://doi.org/10.1007/978-3-031-43048-0_9

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Should you wish for your organization to be included in the next volume of this book or to update your organization’s information, please contact the section editors or use this link (https://forms.gle/y2kqoz6sn3PsUJL86). We would like to express our gratitude to those respondents who helped ensure the accuracy of this section by responding to our request for an update.

Chapter 10

Organizations and Associations in the USA and Canada Jennifer Johnston and Yvonne Earnshaw

This information will be used solely to construct a directory of relevant organizations and associations within this volume of the Educational Media & Technology Yearbook. The data supplied here will not be intentionally shared or publicized in any other form. Thank you for your assistance.

Adaptech Research Network Address: 3040 Sherbrooke West Montrèal, QC H3Z 1A4 Canada Phone Number: (514) 931-8731 x1546 Fax Number: (514) 931-3567 Attn: Catherine Fichten Email Contact: [email protected] URL: http://www.adaptech.org Leaders: Catherine Fichten, Ph.D., Co-director; Jennison V.  Asuncion, M.A., Co-Director

J. Johnston (*) Learning, Design, and Technology, University of Georgia, Athens, GA, USA e-mail: [email protected] Y. Earnshaw (*) School of Instructional Technology and Innovation, Kennesaw State University, Kennesaw, GA, USA e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 H. Lee, R. M. Branch (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 44, https://doi.org/10.1007/978-3-031-43048-0_10

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Description: Based at Dawson College (Montrèal), we are a Canada-wide, grant-­ funded team conducting bilingual empirical research into the use of computer, learning, and adaptive technologies by postsecondary students with disabilities. One of our primary interests lies in issues around ensuring that newly emerging instructional technologies are accessible to learners with disabilities. Membership: Our research team is composed of academics, practitioners, students, consumers, and others interested in the issues of access to technology by students with disabilities in higher education. Dues: n/a Meetings: Refer to the organization’s website for details Publications: Fichten, C., Havel, A., Jorgensen, M., Wileman, S., & Budd, J. (2022). Twenty years into the 21st century – tech-related accommodations for college students with mental health. Journal of Education and Training Studies, 10(4), 16–29. https://doi.org/10.11114/jets.v10i4.5594

American Association of Colleges for Teacher Education Acronym: AACTE Address: 1602 L St. NW Suite 601 Washington, DC 20036 USA Phone Number: (202) 293-2450 Fax Number: (202) 457-8095 Email Contact: [email protected] URL: https://aacte.org Leaders: Dr. Lynn M. Gangone, President and Chief Executive Officer Description: The American Association of Colleges for Teacher Education is a national alliance of educator preparation programs dedicated to the highest quality professional development of teachers and school leaders to enhance PK-12 student learning. The 800 institutions holding AACTE membership represent public and private colleges and universities in every state, the District of Columbia, the Virgin Islands, Puerto Rico, and Guam. AACTE’s reach and influence fuel its mission of serving learners by providing all school personnel with superior training and continuing education. AACTE maintains a constant presence on Capitol Hill to expand its congressional network and provide members with up-­to-­the-minute analysis of education policy. Leadership: AACTE believes in consensus building through open and free-flowing dialogue on education matters, consistent support for diverse learners, and serving as a principal authority on issues pertaining to teacher quality. Service: AACTE provides members with vital communication regarding policy issues and events, publications targeting various areas of interest, and unique professional development opportunities.

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Membership: Membership in AACTE is institutional, with over 5500 institutional representatives. There are two categories of membership: regular membership and affiliate membership. For more information, please contact the membership department at [email protected] or (202) 293-2450. Dues: n/a Meetings: Annual Members Meeting, New Leadership Academy. State Leaders Institute, and more Publications: The Journal of Teacher Education (JTE); Trends in the Alternative Teacher Certification Sector Outside Higher Education, Colleges of Education: A National Portrait, Second Edition (2022); Fall 2021 Member Survey-Educator Preparation Responds to COVID-19; A Tale of Two Cities: State Evaluation System of Teacher Preparation Programs; The History, Current Use, and Impact of Entrance and Licensure Examinations Cut Scores on the Teacher-of-Color Pipeline; Revolutionizing Education for All Learners; A Road Map to The Future (2021).

American Association of Community Colleges Acronym: AACC Address: One Dupont Circle, NW Suite 700 Washington, DC 20036 USA Phone Number: (202)728-0200 Fax Number: (202) 833-2467 Email Contact: [email protected] URL: https://www.aacc.nche.edu Leaders: Dr. Walter G. Bumphus, President and CEO Acronym: AACC Description: AACC is a national organization representing the nation’s more than 1195 community, junior, and technical colleges. Headquartered in Washington, DC, AACC serves as a national voice for the colleges and provides key services in the areas of advocacy, research, information, and leadership development. The nation’s community colleges serve more than 11 million students annually, almost half (46%) of all US undergraduates. Membership: 1100+ institutions, 31 corporations, 15 international associates, 79 educational associates, four foundations Dues: Vary by category Meetings: Refer to the organization’s website for details Publications: Community College Journal; The Community College Daily; Community College Press (books, research and program briefs, and monographs)

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American Association of School Librarians Acronym: AASL Address: 225 N Michigan Ave Suite 1300 Chicago, IL 60601 USA Phone Number: (800) 545-2433 Email Contact: [email protected] URL: https://ala.org/aasl/ Leaders: Courtney Pentland, President Description: A division of the American Library Association, the mission of the American Association of School Librarians is to advocate excellence, facilitate change, and develop leaders in the school library media field. Membership: 9500 Dues: Personal membership in ALA ($75 plus $62 for personal membership in AASL). Student, retired, organizational, and corporate memberships are available. Meetings: National conference every 2 years Publications: School Library Media Research (electronic research journal at http:// www.ala.org/aasl/SLMR); Knowledge Quest (print journal and online companion at http://www.ala.org/aasl/kqweb); AASL Hotlinks (e-mail newsletter); non-­ serial publications (http://www.ala.org/ala/aasl/aaslpubsand-­journals/ aaslpublications.cfm)

American Educational Research Association Acronym: AERA Address: 1430 K Street, NW Suite 1200 Washington, DC 20005 USA Phone Number: (202) 238-3200 Fax Number: (202) 238-3250 Email Contact: [email protected] URL: http://www.aera.net Leaders: Felice Levine, Executive Director Description: The American Educational Research Association (AERA) is the national interdisciplinary research association for approximately 25,000 scholars

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who undertake research in education. Founded in 1916, AERA aims to advance knowledge about education, encourage scholarly inquiry related to education, and promote the use of research to improve education and serve the public good. AERA members include educators and administrators; directors of research, testing, or evaluation in federal, state, and local agencies; counselors; evaluators; graduate students; and behavioral scientists. The broad range of disciplines represented includes education, psychology, statistics, sociology, history, economics, philosophy, anthropology, and political science. AERA has more than 160 Special Interest Groups, including Advanced Technologies for Learning, NAEP Studies, Classroom Assessment, Fiscal Issues, Policy, and Education Finance. Membership: 25,000 regular members: Eligibility requires satisfactory evidence of active interest in educational research as well as professional training to at least the master’s degree level or equivalent. Graduate student members: Any graduate student may be granted graduate student member status with the endorsement of a voting member who is a faculty member at the student’s university. Graduate students who are employed full-time are not eligible. Graduate student membership is limited to 5 years. Dues: Vary by category, ranging from $40 for graduate students to $150 for voting members for 1 year. See AERA website for complete details: www.aera.net Meetings: Annual Meeting, April 13–17, 2023, in Chicago, IL Publications: AERA Open; Educational Researcher; American Educational Research Journal; Journal of Educational and Behavioral Statistics; Educational Evaluation and Policy Analysis; Review of Research in Education; Review of Educational Research. Books: Fairness in Educational and Psychological Testing; Examining Theoretical Research, Practice, and Policy Implications of the 2014 Standards; Handbook of Research on Teachers of Color and Indigenous Teachers; Advancing Knowledge and Building Capacity for Early Childhood Research; Condition or Process? Researching Race in Education; Improving Research-Based Knowledge of College Promise Programs (2020); Comparing Ethnographies: Local Studies of Education Across the Americas (2017); Citizenship Education and Global Migration; Implications for Theory, Research, and Teaching; Handbook of Research on Teaching, (Fifth Edition, 2016); Thinking and Acting Systematically; Improving School Districts Under Pressure (2016).

American Foundation for the Blind Acronym: AFB Address: 1101 Wilson Blvd 6th Floor Arlington, VA 22209 USA

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Phone Number: (212) 502-7600 Email Contact: [email protected] URL: https://afb.org Leaders: Eric Bridges, President and CEO Description: The American Foundation for the Blind (AFB) is a national nonprofit that expands possibilities for people with vision loss. AFB’s priorities include broadening access to technology; elevating the quality of information and tools for the professionals who serve people with vision loss; and promoting independent and healthy living for people with vision loss by providing them and their families with relevant and timely resources. In addition, AFB’s website serves as a gateway to a wealth of vision loss information and services. AFB is also proud to house the Helen Keller Archives and honor the over 40 years that Helen Keller worked tirelessly with AFB.  For more information, visit us online at www. afb.org. Membership: n/a Dues: n/a Meetings: Refer to the organization’s website for details Publications: AFB News (free); Journal of Visual Impairment & Blindness; AFB Press Catalog of Publications (free). AccessWorld™

American Library Association Acronym: ALA Address: 225 N Michigan Ave Suite 1300 Chicago, IL 60611 USA Phone Number: (800) 545-2433 Fax Number: (312) 440-9374 Email Contact: [email protected] URL: https://www.ala.org Leaders: Tracie D. Hall, Executive Director Description: The ALA is the oldest and largest national library association. Its 62,000 members represent all types of libraries: state, public, school, and academic, as well as special libraries serving persons in government, commerce, armed services, hospitals, prisons, and other institutions. The ALA is the chief advocate for the achievement and maintenance of high-quality library information\services through the protection of the right to read, educating librarians, improving services, and making information widely accessible. See separate entries for the following affiliated and subordinate organizations: American Association of School Librarians; Association of Library Trustees, Advocates,

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Friends and Foundations; Association for Library Collections and Technical Services; Association for Library Service to Children; Association of College and Research Libraries; Association of Specialized and Cooperative Library Agencies; Library Leadership and Management Association; Library and Information Technology Association; Public Library Association; Reference and User Services Association; Young Adult Library Services Association; and the Learning Round Table of ALA (formerly the Continuing Library Education Network and Exchange Round Table). Membership: 62,000 members at present; everyone who cares about libraries is allowed to join the American Library Association. Dues: Professional rate: $75, first year; $114, second year; third year and renewing: $150. Library support staff: $54; student members: $40; retirees: $54; international librarians: $90; trustees: $68; associate members (those not in the library field): $68. Meetings: Refer to the organization’s website for details Publications: American Libraries; Booklist; BooklistOnline.com; Choice; Choice Reviews Online

Association for Talent Development Acronym: ATD Address: 1640 King St. Alexandria, VA 22313-2043 USA Phone Number: (703) 683-8100 or (800) 628-2783 Fax Number: (703) 683-8103 Email Contact: [email protected] URL: https://www.td.org/ Leaders: Tony Bingham, President and CEO Description: The Association for Talent Development is the world’s largest professional association dedicated to the training and development field. In more than 100 countries, ATD’s members work in organizations of all sizes, in the private and public sectors, as independent consultants, and as suppliers. Members connect locally in 125 US chapters and with 20 international partners. ATD started in 1943 and, in recent years, has widened the profession’s focus to align learning and performance to organizational results and is a sought-after voice on critical public policy issues. Membership: 37,000 members in 100 countries Dues: Student membership is $119 a year; Professional membership is $275 a year; Professional Plus membership is $439 a year; Professional Plus Special Bundle is $1,634 a year; Senior Membership is $139 a year.

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Meetings: Refer to the organization’s website for details Publications: TD Magazine; ATD Handbook for Training and Development. Conscious Accountability; Learning that CLICS; Next Level Virtual Training.

Association for Computers and the Humanities Acronym: ACH Address: 771 Commonwealth Ave Boston, MA 02215 USA Phone Number: (617) 358-6370 Fax Number: n/a Email Contact: [email protected] URL: https://ach.org Leaders: Roopika Risam, Co-President and Quinn Dombrowski, Co-President Description: The Association for Computers and the Humanities is an international professional organization. Since its establishment, it has been the major professional society for people working in computer-aided research in literature and language studies, history, philosophy, and other humanities disciplines, and especially research involving the manipulation and analysis of textual materials. The ACH is devoted to disseminating information among its members about work in the field of humanities computing, as well as encouraging the development and dissemination of significant textual and linguistic resources and software for scholarly research. Membership: 350–460 Dues: Individual regular member, $40; student or senior member, $26; joint ADHO membership $40 Meetings: Refer to the organization’s website for details Publications: Digital Humanities Quarterly; DSH: Digital Scholarship in the Humanities; Digital Studies/Le champ numerique; Computing in the Humanities Working Papers; ACH Newsletter; Digital Humanities Questions & Answers

Association for Continuing Higher Education Acronym: ACHE Address: 940 West 1st Street Chico, CA 95929 USA

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Phone Number: (530) 898.5808 URL: https://acheinc.org Leaders: Susan Elkins, Ed.D., President Description: ACHE is an institution-based organization of colleges, universities, and individuals dedicated to the promotion of lifelong learning and excellence in continuing higher education. ACHE encourages professional networks, research, and exchange of information for its members and advocates continuing higher education as a means of enhancing and improving society. Membership: Approximately 1200+ individuals in approximately 300 institutions. Membership is open to institutions of higher learning, professionals, and organizations whose major commitment is in continuing education. Dues: Student $25; Retiree $25; Professional $90; Organizational $550; Institutional $550–$1000 Meetings: Refer to website for details Publications: Journal of Continuing Higher Education; Five Minutes with ACHE; Annual Conference Proceedings

Association for Educational Communications and Technology Acronym: AECT Address: 320 W. 8th Street Suite 101 Bloomington, IN 47404-3745 USA Phone Number: (812) 335-7675 Fax Number: (812) 335-7678 Email Contact: [email protected] URL: http://www.aect.org Leaders: Nolan Gruver, Executive Director; David Wiley, President Description: AECT is an international professional association concerned with the improvement of learning and instruction through media and technology. It serves as a central clearinghouse and communications center for its members, who include instructional technologists, library media specialists, religious educators, government media personnel, school administrators and specialists, and training media producers. AECT members also work in the armed forces, public libraries, museums, and other information agencies of many different kinds, including those related to the emerging fields of computer technology. Affiliated organizations include the International Visual Literacy Association (IVLA), Minorities in Media (MIM), New England Educational Media Association (NEEMA), SICET (the Society of International Chinese in Educational Technology), and KSET (the Korean Society for Educational Technology). The ECT Foundation is also

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related to AECT. Each of these affiliated organizations has its own listing in the Yearbook. AECT Divisions include Instructional Design & Development, Information, Training & Performance, Research & Theory, Systemic Change, Distance Learning, Media & Technology, Teacher Education, International and Multimedia Productions. Membership: 2500 members in good standing from K-12, college, and university and private sector/government training. Anyone interested can join. There are different memberships available for students, retirees, corporations, and international parties. We also have a new option for electronic membership for international affiliates. Dues: Regular membership $150; Comprehensive Membership $200; Student membership $83; Student Comprehensive Membership $128; Retired Membership $75; Retired Comprehensive Membership $113; Corporate Membership $400; Life membership $1200 Meetings: AECT Convention; Summer Board and Leadership, Summer Research Symposium, Design and Development Competition Publications: Educational Technology Research and Development; TechTrends: Linking Research and Practice; Handbook of Research on Educational Comm; Educational Media & Technology Yearbook; AECT Book and Briefs Series; Video Library

Association for Experiential Education Acronym: AEE Address: 2315 18th Street South St. Petersburg, FL 33712 USA Phone Number: (303) 440-8844 Email Contact: [email protected] URL: https://aee.org Leaders: Sherry Bagley, Executive Director Description: AEE is a nonprofit, international, professional organization committed to the development, practice, and evaluation of experiential education in all settings. AEE’s vision is to be a leading international organization for the development and application of experiential education principles and methodologies with the intent to create a just and compassionate world by transforming education. Membership: Nearly 1700+ members in over 25 countries, including individuals and organizations with affiliations in education, recreation, outdoor adventure programming, mental health, youth service, physical education, management development training, corrections, programming for people with disabilities, and environmental education

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Dues: Supporter $75; Advocate $175; Leader $275; Supporting Organization $325; Advocate organization $425; Leader Organization $750 Meetings: AEE annual conference in November. Regional conferences in the spring. Publications: The Journal of Experiential Education; Experience and the Curriculum; Adventure Education; Adventure Therapy; Therapeutic Applications of Adventure Programming; Manual of Accreditation Standards for Adventure Programs; The Theory of Experiential Education, Third Edition; Experiential Learning in Schools and Higher Education; Ethical Issues in Experiential Education, Second Edition; The K.E.Y. (Keep Exploring Yourself) Group: An Experiential Personal Growth Group Manual; Book of Metaphors, Volume II; Women’s Voices in Experiential Education; Bibliographies, directories of programs, and membership directory. New publications since last year: Exploring the Boundaries of Adventure Therapy; A Guide to Women’s Studies in the Outdoors; Administrative Practices of Accredited Adventure Programs; Fundamentals of Experience-Based Training; Wild Adventures: A Guidebook of Activities for Building Connections with Others and the Earth; Truth Zone: An Experimental Approach to Organizational Development; Exploring the Power of Solo, Silence, and Solitude

Association for Library and Information Science Education Acronym: ALISE Address: 4 Lan Drive Suite 100 Westford, MA 01886 USA Phone Number: (978) 674-6190 Fax Number: (978) 250-1117 Email Contact: [email protected] URL: https://alise.org Leaders: Rong Tang, President Description: Seeks to advance education for library and information science and produces annual Library and Information Science Education Statistical Report. Open to professional schools offering graduate programs in library and ­information science; personal memberships open to educators employed in such institutions; other memberships available to interested individuals. Membership: 201 individuals, 71 institutions Dues: Institutional, sliding scale, $350–2500; international, $145.00; full-time personal, $155.00; emerging professional, $85; part-time/retired, $85.00; student, $40.00 Meetings: Refer to the organization’s website for details Publications: Journal of Education for Library and Information Science; ALISE Book Series

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Association for Library Collections & Technical Services Acronym: ALCTS Address: 50 E Huron St. Chicago, IL 60611-2795 USA Phone Number: (312) 280-5037 or (800) 545-2433 Fax Number: (312) 280-5033 Email Contact: [email protected] URL: www.ala.org/alcts Leaders: Kerry Ward, Executive Director Description: A division of the American Library Association, ALCTS is dedicated to the acquisition, identification, cataloging, classification, and preservation of library materials; development and coordination of the country’s library resources; and aspects of selection and evaluation involved in acquiring and developing library materials and resources. Sections include Acquisitions, Cataloging and Classification, Collection Management and Development, Preservation and Reformatting, and Serials. Membership: 4300+ membership is open to anyone who has an interest in areas covered by ALCTS. Dues: Personal $75; Support Staff $29; Student $15; Retired $40; Corporate $86; Organizational $86 Meetings: Refer to the organization’s website for details Publications: Library Resources & Technical Services; ALCTS Newsletter Online; Sudden Selector’s Guides; ALCTS Monographs.

Association for Library Service to Children Acronym: ALSC Address: 225 North Michigan Avenue Suite 1300 Chicago, IL 60601 USA Phone Number: (800) 545-2533 Email Contact: [email protected] URL: http://www.ala.org/alsc Leaders: Ms. Lucia Martinez Gonzalez, President

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Description: Information about ALSC can be found at https://www.ala.org/alsc/ aboutalsc also. Information on ALSCs various awards, including the nationally known Newbery Medal for authors and the Caldecott Medal for illustrators can be found at http://www.ala.org/alsc/awardsgrants/bookmedia/caldecott. The Association for Library Service to Children develops and supports the profession of children’s librarianship by enabling and encouraging its practitioners to provide the best library service to our nation’s children. The Association for Library Service to Children is interested in the improvement and extension of library services to children in all types of libraries. It is responsible for the evaluation and selection of book and non-book library materials and for the improvement of techniques of library service to children from preschool through the eighth grade or junior high school age when such materials and techniques are intended for use in more than one type of library. Committee membership is open to ALSC members. A full list of ALSC boards and committees can be found at http:// www.ala.org/alsc/aboutalsc/coms. Membership: Over 4000 members Dues: Regular $50; Student $20; Non-Salaried $35; Retiree $35; Associate $25; Organizational $55; Corporate $55 Meetings: Refer to the organization’s website for details Publications: Children and Libraries: ALSC Journal; ALSC Blog; ALSC Matters!; ALSC Update; Book List; Every Child Ready to Read; Everyday Advocacy Matters; Look to Libraries in Times of Crisis

Association of American Publishers Acronym: AAP Address: 1730 Pennsylvania Ave. NW Washington, DC 200061 USA Phone Number: (202) 347-3375 Fax Number: (202) 347-3690 Email Contact: [email protected] URL: http://www.publishers.org Leaders: Maria Pallante, President and CEO Description: The Association of American Publishers is the national trade association of the US book publishing industry. AAP was created in 1970 through the merger of the American Book Publishers Council, a trade publishing group, and the American Textbook Publishers Institute, a group of educational publishers. AAP’s more than 300 members include most of the major commercial book publishers in the USA, as well as smaller and nonprofit publishers, university

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presses, and scholarly societies. AAP members publish hardcover and paperback books in every field and a range of educational materials for the elementary, secondary, postsecondary, and professional markets. Members of the Association also produce computer software and electronic products and services, such as online databases and CD-ROMs. AAP’s primary concerns are the protection of intellectual property rights in all media, the defense of free expression and freedom to publish at home and abroad, the management of new technologies, the development of education markets and funding for instructional materials, and the development of national and global markets for its member products. Membership: Regular membership in the Association is open to all US companies actively engaged in the publication of books, journals, looseleaf services, computer software, audiovisual materials, databases, and other electronic products such as CD-ROM and CD-I, and similar products for educational, business, and personal use. This includes producers, packagers, and co-publishers who coordinate or manage most of the publishing process involved in creating copyrightable educational materials for distribution by another organization. Dues: Dues are assessed based on annual sales revenue from the print and electronic products listed above (under regular membership) but not from services or equipment. To maintain confidentiality, data is reported to an independent agent. Meetings: Annual meeting (February), small and independent publishers’ meeting (February) Publications: AAP Monthly Report

Association of College and Research Libraries Acronym: ACRL Address: 255 N. Michigan Ave. Suite 1300 Chicago, IL 60601-7616 USA Phone Number: (800) 545-2433 Email Contact: [email protected] URL: http://www.ala.org/acrl Leaders: Beth McNeil, President; Directors -at-large are Walter Butler, Leslin Charles, Michael Miller, and Rebecca Waltz Description: The Association of College and Research Libraries (ACRL), the largest division of the American Library Association, is a professional association of academic librarians and other interested individuals. It is dedicated to enhancing the ability of academic library and information professionals to serve the information needs of the higher education community and to improve learning, teaching, and research. ACRL is the only individual membership organization in

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North America that develops programs, products, and services to meet the unique needs of academic and research librarians. Information on ACRL’s various committees, task forces, discussion groups, and sections can be found at http://www. ala.org/aboutala/committees. Information on ACRL’s various awards can be found at http://www.ala.org/awardsgrants/node/30789. Membership: With over 13,000 members, it is a national organization of academic and research libraries and librarians working with all types of academic libraries: community and junior college, college, and university: as well as comprehensive and specialized research libraries and their professional staff. Dues: Regular $69; Retired $45; Student $5 Meetings: ACRL National Conference 15–18 March 2023  in Pittsburgh, PA; Theme: Forging the Future Publications: College & Research Libraries; College & Research Libraries News; RBM: A Journal of Rare Books, Manuscript, and Cultural Heritage; CHOICE: Review for Academic Libraries; Digital Publications, Resources for College Libraries; Keeping up With…; White Papers and Reports

 anadian Museums Association/Association des C Musées Canadiens Acronym: CMA/AMC Address: 130 Albert Street, Suite 1203 Ottawa, ON K1P 5G4 Canada Phone Number: (613) 567-0099 Email Contact: [email protected] URL: https://museums.ca Leaders: Janis Kahentóktha, Executive Director and CEO Description: The Canadian Museums Association is a nonprofit corporation and a registered charity dedicated to advancing public museums and museum works in Canada, promoting the welfare and better administration of museums, and fostering continuous improvement in the qualifications and practices of museum professionals. Membership: 2000 museums and individuals, including art galleries, zoos, aquariums, historic parks, etc. Dues: Voting categories: Individual $85; Retired professional $50; Volunteer $50; Institutional 0.001% of your operating budget (max $2750). Nonvoting categories: Student $50; International $100; Business Affiliate ($250)

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Meetings: CMA Annual Conference; International Museum Day; International Museum Week Publications: Muse (bimonthly magazine, color, Canada’s only national, bilingual magazine devoted to museums, it contains museum-based photography, feature articles, commentary, and practical information); the Official Directory of Canadian Museums and Related Institutions (online directory) lists all museums in Canada plus information on government departments, agencies, and provincial and regional museum associations. Podcast: Unvarnished

Childhood Education International Acronym: CE International Address: 1100 15th St. NW, 4th Floor Washington, DC 20005 USA Phone Number: (202) 372-9986 or (800) 423-3563 Fax Number: (301) 570-2212 Email Contact: [email protected] URL: https://ceinternational1892.org/ Leaders: Diane P. Whitehead, President and CEO Description: CE International offers Refugee Educator Academy, Sustainable learning, consulting and advisory services, and courses. The consulting and advisory services are to help organizations meet their planning and training needs. CE International is also able to create customized strategies that help provide roadmaps for organizations to reach their goals. They offer an international seal of recognition for education training programs. Another offering of this organization is that they have advisory services in which specialists from their global network can be pulled for use of their expertise. Membership: 10,000+ Dues: $35 for individuals (online only); $65 for individuals (online and print); $85 for organizations (online only); $100 for organizations (online and print) Meetings: Refer to the organization’s website for details Publications: Childhood Education: Innovations; Journal of Research in Childhood Education; Childhood Explorer; International Principles of Practice for Educators

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Close Up Foundation Address: 671 N Glebe Road, Suite 900 Arlington, VA 22203 USA Phone Number: (703) 706-3300 Email Contact: [email protected] URL: http://www.closeup.org Leaders: Eric Adydan, CEO Description: A nonprofit, nonpartisan civic engagement organization dedicated to providing individuals of all backgrounds with the knowledge, skills, and confidence to participate actively in democracy. Each year, Close Up brings 15,000 secondary and middle school students and teachers to Washington, DC, for weeklong government study programs. In addition, Close Up produces an array of multimedia civic education resources for use in classrooms and households nationwide, including Close Up at the Newseum, a weekly youth-focused current affairs program on C-SPAN. Membership: Any motivated middle or high school student who wants to learn about government and American history is eligible to come to our programs. No dues or membership fees. Dues: Tuition is required to participate in Close Up educational travel programs. A limited amount of tuition assistance is available to qualified students through the Close Up Fellowship program. With a designated number of students, teachers receive a fellowship that covers the adult tuition and transportation price. Please contact 1-800-CLOSE UP for more information. Meetings: Meetings take place during weeklong educational programs in Washington, DC. Publications: Current Issues (new edition produced annually); The Bill of Rights: A Users Guide; Perspectives; International Relations; The American Economy; Face the Music: Copyright, Art & the Digital Age; documentaries on domestic and foreign policy issues

Computer-Assisted Language Instruction Consortium Acronym: CALICO Address: 214 Centennial Hall, Texas State University – San Marcos 601 University Dr. San Marcos, TX 78666 USA

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Phone Number: (512) 245-1417 Email Contact: [email protected] URL: https://calico.org Leaders: Jonathon Reinhardt, President; Esther Horn, CALICO Manager Description: CALICO is devoted to the dissemination of information on the application of technology to language teaching and language learning. Membership: 1000 members from the USA and 20 foreign countries. Anyone interested in the development and use of technology in the teaching/learning of foreign languages is invited to join. Dues: Individual $55–$195; Student $30; K-12 or Community College $55–$150; Senior $50–$135; EuroCALL $60 Meetings: Refer to the organization’s website for details Publications: CALICO Journal Online (three issues per year), CALL Research Briefs, InfoBytes, Book Series

Educational Technology Collaborative Acronym: ETC Address: 201 E Main Street, Ste 810 Lexington, KY 40507 USA Phone Number: (859) 514-9185 Email Contact: [email protected] URL: https://etc.memberclicks.net Leaders: Kristy Howard, Executive Director Description: ETC (formerly the Consortium of College and University Media Centers; CCUMC) is a professional group whose mission is to provide leadership and a forum for information exchange to the providers of media content, academic technology, and support for quality teaching and learning at institutions of higher education. It fosters cooperative media/instructional technologyrelated support in higher education institutions and companies providing related ­products. It also gathers and disseminates information on improved procedures and new developments in instructional technology and media center management. Membership: 750 individuals at 325 institutions/corporations: Institutional memberships: Individuals within an institution of higher education who are associated with the support to instruction and presentation technologies in a media center and/or technical support service. Corporate memberships: Individuals within a corporation, firm, foundation, or other commercial or philanthropic enterprises whose business or activity is in support of the purposes and objectives of CCUMC. Associate memberships: Individuals not eligible for an institutional or corporate membership; from a public library, religious, governmental,

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or other organizations not otherwise eligible for other categories of membership. Student memberships: Any student in an institution of higher education who is not eligible for institutional membership. Dues: Institutional: $300 for 1–2 persons, $600 for up to 10 people, $900 for unlimited people; Corporate membership: $300 for 1–2 people; $900 for unlimited people; Student and Retiree membership: $55 Meetings: Refer to the organization’s website for details Publications: Annual Report

Council for Exceptional Children Acronym: CEC Address: 3100 Clarendon Blvd, Suite 600 Arlington, VA 22201-5332 USA Phone Number: (888) 232-7733 TTY: (703) 620-3660 Fax Number: (703) 264-9494 Email Contact: [email protected] URL: https://exceptionalchildren.org/ Leaders: Chad Rummel, Executive Director Description: CEC is the largest international organization dedicated to improving the educational success of students with disabilities and/or gifts and talents. CEC advocates for governmental policies supporting special education, sets professional standards, provides professional development and helps professionals obtain conditions and resources necessary for high-quality educational services for their students. Membership: Teachers, administrators, professors, related service providers (Occupational therapists, school psychologists…), and parents. CEC has approximately 50,000 members. Dues: Pre-Service Student: Premier $135, Full $80, Basic $40; Graduate: Premier 160, Full $95, Basic $55; Early Career Professional: Premier $190, Full $115, Basic $65; Professional: Premier $215, Full $135, Basic $80; Retired Professional: n/a; Family/Parent Affiliate Membership: n/a; Group Membership: Varies $30–$119 Meetings: Annual convention and expo attracting approximately 6000 special educators Publications: Journals, newsletters, books, and videos with information on new research findings, classroom practices that work, and special education publications (see also the ERIC Clearinghouse on Disabilities and Gifted Education)

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East-West Center Acronym: n/a Address: 1601 East-West Rd. Honolulu, HI 96848-1601 USA Phone Number: (808) 944-7111 Fax Number: (808) 944-7212 Email Contact: [email protected]; URL: https://www.EastWestCenter.org/ Leaders: Suzanne Vares-Lum, President Description: The U.S. Congress established the East-West Center in 1960 with a mandate to foster mutual understanding and cooperation among the governments and peoples of Asia, the Pacific, and the USA. Officially known as the Center for Cultural and Technical Interchange Between East and West, it is a public, non-­ profit institution with an international board of governors. Funding for the Center comes from the U.S. Government, with additional support provided by private agencies, individuals, and corporations, and several Asian and Pacific governments. The Center, through research, education, dialog, and outreach, provides a neutral meeting ground where people with a wide range of perspectives exchange views on topics of regional concern. Scholars, government and business leaders, educators, journalists, and other professionals from throughout the region annually work with Center staff to address issues of contemporary significance in such areas as international economics and politics, environment, population, energy, media, and Pacific islands’ development. Membership: The East-West Center is not a membership-based institution. However, our alumni organization, the East-West Center Association (EWCA), is an international network of professionals who have a past affiliation with the East-­West Center. Regardless of the length of stay or type of participation, all are automatically members (associates) of the EWCA.  There are no membership fees or other requirements to participate in the EWCA. Dues: n/a Meetings: Events are listed on our website. Publications: East-West Center expertise and research findings are published by the East-West Center and by presses and collaborating organizations throughout the region and the world. Publications address a range of critical issues in the Asia Pacific region. The East-West Center sponsors or publishes several series, from short papers to books (see below). For more information about EWC publications, visit http://www.eastwestcenter.org/publications/

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Education Development Center, Inc. Acronym: EDC Address: 300 Fifth Avenue, Suite 2010 Waltham, MA 02451 USA Phone Number: (617) 969-7100 TTY: (617) 964-5448 Fax Number: (617) 969-5979 Email Contact: [email protected] URL: http://www.edc.org Leaders: Liesbet Steer, President and CEO Description: EDC is a global nonprofit organization that designs, delivers, and evaluates innovative programs to address some of the world’s most urgent challenges in education, health, and economic opportunity. Working with public sector and private partners, we harness the power of people and systems to improve education, health promotion and care, workforce preparation, communications technologies, and civic engagement. EDC conducts 350 projects in 35 countries around the world. Membership: Not applicable Dues: Not applicable Meetings: Not applicable Publications: (1) Annual Report; (2) EDC Update, quarterly magazine; (3) EDC Online Report, quarterly newsletter; (4) detailed website with vast archive of publications, technical reports, and evaluation studies

 ducation Northwest (Formerly Northwest Regional E Educational Laboratory) Address: 1417 NW Everett St, Suite 310 Portland, OR 97209 USA Phone Number: (503) 275-9500 Email Contact: [email protected] URL: https://educationnorthwest.org Leaders: Jessica Johnson, Chief Executive Officer Description: Chartered in the Pacific Northwest in 1966 as Northwest Regional Educational Laboratory, Education Northwest now conducts more than 200 projects annually, working with schools, districts, and communities across the country on comprehensive, research-based solutions to the challenges they face. At

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Education Northwest, we are dedicated to and passionate about learning. Through our work, we strive to create vibrant learning environments where all youth and adults can succeed. Everything we do is evidence-based, giving us a solid foundation upon which we stand with confidence. We work with teachers, administrators, policymakers, and communities to identify needs, evaluate programs, and develop new solutions. The breadth of our work: ranging from training teachers to developing curriculum, restructuring schools, and to evaluating programs: allows us to take a comprehensive look at education and to bring wide-ranging expertise and creativity to our client’s challenges. Our approach is highly customized to meet the needs of our clients, and our staff members take great pride in working closely with customers in the field to design the right approach for each situation. We are proud of our 40-year track record, but we do not rest on our laurels: instead, we strive constantly to identify and address emerging needs and trends in teaching and learning. Membership: 856 organizations Dues: n/a Meetings: Refer to the organization’s website for details Publications: Education Northwest Magazine (quarterly journal)

Educational Communications Address: P.O. Box 351419 Los Angeles, CA 90035 USA Phone Number: (310) 559-9160 Fax Number: n/a Email Contact: [email protected] URL: www.ecoprojects.org Leaders: Charles Carey, President; Nancy Pearlman, Executive Director Description: Educational Communications is dedicated to enhancing the quality of life on this planet and provides radio and television programs about the environment and cultural documentaries. It serves as a clearinghouse on ecological issues through the Ecology Center of Southern California. Programming is ­available on 50 stations in 25 states and on the Internet. These include ECONEWS television series and ENVIRONMENTAL DIRECTIONS radio series. It provides ethnic folk dance performances through Earth Cultures. It also assists groups in third-world countries through Humanity and the Planet, especially “Wells for Burkina Faso” and “Environmental Education in Kenya.” Services provided include a speaker’s bureau, award-winning public service announcements, radio and television documentaries, volunteer and intern opportunities, and input into the decision-making process. Its mission is to educate the public

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about both the problems and the solutions to the environment. Other projects include Project Ecotourism, Environmental Resources Library, and more. Membership: $20.00 for a yearly subscription to the Compendium Newsletter Dues: $20 for regular. All donations accepted Meetings: As needed Publications: Compendium Newsletter (bimonthly newsletter); Environmental Directions radio audio cassettes (1750 produced to date); ECONEWS and ECO-­ TRAVEL television series (over 550 shows in the catalog available on 3/4″, VHS, and DVD)

Edvantia, Inc. (Formerly AEL, Inc.) Acronym: Edvantia Address: P.O. Box 1348 Charleston, WV 25325-1348 USA Phone Number: (304) 347-0400, (800) 624-9120 Fax Number: (304) 347-0487 Email Contact: [email protected] URL: http://www.edvantia.org Leaders: Dr. Doris L. Redfield, President, and CEO Description: Edvantia is a nonprofit education research and development corporation founded in 1966 that partners with practitioners, education agencies, publishers, and service providers to improve learning and advance student success. Edvantia provides clients with a range of services, including research, evaluation, professional development, and consulting. Membership: n/a Dues: n/a Meetings: Refer to the organization’s website for details Publications: The Edvantia Electronic Library contains links to free online tools and information created by staff on a wide array of education-related topics. Visitors to the Edvantia website can also access archived webcasts and webinars and sign up for a free monthly newsletter.

ENC Learning Inc. Address: 1585 Central Ave. Ste C-5 #293 Summerville, SC 29483 USA

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Phone Number: (614) 378-4567 Fax Number: (843) 832-2063 Email Contact: [email protected] URL: www.goenc.com Description: ENC provides K-12 teachers and other educators with a central source of information on mathematics and science curriculum materials, particularly those that support education reform. Among ENC’s products and services is ENC Focus, a free online magazine on topics of interest to math and science educators. Users include K-12 teachers, other educators, policymakers, and parents. Membership: ENC is a subscription-based online resource for K-12 educators. Subscriptions are available for schools, school districts, colleges and universities, and individuals. Information for subscribers is available at www.goenc.com/ to subscribe. Dues: n/a Meetings: Refer to the organization’s website for details Publications: ENC Focus is available as an online publication in two formats: ENC Focus on K-12 Mathematics and ENC Focus on K-12 Science. Each is accessible via www.goenc.com/focus.

Institute for the Future Acronym: IFTF Address: 201 Hamilton Avenue Palo Alto, CA 94301 USA Phone Number: (650) 854-6322 Email Contact: [email protected] URL: http://www.iftf.org Leaders: Marina Gorbis, Executive Director Description: The Institute for the Future (IFTF) is an independent nonprofit research group. We work with organizations of all kinds to help them make better, more informed decisions about the future. We provide the foresight to create insights that lead to action. We bring a combination of tools, methodologies, and a deep understanding of emerging trends and discontinuities to our work with companies, foundations, and government agencies. We take an explicitly global approach to strategic planning, linking macro trends to local issues in such areas as *Work and daily life * Technology and society * Health and health care *Global business trends, *Changing consumer society. The Institute is based in California’s Silicon Valley, in a community at the crossroads of technological innovation, social experimentation, and global interchange. Founded in 1968 by a group of former RAND Corporation researchers with a grant from the Ford

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Foundation to take leading-edge research methodologies into the public and business sectors, the IFTF is committed to building the future by understanding it deeply. Membership: To become a member of IFTF, companies, and organizations can join one or more of its membership programs or contract the IFTF for private work. Each membership program offers a distinct set of deliverables at different membership prices and enrollment terms. Please visit the individual program sites for more detailed information on a particular program. For more information on membership, contact Sean Ness at [email protected] or 650-854-6322. * Ten-Year Forecast Program * Technology Horizons Program * Health Horizons Program * Custom Private Work. Dues: Corporate-wide memberships are for 1-year periods: *Ten-Year Forecast: $15,000/year *Technology Horizons: $65,000/year *Health Horizons: $65,000/ year. At present, we do not have university, individual, or small-company programs set up. For those companies that support our research programs, we will often conduct custom research. Meetings: Several a year, for supporting members Publications: IFTF blogs *Future Now: http://future.iftf.org: emerging technologies and their social implications *Virtual China: http://www.virtual-­china.org: an exploration of virtual experiences and environments in and about China* Future of Marketing: http://fom.iftf.org: emerging technology, global change, and future of consumers and marketing * Ten-Year Forecast (members only): http://blogger.iftf.org/tyf: a broad scan of the leading edge of change in business, government, and global community * Technology Horizons (members only).

Instructional Technology Council Acronym: ITC Address: 19 Mantua Rd. Mount Royal, NJ 08061 USA Phone Number: (856) 423-0258 Fax Number: (856) 423-3420 Email Contact: [email protected] URL: https://www.itcnetwork.org Leaders: Kellie Schellenberg, Chair of Board of Directors Description: An affiliated council of the American Association of Community Colleges established in 1977, the Instructional Technology Council (ITC) provides leadership, information, and resources to expand access to, and enhance learning through, the effective use of technology. ITC represents higher education institutions in the USA and Canada that use distance learning technologies.

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ITC members receive a subscription to the ITC News and ITC LISTSERV with information on what is happening in distance education, participation in ITC’s professional development audioconference series, distance learning grant information, updates on distance learning legislation, and discounts to attend the annual e-learning conference which features more than 80 workshops and seminars. Membership: Members include single institutions and multicampus districts; regional and statewide systems of community, technical, and 2-year colleges; for-profit organizations; 4-year institutions; and nonprofit organizations that are interested or involved in instructional telecommunications. Members use a vast array of ever-changing technologies for distance learning. They often combine different systems according to students’ needs. The technologies they use and methods of teaching include audio and video conferences, cable television, compressed and full-motion video, computer networks, fiber optics, interactive videodisc, ITFS, microwave, multimedia, public television, satellites, teleclasses, and telecourses. Dues: $450, institutional; $750, corporate Meetings: Annual e-learning conference Publications: ITC Newsletter: Quarterly Quality Enhancing Practices in Distance Education: Vol. 2 Student Services; Quality Enhancing Practices in Distance Education: Vol. 1 Teaching and Learning; New Connections: A Guide to Distance Education (2nd ed.); New Connections: A College President’s Guide to Distance Education; Digital Video: A Handbook for Educators; Faculty Compensation and Support Issues in Distance Education; ITC News (monthly publication/ newsletter); ITC LISTSERV

International Association for Language Learning Technology Acronym: IALLT Address: Stacey L. Powell, IALLT Treasurer Liberal Arts - Admin 302 Tichenor Hall Auburn University, AL 36849 USA Email Contact: [email protected] URL: http://iallt.org Leaders: Stacey L. Powell, Treasurer Description: IALLT is a professional organization whose members provide leadership in the development, integration, evaluation, and management of instructional technology for the teaching and learning of language, literature, and culture.

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Membership: 400 members; Membership/Subscription Categories *Educational member: for people working in an academic setting such as a school, college, or university. These members have voting rights. *Full-time student member: for full-time students interested in membership. Requires a signature of a voting member to verify student status. These members have voting rights. *Commercial members: those working for corporations interested in language learning and technology. This category includes, for example, language laboratory vendors, software, and textbook companies. *Library subscriber: receives our journals for placement in libraries. Dues: 1 year: $50, voting member; $25, student; $200 commercial, 2 years: $90, voting member; $380 commercial Meetings: Biennial IALLT conferences treat the entire range of topics related to technology in language learning as well as management and planning. IALLT also sponsors sessions at conferences of organizations with related interests, including CALICO and ACTFL. Publications: IALLT Journal of Language Learning Technologies (two times annually); materials for language lab management and design, language teaching, and technology. Visit our website for details, http://iallt.org.

International Center of Photography Acronym: ICP Address: 79 Essex Street New York, NY 10002 USA Phone Number: (212) 857-0045 Fax Number: (212) 857-0090 Email Contact: [email protected] URL: http://www.icp.org Leaders: Willis Hartshorn, Dir.; Phil Block, Deputy Dir. for Programs and Dir. of Education; Kelly Heisler, Dir. of Marketing Communications Description: The International Center of Photography (ICP) was founded in 1974 by Cornell Capa (1918–2008) as an institution dedicated to photography that occupies a vital and central place in contemporary culture as it reflects and influences social change. Through our museum, school, and community programs, we embrace photography’s ability to open new opportunities for personal and aesthetic expression, transform popular culture, and continually evolve to incorporate new technologies. ICP has presented more than 500 exhibitions, bringing the work of more than 3000 photographers and other artists to the public in one-­ person and group exhibitions, and provided thousands of classes and workshops that have enriched tens of thousands of students. Visit www.icp.org for more information.

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Membership: 4000 Dues: Current levels available on request Meetings: Refer to the organization’s website for details Publications: Hiroshima: Ground Zero 1945; The Mexican Suitcase; Jasper, Texas: The Community Photographs of Alonzo Jordan; Miroslav Tichý; Dress Codes: The Third ICP Triennial of Photography and Video; Martin Munkacsi; Ecotopia; Atta Kim: ON-AIR; Snap Judgments: New Positions in Contemporary African Photography; African American Vernacular Photography: Selections from the Daniel Cowin Collection; Modernist Photography: Selections from the Daniel Cowin Collection; Young America: The Daguerreotypes of Southworth and Hawes; and others!

International Society for Performance Improvement Acronym: ISPI URL: http://www.ispi.org Leaders: Nancy Crain Burns, CPT, Ph.D., MBA, PMP, CAEL, Exec. Dir. Description: The International Society for Performance Improvement (ISPI) is dedicated to improving individual, organizational, and societal performance. Founded in 1962, ISPI is the leading international association dedicated to improving productivity and performance in the workplace. ISPI represents more than 10,000 international and chapter members throughout the USA, Canada, and 40 other countries. ISPI’s mission is to develop and recognize the proficiency of our members and advocate the use of human performance technology. This systematic approach to improving productivity and competence uses a set of methods and procedures and a strategy for solving problems to realize opportunities related to the performance of people. It is a systematic combination of performance analysis, cause analysis, intervention design and development, implementation, and evaluation that can be applied to individuals, small groups, and large organizations. Membership: 10,000 Performance technologists, training directors, human resource managers, instructional technologists, human factor practitioners, and organizational consultants are members of ISPI. They work in a variety of settings, including business, academia, government, health services, banking, and armed forces. Dues: Membership categories: Active membership ($145 annually): This is an individual membership receiving full benefits and voting rights in society. Student membership ($60 annually): This is a discounted individual full membership for full-time students. Proof of full-time enrollment must accompany the application. Retired membership ($60 annually): This is a discounted individual full membership for individuals who are retired from full-time employment. Special organizational membership categories: These groups support society at the top level. Sustaining membership ($950 annually): This is an organizational mem-

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bership and includes five active memberships and several additional value-added services and discounts. Patron membership ($1400 annually): This is an organizational membership and includes five active memberships and several additional value-added services and discounts. Meetings: Annual International Performance Improvement Conference, Fall Symposiums, Professional Series Workshops, Human Performance Technology Institutes. Publications: Performance Improvement Journal (10/year): The common theme is performance improvement practice or technique that is supported by research or germane theory. Performance Xpress (12/year): Monthly newsletter published online. Performance Improvement Quarterly, PIQ, is a peer-reviewed journal created to stimulate professional discussion in the field and to advance the discipline of HPT through publishing scholarly works. ISPI Bookstore: The ISPI online bookstore is hosted in partnership with John Wiley & Sons.

International Visual Literacy Association Acronym: IVLA Email Contact: [email protected] URL: www.ivla.org Leaders: Dana Thompson, President Description: IVLA provides a multidisciplinary forum for the exploration, presentation, and discussion of all aspects of visual learning, thinking, communication, and expression. It also serves as a communication link bonding professionals from many disciplines who are creating and sustaining the study of the nature of visual experiences and literacy. It promotes and evaluates research, programs, and projects intended to increase the effective use of visual communication in education, business, arts, and commerce. IVLA was founded in 1968 to promote the concept of visual literacy and is an affiliate of AECT. Membership: Membership of 500 people, mostly from academia and many disciplines. We are an international organization and have conferences abroad once every third year. Anyone interested in any visual-verbal area should try our organization: architecture, engineering, dance, arts, computers, video, design, graphics, photography, visual languages, mathematics, acoustics, physics, chemistry, optometry, sciences, literature, library, training, education, etc. Dues: $60 regular; $30 student and retired; $60 outside USA; $500 lifetime membership Meetings: Yearly conference, usually Oct./Nov. in selected locations Publications: The Journal of Visual Literacy (biannual: juried research papers) and Selected Readings from the Annual Conference

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Knowledge Alliance Address: 777 6th Street NW Suite 610 Washington, DC, 20001 USA Phone Number: (202) 770-2218 Email Contact: [email protected] URL: https://www.knowledgeall.net Leaders: Rachel Dinkes, President and CEO Description: Knowledge Alliance (formerly known as NEKIA) was founded in 1997 as a nonprofit, nonpartisan strategic alliance to address the increasingly urgent need to apply rigorous research to persistent educational challenges faced by the country’s schools. Composed of leading education organizations, Alliance members are involved in high-quality education research, development, dissemination, technical assistance, and evaluation at the federal, regional, state, tribal, and local levels. The Alliance works closely with the US Congress, the US Department of Education, and other federal agencies in advocating knowledge-­ based policy for innovation and improvement in education. Its Mission Knowledge Alliance’s mission is to improve K-12 education by widely expanding the development and use of research-based knowledge in policy and practice. It also believes that the effective use of research-based knowledge is essential to increasing student achievement and closing achievement gaps and should be a central organizing concept for education reform efforts at all levels. It envisions a new knowledge era in education policy and practice that focuses on the effective use of research-based knowledge to achieve successful and sustainable school improvement. Membership: Refer to the organization’s website for details Dues: Not available Meetings: Board Meetings and Retreats; Invitational R&D Summit (2009); Hill Days; Communicators Institute Publications: n/a

Library Leadership and Management Association Acronym: LLAMA Phone Number: (800) 545-2433 ext. 5036 Email Contact: [email protected] URL: https://www.ala.org/llama

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Leaders: Kerry War, Executive Director Description: The Library Leadership and Management Association (LLAMA) is a division of the American Library Association.  LLAMA advances  outstanding leadership and management practices in library and information services by encouraging and nurturing individual excellence in current and aspiring library leaders. Membership: 4800 Dues: $50, regular (in addition to ALA membership); $65, organizations and corporations; $15, library school students Meetings: Refer to the organization’s website for details

Lister Hill National Center for Biomedical Communications Acronym: LHNCBC Address: National Library of Medicine 8600 Rockville Pike Bethesda, MD 20894 USA URL: https://lhncbc.nlm.nih.gov/index.html Leaders: Dr. Olivier Bodenreider, Acting Director Description: The Lister Hill National Center for Biomedical Communications is an intramural research and development division of the US National Library of Medicine (NLM). The Center conducts and supports research and development in the dissemination of high-quality imagery, medical language processing, high-­speed access to biomedical information, intelligent database system development, multimedia visualization, knowledge management, data mining, and machine-assisted indexing. The Center also conducts and supports research and development projects focusing on educational applications of state-of-the-art technologies, including the use of microcomputer technology incorporating stereoscopic imagery and haptics, the Internet, and videoconferencing technologies for training healthcare professionals and disseminating consumer health information. The Center’s Collaboratory for High-Performance Computing and Communication serves as a focus for collaborative research and development in those areas, cooperating with faculties and staff of health science educational ­institutions. Health profession educators are assisted in the use and application of these technologies through periodic training, demonstrations, and consultations. High-­definition (HD) video is a technology area that has been explored and developed within the Center and is now used as the NLM standard for all motion imaging projects considered to be of archival value. Advanced three-dimensional animation and photorealistic rendering techniques have also become required tools for use in visual projects within the Center.

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Membership: n/a Dues: n/a Meetings: Refer to the organization’s website for details Publications: Fact sheet (and helpful links to other publications) at http://www. nlm.nih.gov/pubs/factsheets/lister_hill.html. Fellowship and postdoctoral opportunities are ongoing.

Medical Library Association Acronym: MLA Address: 233 South Wacker Drive, 44th Floor Chicago, IL 60606-6322 USA Phone Number: (312) 419-9094 Fax Number: (312) 419-8950 Email Contact: [email protected] URL: https://www.mlanet.org Leaders: Kevin Baliozian, Executive Director Description: MLA, a nonprofit educational organization, comprises health science information professionals with more than 4500 members worldwide. Through its programs and services, MLA provides lifelong educational opportunities, supports a knowledge base of health information research, and works with a global network of partners to promote the importance of quality information for improved health to the healthcare community and the public. Membership: Membership categories: regular membership, institutional membership, international membership, affiliate membership, and student membership. Dues: $165, regular; $110, introductory; $255–600, institutional, based on total library expenditures, including salaries, but excluding grants and contracts; $110, international; $100, affiliate; $40, student Meetings: National annual meeting is held every May; most chapter meetings are held in the fall. Publications: MLA News (newsletter, 10/year); Journal of the Medical Library Association (quarterly scholarly publication); MLA DocKit series, collections of representatives, unedited library documents from a variety of institutions that illustrate the range of approaches to health science library management topics; MLA BibKits, selective, annotated bibliographies of discrete subject areas in the health science literature; standards; surveys; and co-published monographs.

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McREL International Address: 4601 DTC Blvd., Suite 500 Denver, CO 80237 USA Phone Number: (303) 337-0990 Email Contact: [email protected] URL: http://www.mcrel.org Leaders: Bryan Goodwin, CEO & President Description: McREL is a private, nonprofit organization whose purpose is to improve education through applied research and development. McREL provides products and services, primarily for K-12 educators, to promote the best instructional practices in the classroom. McREL houses one of the ten regional educational laboratories funded by the U.S.  Department of Education, Institute for Educational Science. The regional laboratory helps educators and policymakers work toward excellence in education for all students. It also serves at the North Central Comprehensive Center, providing school improvement support to the states of Iowa, Minnesota, Nebraska, North Dakota, and South Dakota. McREL has expertise in standards-based education systems, leadership for school improvement, effective instructional practices, teacher quality, mathematics and science education improvement, early literacy development, and education outreach programs. Membership: not a membership organization Dues: no dues Meetings: n/a Publications: Changing Schools (q. newsletter); Noteworthy (irregular monograph on topics of current interest in education reform). Numerous technical reports and other publications. Check the website for current listings.

National Aeronautics and Space Administration Acronym: NASA Address: NASA Headquarters 300 E Street SW Washington, DC 20546 USA Phone Number: (202) 358-0103 Fax Number: (202) 358-3032 Email Contact: [email protected]

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URL: http://education.nasa.gov Leaders: Angela Phillips Diaz, Assistant Administrator for Education Description: From elementary through postgraduate school, NASA’s educational programs are designed to inspire the next generation of explorers by capturing students interested in science, mathematics, and technology at an early age; to channel more students into science, engineering, and technology career paths; and to enhance the knowledge, skills, and experiences of teachers and university faculty. NASA’s educational programs include NASA Spacelink (an electronic information system); videoconferences (60-min interactive staff development videoconferences to be delivered to schools via satellite); and NASA Television (informational and educational television programming). Additional information is available from the Office of Education at NASA Headquarters and counterpart offices at the nine NASA field centers. Further information may be obtained from the NASA Education Homepage and also accessible from the NASA Public Portal at See learning in a whole new light! Membership: n/a Dues: n/a Meetings: Refer to the organization’s website for details Publications: Publications and products can be searched and downloaded from the following URL: http://www.nasa.gov/audience/foreducators/5-­8/learning/ index.html

The Alliance for Media Arts and Culture Email Contact: [email protected] URL: http://www.thealliance.media Leaders: Wendy Levy, Executive Director Description: The Alliance for Media Arts and Culture was formerly the National Alliance for Media Arts and Culture (NAMAC). The Alliance mission is to facilitate collaboration, innovation, strategic growth and cultural impact for the media arts field. Members include individuals across disciplines, local, regional and national media nonprofits, international NGOs and strategic partners from all sectors.

National Commission on Libraries and Information Science Acronym: NCLIS Address: 1800 M Street, NW Suite 350 North Tower

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Email Contact: [email protected] URL: http://www.nclis.gov Membership: 16 commissioners (14 appointed by the president and confirmed by the Senate, the Librarian of Congress, and the Director of the IMLS) Dues: n/a Meetings: Average 2–3 meetings a year Publications: n/a

National Communication Association Acronym: NCA Address: 1765 N Street NW Washington, DC 20036 USA Phone Number: (202) 464-4622 Fax Number: (202) 464-4600 URL: https://www.natcom.org Leader: Shari Miles-Coehn, Executive Director Description: A voluntary society organized to promote the study, criticism, research, teaching, and application of principles of communication, particularly of speech communication. Founded in 1914, NCA is a nonprofit organization of researchers, educators, students, and practitioners, whose academic interests span all forms of human communication. NCA is the oldest and largest national organization serving the academic discipline of communication. Through its services, scholarly publications, resources, conferences, and conventions, NCA works with its members to strengthen the profession and contribute to the greater good of the educational enterprise and society. Research and instruction in the discipline focus on the study of how messages in various media are produced, used, and interpreted within and across different contexts, channels, and cultures. Membership: 7700 Dues: From $60 (student) to $300 (patron). Life membership is also available Meetings: Four regional conferences (ECA, ESCA SSCA, WSCA) and one annual national conference Publications: Spectra Newsletter (mo.); Quarterly Journal of Speech; Communication Monographs; Communication Education; Critical Studies in Mass Communication; Journal of Applied Communication Research; Text and Performance Quarterly; Communication Teacher; Index to Journals in Communication Studies through 1995; National Communication Directory of NCA and the Regional Speech Communication Organizations (CSSA, ECA, SSCA, WSCA). For additional publications, request brochure.

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National Council of Teachers of English Acronym: NCTE Address: P.O. Box 416 Annapolis Junction, MD 20701-0416 USA Phone Number: (217) 328-3870 Fax Number: (217) 328-9645 URL: http://www.ncte.org Leaders: Emily Kirkpatrick, NCTE Executive Director Description: The National Council of Teachers of English, with 35,000 individual and institutional members worldwide, is dedicated to improving the teaching and learning of English and the language arts at all levels of education. Among its position statements and publications related to educational media and technology are “Code of Best Practices in Fair Use for Media Literacy Education,” “The NCTE Definition of 21st Century Literacies,” and “Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments.” Membership: NCTE members include elementary, middle, and high school teachers; supervisors of English programs; college and university faculty; teacher educators; local and state agency English specialists; and professionals in related fields. Dues: Membership in NCTE is $50 a year; subscription to its journals is in addition to the membership fee Meetings: Refer to the organization’s website for details Publications: NCTE publishes about 10 books a year. Visit http://www.ncte.org/ books and http://www.ncte.org/store. NCTE’s journals include Language Arts Voices from the Middle English Journal College English College Composition and Communication English Education Research in the Teaching of English Teaching English in the Two-Year College Talking Points English Leadership Quarterly The Council Chronicle (included in NCTE membership). Journal information is available at http://www.ncte.org/journals/.

National Educational Broadband Service Association Acronym: NEBSA Address: PO Box 121475 Clermont, FL 34712-1475 USA

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Phone Number: (407) 401-4630 Fax Number: (321) 406-0520 Email Contact: [email protected] URL: https://nebsa.org Leaders: Patrick J. Gossman, Ph.D., Chair, NEBSA Executive Committee Description: Established in 1978, NEBSA is a nonprofit, professional organization of Educational Broadband Service (EBS) licensees, applicants, and others interested in EBS broadcasting. EBS is a very-high-frequency television broadcast service that is used to broadcast distance learning classes, two-way Internet ­service, and wireless and data services to schools and other locations where education can take place. The goals of the association are to gather and exchange information about EBS, gather data on the utilization of EBS, act as a conduit for those seeking EBS information, and assist migration from video broadcast to wireless, broadband Internet services using EBS channels. The NEBSA represents EBS interests to the FCC, technical consultants, and equipment manufacturers. The association uses its website and LISTSERV list to provide information to its members in areas such as technology, programming content, FCC regulations, excess capacity leasing, and license and application data. Membership: The current membership consists of educational institutions and nonprofit organizations that hold licenses issued by the Federal Communications Commission for Educational Broadband Service (EBS). We also have members that have an interest in EBS and members such as manufacturers of EBS-related equipment and law firms that represent licensees. Dues: We have two main types of memberships: voting memberships for EBS licensees only and nonvoting memberships for other educational institutions and sponsors. See the website http://www.nebsa.org for details. Meetings: Refer to the organization’s website for details Publications: http://www.nebsa.org

National Endowment for the Humanities Acronym: NEH Address: Division of Public Programs, Media Program 400 7th Street SW Washington, DC 20506 USA Phone Number: (202) 606-8400 Email Contact: [email protected] URL: https://www.neh.gov/divisions/public Description: The NEH is an independent federal grant-making agency that supports research, educational, and public programs grounded in the disciplines of

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the humanities. The Division of Public Programs Media Program supports film and radio programs in the humanities for public audiences, including children and adults. All programs in the Division of Public Programs support various technologies, and specific websites both as stand-alone projects and as extensions of larger projects such as museum exhibitions. Membership: Nonprofit institutions and organizations, including public television and radio stations Dues: not applicable Meetings: Refer to the organization’s website for details Publications: Visit the website (http://www.neh.gov) for application forms and guidelines as well as the Media Log, a cumulative listing of projects funded through the Media Program.

National Federation of Community Broadcasters Acronym: NFCB Address: P.O. Box 806 Paonia, CO 81428 USA Phone Number: (970) 279-3411 URL: http://www.nfcb.org Leaders: Sally Kane, CEO Description: NFCB represents noncommercial, community-based radio stations in public policy development at the national level. Membership: 250 Noncommercial community radio stations, related organizations, and individuals Dues: range from $200 to $4000 for participant and associate members Meetings: Refer to the organization’s website for details Publications: Public Radio Legal Handbook; Digital AudioCraft; Guide to Underwriting

National Film Board of Canada Acronym: NFBC Address: P.O. Box 6100 Station Centre-ville Montreal, QC H3C 3H5 CANADA

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Phone Number: (800) 267-7710 (from Canada); (800) 542-2164 (from USA) URL: www.nfb.ca Description: Established in 1939, the NFBC’s main objective is to produce and distribute high-quality audiovisual materials for educational, cultural, and social purposes. Membership: n/a Dues: n/a Meetings: Refer to the organization’s website for details Publications: n/a

National Freedom of Information Coalition Acronym: NFOIC Address: P.O. Box 405 Williamsburg, VA 23187 USA Phone Number: (757) 276-1413 Email Contact: [email protected] URL: https://www.nfoic.org Leaders: Megan Rhyne, Executive Director Description: The National Freedom of Information Coalition is a national membership organization devoted to protecting the public’s right to oversee its government. NFOIC’s goals include helping start-up FOI organizations, strengthening existing FOI organizations, and developing FOI programs and publications appropriate to the membership. Membership: The NFOIC offers active memberships to freestanding nonprofit state or regional Freedom of Information Coalitions, academic centers and First Amendment Centers, and associated memberships to individuals and entities supporting NFOIC’s mission. Membership information is available on the NFOIC web page. Achieving and maintaining active membership in all 50 states is the primary goal of NFOIC. Dues: Membership categories and levels of support are described on the NFOIC website. Meetings: The National Freedom of Information Coalition hosts an annual meeting and a spring conference. Publications: The FOI Advocate, an electronic newsletter available for free through email subscription. The FOI Report, a periodic White Paper, was published electronically.

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National Gallery of Art Acronym: NGA Address: Department of Interpretation 2000 South Club Drive Landover, MD 20785 USA URL: https://www.nga.gov/learn/learningresources.html Description: This department of NGA is responsible for the production and distribution of 120+ educational audiovisual programs, including interactive technologies. Materials available (all loaned free to individuals, schools, colleges and universities, community organizations, and noncommercial television stations) range across DVDs, CD-ROMs, videocassettes, and teaching packets with either image CD-ROMs or color slides. All DVD and videocassette programs are closed captioned. A free catalog describing all programs is available upon request. Many of these programs are available for long-term loans. Membership: Our free-loan lending program resembles that of a library, and because we are a federally funded institution, we do not have a membership system. Last year we lent programs directly to over one million borrowers. Our programs are available to anyone who requests them, which ranges from individuals to institutions. Dues: n/a Meetings: Refer to the organization’s website for details Publications: Extension Programs Catalogue

National PTA Address: 1250 N Pitt Street Alexandria, VA 22314 USA Phone Number: (703) 518-1200 or (800) 307-4782 Fax Number: (703) 836-0942 Email Contact: [email protected] URL: http://www.pta.org Leaders: Warlene Gary, Chief Executive Officer Description: Advocates the education, health, safety, and well-being of children and teens. Provides parenting education and leadership training to PTA volunteers. National PTA partners with the National Cable & Telecommunications Association on the “Taking Charge of Your TV” project by training PTA and

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cable representatives to present media literacy workshops. The workshops teach parents and educators how to evaluate programming so they can make informed decisions about what to allow their children to see. The National PTA in 1997 convinced the television industry to add content information to the TV rating system. Membership: 6.2 million memberships open to all interested in health, welfare, and education of children and support the PTA mission: http://www.pta.org/aboutpta/ mission_en.asp Dues: vary by local unit: national dues portion is $1.75 per member annually. Meetings: National convention, held annually in June in different regions of the country, is open to PTA members; convention information is available on the website. Publications: Our Children (magazine) plus electronic newsletters and other Web-­ based information for members and the general public.

National Public Broadcasting Archives Acronym: NPBA Address: Hornbake Library University of Maryland College Park, MD 20742 USA Phone Number: (301) 405-9160 Fax Number: (301) 314-2634 Email Contact: [email protected] URL: http://www.lib.umd.edu/NPBA Leaders: Karen King, Acting Curator Description: NPBA brings together the archival record of the major entities of noncommercial broadcasting in the USA. NPBA’s collections include the archives of the Corporation for Public Broadcasting (CPB), the Public Broadcasting Service (PBS), and the National Public Radio (NPR). Other organizations represented include the Midwest Program for Airborne Television Instruction (MPATI), the Public Service Satellite Consortium (PSSC), Americas Public Television Stations (APTS), Children’s Television Workshop (CTW), and the Joint Council for Educational Telecommunications (JCET). NPBA also makes available the personal papers of many individuals who have made significant contributions to public broadcasting, and its reference library contains basic studies of the broadcasting industry, rare pamphlets, and journals on relevant topics. NPBA also collects and maintains a selected audio and video program record of public broadcastings’ national production and support centers and of local stations. Oral history tapes and transcripts from the NPR Oral History Project and the Televisionaries Nal History Project are also available in the archives. The

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archives are open to the public from 9 A.M. to 5 P.M., Monday through Friday. Research in NPBA collections should be arranged by prior appointment. For further information, call (301)405-9988. Membership: n/a Dues: n/a Meetings: Refer to the organization’s website for details Publications: n/a

International Council for Media Literacy Acronym: ICML Address: 1922 University Ave. Madison, WI 53726 USA Phone Number: (608) 620-6150 Fax Number: n/a Email Contact: [email protected] URL: https://ic4ml.org Leaders: Belinha De Abreu, Ph.D., President; Karen Ambrosh, Executive Director and Past President Description: The International Council for Media Literacy is a non-profit organization dedicated to advancing media literacy as essential for our global society. Membership: Member/subscribers to the Journal of Media Literacy, currently over 500, including individuals, organizations, schools, and university libraries across the globe, including Asia, Australia, Europe, and North and South America. Our membership is open to all those who are interested in media literacy. Dues: Individuals: $35, basic; $50, contributing; $100, patron. Organizations/ library: $60. Corporate sponsorship: $500 (additional postage for overseas: Canada or Mexico, add $18.00; all others outside North America, add $23.00) Meetings: No major meetings scheduled this year Publications: The Journal of Media Literacy

Vision Maker Media Acronym: n/a Address: 1800 North 33rd St. Lincoln, NE 68503 USA

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Phone Number: (402) 472-3522 Email Contact: [email protected] URL: https://visionmakermedia.org Leaders: Francene Blythe-Lewis, Executive Director Description: What began as a film archive to conserve and document Native American stories, transformed into the nation’s leader in content by and about Indigenous people for public broadcasting.  Vision Maker Media works with Native producers to develop, produce, and distribute programs to educate audiences.  Membership: No membership Dues: n/a Meetings: Refer to the organization’s website for details Publications: VisionMaker E-Newsletter, NAPT General E-Newsletter, Producer E-Newsletter, AIROS E-Newsletter, Educational Catalog Annual Report, Post Viewer Discussion Guides, Educational Guides.

Natural Science Collections Alliance Acronym: NSC Alliance Address: P.O. Box 44095 Washington, DC 20026-4095 USA Phone Number: (202) 628-1500 x225 Email Contact: [email protected] URL: http://www.nscalliance.org Leaders: Dr. Jyotsna Pandey Description: Fosters the care, management, and improvement of biological collections and promotes their utilization. Institutional members include free-standing museums, botanical gardens, college and university museums, and public institutions, including state biological surveys and agricultural research centers. The NSC Alliance also represents affiliate societies and keeps members informed about funding and legislative issues. Membership: 80 institutions, 30 affiliates, 120 individual and patron members Dues: Depend on the size of the collections Meetings: Annual Meeting (May or June). Publications: Guidelines for Institutional Policies and Planning in Natural History Collections; Global Genetic Resources; A Guide to Museum Pest Control

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New England School Library Association Acronym: NESLA Email Contact: [email protected] URL: www.nesla.us Description: An affiliate of AECT, NESLA is a regional professional association dedicated to the improvement of instruction through the effective utilization of school library media services, media, and technology applications. For over 90 years, it has represented school library media professionals through activities and networking efforts to develop and polish the leadership skills, professional representation, and informational awareness of the membership. The Board of Directors consists of representatives from local affiliates within all six of the New England states, as well as professional leaders of the region. An annual leadership conference is offered. Membership: NESLA focuses on school library media issues among the six New England states; consequently, membership is encouraged for school library media specialists in this region. Dues: Regular membership $30. Student/retired membership $15 Meetings: Annual Leadership Conference and Business Meeting Publications: NESLA Views

New York Festivals Acronym: NYF Address: 260 West 39th Street, 10th Floor New York, NY 10018 USA Phone Number: (212) 643-4800 Fax Number: (912) 643-0170 Email Contact: [email protected] URL: http://www.newyorkfestivals.com Leaders: Rose Anderson, Executive Director Description: The New York Festivals® World’s Best Television & Films™ recognizes the “World’s Best Work™” in news, sports, documentary, information, and entertainment program as well as in music videos, infomercials, promotion spots, openings, and IDs. Now entering its 55th year, the total number of entries continues to grow, now representing over 35 different countries, making the NYF™ Television & Film Awards one of the most well-known and widely

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respected competitions on the globe. In 2010, NYF™ combined both the Television Program Awards and the Film & Video Awards, thus creating one of the world’s largest international competitions dedicated to both the TV and film industries. New categories mirror today’s trends in worldwide programs and encourage the next generation of storytellers. The 2012 TV & Film Awards ceremony for the World’s Best TV & Films was held in conjunction with the NAB Show in Las Vegas in April. The ceremony was held on Tuesday, April 17th. The Grand Award winners were screened in the Content Theater on April 18th. For more information and fees, plus a full list of categories and the rules and regulations, please visit www.newyorkfestivals.com. Membership: No membership feature. The competition is open to any broadcast and no broadcast, including online media production. Dues: n/a. Meetings: Refer to the organization’s website for details Publications: Winners are posted on www.newyorkfestivals.com.

Northwest Managers of Educational Technology Acronym: NW/MET URL: http://www.nwmet.org Leaders: Raul Burriel, President Description: NW/MET is a consortium of Educational Technology professionals from colleges and universities in the American Pacific Northwest and Intermountain regions and Western Canada. With membership that has expertise in software, hardware, A/V, and instructional design, NW/MET is an easy way to stay ahead of the curve while staying close to home. NW/MET began officially in 1978, making it one of the oldest support groups for A/V professionals in the world.  Membership: The membership of NW/MET is composed of individuals who participate by giving time, energy, and resources to the support and advancement of the organization. Full membership may be awarded to individuals whose primary professional role involves the facilitation of educational technology, who are employed by an institution of higher education located in the NW/MET membership region, and who submit a membership application in which they list their professional qualifications and responsibilities. Dues: $35 Meetings: An annual conference and business meeting are held each year, rotating through the region. Publications: An annual directory and website

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OCLC Online Computer Library Center, Inc. Acronym: OCLC Address: 6565 Kilgour Place Dublin, OH 43017-3395 USA Phone Number: (614) 764-6000 Fax Number: (614) 764-6096 Email Contact: [email protected] URL: http://www.oclc.org Leaders: Jay Jordan, President, and CEO Description: Founded in 1967, OCLC is a nonprofit membership, computer library service, and research organization dedicated to the public purpose of furthering access to the world’s information and reducing information costs. More than 60,000 libraries in 112 countries and territories around the world use OCLC services to locate, acquire, catalog, lend and preserve library materials. Researchers, students, faculty, scholars, professional librarians, and other information seekers use OCLC services to obtain bibliographic, abstract, and full-text information. OCLC and its member libraries cooperatively produce and maintain WorldCat, the world’s largest database for the discovery of library materials. OCLC publishes the Dewey Decimal Classification. OCLC Digital Collection and Preservation Services provide digitization and archiving services worldwide. OCLC’s NetLibrary provides libraries with eContent solutions that support web-­ based research, reference, and learning. Membership: OCLC welcomes information organizations around the world to be a part of its unique cooperative. A variety of participation levels are available to libraries, museums, archives, historical societies, other cultural heritage organizations, and professional associations. OCLC membership represents more than 60,000 libraries in 112 countries and territories around the world. Dues: n/a Meetings: OCLC Members Council (3/year) Held in Dublin, Ohio Publications: Annual Report (1/year; print and electronic); OCLC Newsletter (4/ year; print and electronic); OCLC Abstracts (1/week, electronic only)

Ontario Library Association Acronym: OLA Address: Centre for Social Innovation 192 Spadina Avenue, Suite 205 Toronto, ON M5T 2C2 Canada

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Phone Number: (877) 340-1730 Email Contact: [email protected] URL: www.accessola.com Leaders: Melanie Mills, OLA President 2023 Description: OLA is the oldest continually operating non-profit library association in Canada. With more than 4,000 members, the OLA is the largest library association in the country.  Membership: 4,000

UC Berkeley Art Museum and Pacific Film Archive Acronym: BAMPFA Address: 2120 Oxford Street #2250 Berkeley, CA 94720 USA Phone Number: (510) 642-0808 Email Contact: [email protected] URL: https://www.bampfa.org Leaders: Susan Oxtoby, Senior Curator of Film; Nancy Goldman, Head, PFA Library and Film Study Center Description: Sponsors the exhibition, study, and preservation of classic, international, documentary, animated, and avant-garde films. Provides on-site research screenings of films in its collection of over 10,000 titles. Provides access to its collections of books, periodicals, stills, and posters (all materials are noncirculating). Offers BAM/PFA members and the University of California, Berkeley, affiliates reference and research services to locate film and video distributors, credits, stock footage, etc. Library hours are 1 P.M.–5 P.M., Mon.–Thurs. Research screenings are by appointment only and must be scheduled at least 2 weeks in advance; other collections are available for consultation on a drop-in basis during library hours. Membership: Membership is through its parent organization, the UC Berkeley Art Museum and Pacific Film Archive, and is open to anyone. The BAM/PFA currently has over 3000 members. Members receive free admission to the museum, reduced-price tickets to films showing at PFA, access to the PFA Library & Film Study Center, and many other benefits. Applications and more information are available at http://www.bampfa.berkeley.edu/join/. Dues: $50, individuals and nonprofit departments of institutions Meetings: Refer to the organization’s website for details Publications: BAM/PFA Calendar (6/year)

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Pacific Resources for Education and Learning Acronym: PREL Address: 119 Merchant Street #402 Honolulu, HI 96813 USA Phone Number: (808) 441-1300 Fax Number: (808) 441-1385 Email Contact: [email protected] URL: http://www.prel.org/ Leaders: Thomas W. Barlow, Ed.D., President and Chief Executive Officer Description: Pacific Resources for Education and Learning (PREL) is an independent, nonprofit 501(c)(3) corporation that serves the educational community in the US-affiliated Pacific islands, the continental USA, and countries throughout the world. PREL bridges the gap between research, theory, and practice in education and works collaboratively to provide services that range from curriculum development to assessment and evaluation. PREL serves the Pacific educational community with quality programs and products developed to promote educational excellence. We work throughout school systems, from classroom to administration, and collaborate routinely with governments, communities, and businesses. Above all, we specialize in multicultural and multilingual environments. From direct instruction to professional development to creation of quality educational materials, PREL is committed to ensuring that all students, regardless of circumstance or geographic location, have an equal opportunity to develop a strong academic foundation. Membership: We serve teachers and departments, and ministries of education in American Samoa, the Commonwealth of the Northern Mariana Islands, Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap), Guam, Hawaii, the Republic of the Marshall Islands, and the Republic of Palau. In addition, we work with the educational community in the continental USA and countries throughout the world. We are not a membership organization. We are grant funded with grants from the United States Departments of Education, Labor, Health, and Human Services and other federal funding agencies such as the Institute of Museum and Library Services and the National Endowment for the Arts. In addition, we have projects in partnership with regional educational institutions. Internationally we have worked with the International Labor Organization and the World Health Organization and are currently working with Save the Children on a US AID project in the Philippines. Dues: n/a Meetings: PREL supports the annual Pacific Educational Conference (PEC), held each July. Publications: Publications are listed on the PREL website at http://ppo.prel.org/

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 eference and User Services Association, a division R of the American Library Association Acronym: RUSA Address: 225 N Michigan, Suite 1300 Chicago, IL 60601 USA Email Contact: [email protected] URL: https://ala.org/rusa/ Leaders: Bill Ladewski, Executive Director Description: A division of the American Library Association, the Reference and User Services Division (RUSA) is responsible for stimulating and supporting the delivery of general library services and materials, and the provision of reference and information services, collection development, readers’ advisory, and resource sharing for all ages, in every type of library. Membership: 4200 Dues: Join ALA and RUSA $120; RUSA membership $60 (added to ALA membership); student member $55 ($30 for ALA and $25 for RUSA); retired, support staff, or non-salaried $72 ($42 for ALA and $30 for RUSA) Meetings: Meetings are held in conjunction with the American Library Association. Publications: RUSQ (q.), the information provided on RUSA website at www.ala. org/rusa; RUSA Update, online membership newsletter, select publications

SERVE Center @ UNCG Acronym: NA Address: 5900 Summit Avenue, #201 Browns Summit, NC 27214 USA Phone Number: (800) 755-3277, (336) 315-7457 Fax Number: (336) 315-7457 Email Contact: [email protected] URL: http://www.serve.uncg.edu Leaders: Ludy van Broekhuizen, Executive Director Description: The SERVE Center at the University of North Carolina at Greensboro, under the leadership of Dr. Ludwig David van Broekhuizen, is a university-based education organization with the mission to promote and support the continuous improvement of educational opportunities for all learners in the Southeast. The

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organization’s commitment to continuous improvement is manifest in an applied research-to-practice model that drives all of its work. Building on research, professional wisdom, and craft knowledge SERVE staff members develop tools, processes, and interventions designed to assist practitioners and policymakers with their work. SERVE’s ultimate goal is to raise the level of student achievement in the region. Evaluation of the impact of these activities combined with input from stakeholders expands SERVE’s knowledge base and informs future research. This rigorous and practical approach to research and development is supported by an experienced staff strategically located throughout the region. This staff is highly skilled in providing needs assessment services, conducting applied research in schools, and developing processes, products, and programs that support educational improvement and increase student achievement. In the last 3 years, in addition to its basic research and development work with over 170 southeastern schools, SERVE staff provided technical assistance and training to more than 18,000 teachers and administrators across the region. The SERVE Center is governed by a board of directors that includes the governors, chief state school officers, educators, legislators, and private sector leaders from Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina. SERVE’s operational core is the Regional Educational Laboratory. Funded by the U.S.  Department of Education’s Institute of Education Sciences, the Regional Educational Laboratory for the Southeast is one of the ten laboratories providing research-based information and services to all 50 states and territories. These laboratories form a nationwide education knowledge network, building a bank of information and resources shared and disseminated nationally and regionally to improve student achievement. SERVE’s National Leadership Area, Expanded Learning Opportunities, focuses on improving student outcomes through the use of exemplary pre-K and extended-day programs. Membership: n/a Dues: n/a Meetings: Refer to the organization’s website for details Publications: Three titles available in the highlighted products’ area of website: A Review of Methods and Instruments Used in State and Local School Readiness Evaluations Abstract: This report provides detailed information about the methods and instruments used to evaluate school readiness initiatives, discusses important considerations in selecting instruments, and provides resources and recommendations that may be helpful to those who are designing and implementing school readiness evaluations. Levers for Change: Southeast Region State Initiatives to Improve High Schools Abstract: This descriptive report aims to stimulate discussion about high school reform among Southeast Region states. The report groups recent state activities in high school reform into six “levers for change.” To encourage critical reflection, the report places the reform discussion in the context of an evidence-based decision-making process and provides sample research on reform activities. Evidence-Based Decision making: Assessing

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Reading Across the Curriculum Intervention Abstract: When selecting reading across the curriculum interventions, educators should consider the extent of the evidence base on intervention effectiveness and the fit with the school or district context, whether they are purchasing a product from vendors or developing it internally. This report provides guidance in decision-making.

Society for Photographic Education Acronym: SPE Address: The School of Interdisciplinary Studies 126 Peabody Hall Miami University Oxford, OH 45056 USA Phone Number: (513) 529-8328 Fax Number: (513) 529-9301 Email Contact: [email protected] URL: www.spenational.org Leaders: Richard Gray, Chairperson of SPE Board of Directors Description: An association of college and university teachers of photography, museum photographic curators, writers, publishers, and students. Membership: 1800 membership dues are for the calendar year, January through December. Dues: Membership dues: $90, regular membership; $50, student membership; $600, corporate member; $380, collector member (with print); $150, sustaining member; $65, senior member Meetings: Refer to the organization’s website for details Publications: Exposure (photographic journal), biannual, Quarterly Newsletter, Membership Directory, Conference Program Guide

Society of Cable Telecommunications Engineers Acronym: SCTE Address: 140 Philips Rd Exton, PA 19341-1318 USA

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Phone Number: (610) 363-6888 Fax Number: (610) 363-5898 Email Contact: [email protected] URL: http://www.scte.org Leaders: Mark L, Dzuban, Pres. and CEO Description: The Society of Cable Telecommunications Engineers (SCTE) is a nonprofit professional association that provides technical leadership for the telecommunications industry and serves its members through professional ­development, standards, certification, and information. SCTE currently has more than 14,000 members from the USA and 70 countries worldwide and offers a variety of programs and services for the industry’s educational benefit. SCTE has 68 chapters and meeting groups, and more than 3000 employees of the cable telecommunications industry hold SCTE technical certifications. SCTE is an ANSI-­accredited standard development organization. Visit SCTE online at www. scte.org. Membership: SCTE is comprised of a global network of more than 14,000 broadband engineers, technology experts, industry analysts, technicians, corporate managers, and CEOs who work within the cable telecommunications industry. SCTE offers industry professionals a multitude of learning opportunities on the latest technological advances, industry news, and targeted resources to help keep members better informed, outperform their peers, and advance in their careers at a pace that works best for them. Dues: $68 individual, $350 expo partner, $34 full-time student, unemployed, or retired (1 year) Meetings: Refer to the organization’s website for details Publications: SCTE Interval SCTE Monthly SCTE NewsBreak Credentials Standards Bulletin

Society of Photo Technologists Acronym: SPT Address: 11112 S. Spotted Rd Cheney, WA 99004 USA Phone Number: (800) 624-9621 or (509) 624-9621 Fax Number: (509) 624-5320 Email Contact: [email protected] URL: http://www.spt.info/ Leaders: Chuck Bertone, Executive Director Description: An organization of photographic equipment repair technicians which improves and maintains communications between manufacturers and repair

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shops, and technicians. We publish repair journals, newsletters, parts and service directories, and industry newsletters. We also sponsor SPTNET (a technical email group), remanufactured parts, and residence workshops. Membership: 1000 shops and manufacturers worldwide, eligible people or businesses are any who are involved full or part-time in the camera repair field. Dues: $125.00–$370. Membership depends on the size/volume of the business. Most one-man shops are Class A/$195 dues. Those not involved full-time in the field are $125.00/Associate Class. Meetings: SPT Journal; SPT Parts and Services Directory; SPT Newsletter; SPT Manuals: Training and Manufacturer’s Tours Publications: Journals and newsletters

Special Libraries Association Acronym: SLA Address: 331 South Patrick St. Alexandria, VA 22314 USA Phone Number: (703) 647-4900 Fax Number: (703) 647-4901 Email Contact: [email protected] URL: http://www.sla.org Leaders: The Honorable Janice R. Lachance, CEO Description: The Special Libraries Association (SLA) is a nonprofit global organization for innovative information professionals and their strategic partners. SLA serves more than 11,000 members in 75 countries in the information profession, including corporate, academic, and government information specialists. SLA promotes and strengthens its members through learning, advocacy, and networking initiatives. For more information, visit us at www.sla.org. Membership: 11,500 Dues: Full membership: USD 160.00 (members earning greater than USD 35,000 in annual salary); USD 99.00 (members earning USD 35,000 or less in annual salary). Student/retired membership: USD 35.00 Meetings: Refer to the organization’s website for details Publications: Information Outlook (the monthly glossy magazine that accepts advertising). SLA Connections (monthly electronic newsletter for members and stakeholders)

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Teachers and Writers Collaborative Acronym: T&W Address: P.O. Box 1208 New York, NY 10113 USA Phone Number: (212) 691-6590, Toll-free (888) 266-5789 Email Contact: [email protected] URL: http://www.twc.org Leaders: Asari Beale, Executive Director Description: T&W brings the joys and pleasures of reading and writing directly to children. As an advocate for the literary arts and arts education, we support writers and teachers in developing and implementing new teaching strategies; disseminate models for literary arts education to local, national, and international audiences; and showcase both new and established writers via publications and literary events held in our Center for Imaginative Writing. T&W was founded in 1967 by a group of writers and educators who believed that professional writers could make a unique contribution to the teaching of writing and literature. Over the past 40 years, 1500 T&W writers have taught writing workshops in New York City’s public schools. Approximately 700,000 New York City students have participated in our workshops, and we have worked with more than 25,000 teachers. Our wealth of experience, which is reflected in T&W’s 80 books about teaching writing, led the National Endowment for the Arts to single out T&W as the arts-­ in-­education group “most familiar with creative writing/literature in primary and secondary schools.” The American Book Review has written that T&W “has created a whole new pedagogy in the teaching of English.” Membership: T&W has over 1000 members across the country. The basic membership is $35; patron membership is $75, and benefactor membership is $150 or more. Members receive a free book or T-shirt, discounts on publications, and a free 1-year subscription to Teachers & Writers magazine. (Please see http:// www.twc.org/member.htm.) Dues: T&W is seeking general operating support for all of our programs and program support for specific projects, including (1) T&W writing residencies in New York City area schools; (2) T&W publications, books, and a quarterly magazine, which we distribute across the country; (3) T&W events, including readings for emerging writers and small presses; and (4) T&W’s Internet programs for teachers, writers, and students. Grants to T&W’s Endowment support the stability of the organization and help to guarantee the continuation of specific programs. Meetings: T&W offers year-round public events in our Center for Imaginative Writing in New York City.

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Publications: T&W has published over 80 books on the teaching of imaginative writing, including the T&W Handbook of Poetic Forms; Luna, Luna: Creative Writing from Spanish and Latino Literature; The Nearness of You: Students and Teachers Writing On-Line. To request a free publications catalog, please send an email to [email protected] or call 888-BOOKS-TW. (Please see http://www.twc. org/pubs.)

The George Lucas Educational Foundation Acronym: GLEF Address: P.O. Box 3494 San Rafael, CA 94912 USA Phone Number: (415) 662-1600 Fax Number: (415) 662-1619 Email Contact: [email protected] URL: http://edutopia.org Leaders: Milton Chen, PhD., Exec. Dir. Description: Mission: The George Lucas Educational Foundation (GLEF) is a nonprofit operating foundation that documents and disseminates models of the most innovative practices in our nation’s K-12 schools. We serve this mission through the creation of media: from films, books, and magazine to CD-ROMS and DVDs. GLEF works to provide its products as tools for discussion and action in conferences, workshops, and professional development settings. Audience: A successful educational system requires the collaborative efforts of many different stakeholders. Our audience includes teachers, administrators, school board members, parents, researchers, and business and community leaders who are actively working to improve teaching and learning. Vision: The Edutopian vision is thriving today in our country’s best schools: places where students are engaged and achieving at the highest levels, where skillful educators are energized by the excitement of teaching, where technology brings outside resources and expertise into the classroom, and where parents and community members are partners in educating our youth. Membership: All online content and the Edutopia magazine are offered free of charge to educators. Dues: Free subscription to Edutopia magazine for those working in education. Meetings: No public meetings; advisory council meets annually; board of directors meets quarterly. Publications: Edutopia Online: The Foundation’s website, Edutopia (www.eduto-­­ pia.org) celebrates the unsung heroes who are making Edutopia a reality. All of GLEF’s multimedia content dating back to 1997 is available on its website. A

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special feature, the Video Gallery, is an archive of short documentaries and expert interviews that allow visitors to see these innovations in action and hear about them from teachers and students. Detailed articles, research summaries, and links to hundreds of relevant websites, books, organizations, and publications are also available to help schools and communities build on successes in education. Edutopia: Success Stories for Learning in the Digital Age: This book and CD-ROM include numerous stories of innovative educators who are using technology to connect with students, colleagues, the local community, and the world beyond. The CD-ROM contains more than an hour of video footage. Published by Jossey-Bass. Teaching in the Digital Age (TDA) Videocassettes: This video series explores elements of successful teaching in the Digital Age. The project grows out of GLEF’s belief that an expanded view is needed of all our roles in educating children and supporting teachers. The series explores school leadership, emotional intelligence, teacher preparation, and project-based learning and assessment. Learn & Live: This documentary film and 300-page companion resource book showcase innovative schools across the country. The film, hosted by Robin Williams, aired on public television stations nationwide in 1999 and 2000. The Learn & Live CD-ROM includes digital versions of the film and book in a portable, easy-to-use format. Edutopia Magazine: A free magazine that shares powerful examples of innovative and exemplary learning and teaching. Edutopia Newsletter: This free, semiannual print newsletter includes school profiles, summaries of recent research, and resources and tips for getting involved in public education. Instructional Modules: Free teaching modules developed by education faculty and professional developers. They can be used as extension units in existing courses or can be used independently in workshops. It includes presenter notes, video segments, and discussion questions. Topics include project-­based learning, technology integration, and multiple intelligences.

University Professional and Continuing Education Association Acronym: UPCEA Address: One Dupont Cir. NW Suite 450 Washington, DC 20036 USA Phone Number: (202) 659-3130 Fax Number: (202) 785-0374 Email Contact: [email protected] URL: http://www.upcea.edu/ Leaders: Robert Hansen, CEO, [email protected]

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Description: UPCEA  is the online and professional education association. Our members are continuously reinventing higher education, positively impacting millions of lives. We proudly lead and support them through cutting edge research, professional development, networking and mentorship, conferences and seminars, and stakeholder advocacy. Our collaborative, entrepreneurial community brings together decision makers and influences in education, industry, research, and policy interested in improving educational access and outcomes.  Membership: 425 institutions, 2000 professionals Dues: Vary according to membership category; see https://upcea.edu/ membership/. Meetings: UPCEA has an annual national conference and several professional development seminars https://upcea.edu/events/#upcoming. Publications: Monthly newsletter; quarterly; occasional papers; scholarly journal, Continuing Higher Education Review; Independent Study Catalog. With Peterson’s, The Guide to Distance Learning; Guide to Certificate Programs at American Colleges and Universities; UCEA-ACE/Oryx Continuing Higher Education book series; Lifelong Learning Trends (a statistical factbook on continuing higher education); organizational issues series; membership directory.

Young Adult Library Services Association Acronym: YALSA Address: 225 N. Michigan Avenue, Suite 1300 Chicago, IL 60601 USA Phone Number: (312) 280-4390 or (800) 545-2433 ext. 4390 Email Contact: [email protected] URL: http://www.ala.org/yalsa Leaders: LaMoya Burks, Interim Executive Director Description: A division of the American Library Association (ALA), the Young Adult Library Services Association (YALSA) seeks to advocate, promote, and strengthen service to young adults as part of the continuum of total library services. It is responsible within the ALA to evaluate and select books and media and to interpret and make recommendations regarding their use with young adults. Selected List Committees include Best Books for Young Adults, Popular Paperbacks for Young Adults, Quick Picks for Reluctant Young Adult Readers, Outstanding Books for the College Bound, Selected Audiobooks for Young Adults, Great Graphic Novels for Teens, and Selected Films for Young Adults. To learn more about our literary awards, such as the Odyssey Award for best audio-­ book production, and recommended reading, listening, and viewing lists, go to www.ala.org/yalsa/booklists. YALSA celebrates Teen Tech Week, the first full week of March each year. To learn more, go to www.ala.org/teentechweek.

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Membership: 5500. YALSA members may be young adult librarians, school librarians, library directors, graduate students, educators, publishers, or anyone for whom library service to young adults is important. Dues: $50; $20 students; $20 retirees (in addition to ALA membership) Meetings: Refer to the organization’s website for details Publications: Young Adult Library Services, a quarterly print journal Attitudes, a quarterly electronic newsletter for members only.

Part V

Mediagraphy

Chapter 11

Introduction Sicheng Jin

Contents This resource lists journals and other resources of interest to practitioners, researchers, students, and others concerned with educational technology and educational media. The primary goal of this section is to list current publications in the field. The majority of materials cited here were published in 2018 or mid-2022. Media-­ related journals include those listed in past issues of the EMTY, as well as new entries in the field. This chapter is not intended to serve as a specific resource location tool, although it may be used for that purpose in the absence of database access. Rather, readers are encouraged to peruse the categories of interest in this chapter to gain an idea of recent developments within the field. For archival purposes, this chapter serves as a snapshot of the field of instructional technology publications. Readers must bear in mind that technological developments occur well in advance of publication and should consider that fact when judging the timeliness of resources listed in this chapter.

Selection Items were selected for the Mediagraphy in several ways. The EBSCO Host Databases were used to locate most of the journal citations. Others were taken from the journal listings of large publishing companies. Items were chosen for this list when they met one or more of the following criteria: reputable publisher, broad S. Jin (*) Learning, Design, and Technology, University of Georgia, Athens, GA, USA e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 H. Lee, R. M. Branch (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 44, https://doi.org/10.1007/978-3-031-43048-0_11

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circulation, coverage by indexing services, peer review, and coverage of a gap in the literature. The author chose items on subjects that seem to reflect the instructional technology field as it is today. Because of the increasing tendency for media producers to package their products in more than one format and for single titles to contain mixed media, titles are no longer separated by media type. The author makes no claims as to the comprehensiveness of this list. It is, instead, intended to be representative.

Obtaining Resources Media-related periodicals: The author has attempted to provide various ways to obtain the resources listed in this mediagraphy, including telephone and fax numbers, web and postal addresses, as well as email contacts. Prices are also included for student (stud), individual (indiv), K-12 educator (k12), and institutional (inst) subscriptions. The information presented reflects the most current information available at the time of publication. ERIC Documents: As of December 31, 2003, ERIC was no longer funded. However, ERIC documents can still be read and copied from their microfiche form at any library holding an ERIC microfiche collection. The identification number beginning with ED (for example, ED 332677) locates the document in the collection. Document delivery services and copies of most ERIC documents can also continue to be available from the ERIC Document Reproduction Service. Prices charged depend on the format chosen (microfiche or paper copy), length of the document, and method of shipping. Online orders, fax orders, and expedited delivery are available. To find the closest library with an ERIC microfiche collection, contact ACCESS ERIC, 1600 Research Blvd, Rockville, MD 20850–3172, USA; (800) LET-ERIC (538–3742); email: [email protected]. To order ERIC documents, contact: ERIC Document Reproduction Services (EDRS). 7420 Fullerton Rd., Suite 110, Springfield, VA 22153–2852, USA (800) 433-ERIC (433–3742); (703) 440–1400 Fax: (703) 440–1408. Email: [email protected] Journal articles: Photocopies of journal articles can be obtained in one of the following ways: (1) from a library subscribing to the title, (2) through interlibrary loan, (3) through the purchase of a back issue from the journal publisher, or (4) from an article reprint service such as ProQuest Microfilm. ProQuest Microfilm, 789 E.  Eisenhower Parkway, PO Box 1346 Ann Arbor, MI 48106–1346, USA

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(734) 761–4700 Fax: (734) 997–4222. Email: [email protected] Journal articles can also be obtained through the Institute for Scientific Information (ISI). ISI Document Solution PO Box 7649 Philadelphia, PA 19104–3389, USA (800) 336–4474, option 5 Fax: (215) 222–0840 or (215) 386–4343 Email: [email protected]

Arrangement Mediagraphy entries are classified according to major subject emphasis under the following headings: • • • • • • • • • • • • • •

Artificial Intelligence, Robotics, and Electronic Performance Support Systems Computer-Assisted Instruction Distance Education Educational Research Educational Technology Information Science and Technology Instructional Design and Development Learning Sciences Libraries and Media Centers Media Technologies Professional Development Simulation, Gaming, and Virtual Reality Special Education and Disabilities Telecommunications and Networking

Chapter 12

Mediagraphy Sicheng Jin

 rtificial Intelligence, Robotics, and Electronic Performance A Support Systems Artificial Intelligence Review  Springer Nature, One New York Plaza, Suite 4600 New  York, NY 10004-1562. http://www.springer.com/journal/10462, tel: 800-777-4643, fax: 212-460-1700, [email protected] [8/year; $99 indiv (online)] Publishes state-of-the-art research reports and critical evaluations, techniques and algorithms in artificial intelligence, cognitive science and related disciplines. AI Magazine  Association for the Advancement of Artificial Intelligence, 1900 Embarcadero Road, Suite 101, Palo Alto, California 94303-3310. http://www.aaai. org/Magazine, tel: 650-328-3123, fax: 650-321-4457, [email protected] [4/year; $50 stud (online), $135 indiv (online), $275 inst (online)] Called the “journal of record for the AI community,” AI Magazine helps AAAI members stay abreast of significant new research and literature across the entire field of artificial intelligence. International Journal of Human-Computer Interaction  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandfonline.com/hihc, tel: 800-354-1420, fax: 215-625-2940, [email protected] [12/year; $292 indiv (print), $306 indiv (print + online), $2305 inst (online), $2634 inst (print + online)] Addresses the cognitive, creative, social, health, and ergonomic aspects of interactive computing.

S. Jin (*) Learning, Design, and Technology, University of Georgia, Athens, GA, USA e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 H. Lee, R. M. Branch (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 44, https://doi.org/10.1007/978-3-031-43048-0_12

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International Journal of Robotics Research  Sage Publications, 2455 Teller Rd., Thousand Oaks, CA 91320. http://ijr.sagepub.com, tel: 805-499-9774, journals@ sagepub.com [14/year; $250 indiv (print), $2558 inst (online), $2785 inst (print), $2842 inst (print + online)] Interdisciplinary approach to the study of robotics for researchers, scientists, and students. The first scholarly publication on robotics research. Journal of Intelligent and Robotic Systems  Springer Nature, One New  York Plaza, Suite 4600 New  York, NY 10004-1562. http://www.springer.com/journal/10846, tel: 800-777-4643, fax: 212-460-1700, [email protected] [12/year; $99 indiv (online)] Bridges the gap between theory and practice in all areas of intelligent systems and robotics, with a focus on unmanned systems. Publishes findings from initial concept and theory to prototyping to final product development and commercialization. Journal of Interactive Learning Research  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA 23327-1545. http://www. aace.org/pubs/jilr, tel: 757-366-5606, fax: 703-997-8760, [email protected] [4/year; $125 indiv, $215 inst] Publishes articles on how intelligent computer technologies can be used in education to enhance learning and teaching. Reports on research and developments, integration, and applications of artificial intelligence in education. Knowledge-Based Systems  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/locate/ knosys, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­[email protected] [12/year; $247 indiv, $2189 inst (print)] Interdisciplinary application-­ oriented journal on fifth-generation computing, expert systems, and knowledge-based methods in system design. Minds and Machines  Springer Nature, One New  York Plaza, Suite 4600 New  York, NY 10004-1562. http://www.springer.com/journal/11023, tel: 800-777-4643, fax: 212-460-1700, [email protected] [4/year; $99 indiv (online)] Fosters a tradition of criticism within the AI and philosophical communities on problems and issues of common concern. Science Robotics  American Association for the Advancement of Science, 1200 New York Ave, NW, Washington, DC https://www.science.org/journal/scirobotics, tel: 202-326-6490, fax: 202-326-6490, [email protected] [12/year; $80 indiv (online), $25 stud (online)] Publishes original, peer-reviewed, science- or engineering-­based research articles that advance the field of robotics.

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Computer-Assisted Instruction AACE Journal  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA 23327-1545. http://www.aace.org/pubs/jilr, tel: 757-366-5606, fax: 703-997-8760, [email protected] [4/year; $125 indiv, $215 inst] Publishes articles dealing with issues in instructional technology. CALICO Journal  Computer-Assisted Language Instruction Consortium, 214 Centennial Hall, Texas State University, San Marcos, TX 78666. http://calico.org, tel: 512-245-1417, fax: 512-245-9089, [email protected] [3/year; $20 stud, $65 indiv, $50 k12, $105 inst] Provides information on the applications of technology in teaching and learning languages. Children’s Technology Review  Active Learning Associates, 120 Main St, Flemington, NJ 08822. http://childrenstech.com, tel: 800-993-9499, fax: 908-284-0405, [email protected] [12/year; $60 indiv (online)] Provides reviews and other information about software to help parents and educators more effectively use computers with children. Computers and Composition  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/locate/ compcom, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­usa@ elsevier.com [4/year; $98 indiv, $669 inst] International journal for teachers of writing that focuses on the use of computers in writing instruction and related research. Computers & Education  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/locate/ compedu, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­usa@ elsevier.com [12/year; $476 indiv, $3354 inst] Presents technical papers covering a broad range of subjects for users of analog, digital, and hybrid computers in all aspects of higher education. Computer Assisted Language Learning  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http:// www.tandfonline.com/ncal, tel: 800-354-1420, fax: 215-625-2940, subscriptions@ tandf.co.uk [6/year; $307 indiv (print), $944 inst (online), $1078 inst (print + online)] An intercontinental and interdisciplinary journal which leads the field in its dedication to all matters associated with the use of computers in language learning (L1 and L2), teaching, and testing. Computers in Human Behavior  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/locate/ comphumbeh, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­­

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[email protected] [12/year; $377 indiv, $2704 inst] Scholarly journal dedicated to examining the use of computers from a psychological perspective. Computers in the Schools  Taylor & Francis Group, Customer Service Department, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/ journals/titles/07380569, tel: 800-354-1420, fax: 215-625-2940, subscriptions@ tandf.co.uk [4/year; $163 indiv (online), $879 inst (online), $186 indiv (print + online), $1005 inst (print + online)] Features articles that combine theory and practical applications of small computers in schools for educators and school administrators. Center for Digital Education  e.Republic, Inc., 100 Blue Ravine Rd., Folsom, CA 95630. http://www.centerdigitaled.com/, tel: 800-940-6039 ext 1319, fax: 916-932-1470, [email protected] [4/year; free] Explores the revolution of technology in education. Dr. Dobb’s Journal  United Business Media LLC, Customer Service, PO Box 1093, Skokie, IL 60076. http://www.ddj.com, tel: 888-664-3332, fax: 847-763-9606, [email protected] [12/year; free to qualified applicants] Articles on the latest in operating systems, programming languages, algorithms, hardware design and architecture, data structures, and telecommunications; in-Departmenth hardware and software reviews. Instructor  Scholastic Inc., PO Box 420235, Palm Coast, FL 32142-0235. http:// www.scholastic.com/teachers/instructor, tel: 866-436-2455, fax: 215-625-2940, [email protected] [6/yr; $8)] Features articles on applications and advances of technology in education for K-12 and college educators and administrators. Interactive Learning Environments  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/10494820, tel: 800-354-1420, fax: 215-625-2940, [email protected] [6/yr; $420 indiv (print), $1212 inst (online), $1386 inst (print + online)] Explore the implications of the Internet and multimedia presentation software in education and training environments that support collaboration amongst groups of learners or co-workers. Journal of Computer Assisted Learning  John Wiley & Sons, Inc., Journal Customer Services, 350 Main St, Malden, MA 02148. http://onlinelibrary.wiley. com/journal/10.1111/(ISSN)1365-2729, tel: 800-835-6770, fax: 781-388-8232, cs-­­ [email protected] [6/yr; $269 indiv (print  +  online), $1866 inst (print/online), $2240 inst (print + online)] Articles and research on the use of computer-assisted learning.

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Journal of Educational Computing Research  Baywood Publishing Co., Inc., 26 Austin Ave, PO Box 337, Amityville, NY 11701-0337. http://journals.sagepub.com/ home/jec, tel: 800-638-7819, fax: 631-691-1770, [email protected] [8/yr; $307 indiv (online), $843 indiv (print), $774 inst (online), $860 inst (print  +  online)] Presents original research papers, critical analyses, reports on research in progress, design and development studies, article reviews, and grant award listings. Journal of Educational Multimedia and Hypermedia  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA 23327-1545. http://www.aace.org/pubs/jemh, tel: 757-366-5606, fax: 703-997-8760, [email protected] [4/yr; $175 indiv, $215 inst] A multidisciplinary information source presenting research about and applications for multimedia and hypermedia tools. Journal of Research on Technology in Education  International Society for Technology in Education, 180 West 8th Ave., Suite 300, Eugene, OR 97401-2916. http://www.iste.org/jrte, tel: 800-336-5191, fax: 541-434-8948, [email protected] [4/yr; $109 indiv (member price)] Contains articles reporting on the latest research findings related to classroom and administrative uses of technology, including system and project evaluations. Language Resources and Evaluation  Springer Nature, One New  York Plaza, Suite 4600 New  York, NY 10004-1562. http://www.springer.com/journal/10579, tel: 800-777-4643, fax: 212-460-1700, [email protected] [4/ year; $99 indiv (online)] The first publication devoted to the acquisition, creation, annotation, and use of language resources, methods for evaluation of resources, technologies and applications. MacWorld  Mac Publishing, Macworld Subscription Services, PO Box 37781, Boone, IA 50037. http://www.macworld.com, tel: 800-288-6848, fax: 515-432-6994, [email protected] [12/yr; $19.97] Describes hardware, software, tutorials, and applications for users of the Macintosh microcomputer. System  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.journals.elsevier.com/system, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­[email protected] [8/yr; $167 indiv, $1134 inst] International journal covering educational technology and applied linguistics with a focus on foreign language teaching and learning. Social Science Computer Review  Sage Publications, 2455 Teller Rd, Thousand Oaks, CA 91320. http://ssc.sagepub.com, tel: 800-818-7243, fax: 800-583-2665, [email protected] [4/yr; $150 indiv (print), $972 inst (online), $1058 inst (print), $1080 inst (online + online)] Interdisciplinary peer-reviewed scholarly publication covering social science research and instructional applications in computing and telecommunications; also covers societal impacts of information technology.

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Wireless Networks  Springer Nature, One New York Plaza, Suite 4600 New York, NY 10004-1562. http://www.springer.com/journal/11276, tel: 800-777-4643, fax: 212-460-1700, [email protected] [8/year; $99 indiv (online)] Reports on the fundamental changes in networking and integration resulting from the wireless network revolution. Focuses on the networking and user aspects of the field.

Distance Education American Journal of Distance Education  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http:// www.tandf.co.uk/journals/titles/08923647, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $109 indiv (print  +  online), $383 inst (online), $438 inst (print + online)] Created to disseminate information and act as a forum for criticism and debate about research on and practice of systems, management, and administration of distance education. Journal of E-Learning & Distance Education  Canadian Network for Innovation in Education, BCIT Learning & Teaching Centre, British Columbia Institute of Technology, 3700 Willingdon Ave, Burnaby, BC, V5G 3H2, Canada. http://www. jofde.ca, tel: 604-454-2280, fax: 604-431-7267, [email protected] [at least 2/ yr; free] Aims to promote and encourage scholarly work of empirical and theoretical nature relating to distance education in Canada and throughout the world. Journal of Library & Information Services in Distance Learning  Taylor & Francis Group, Customer Service Department, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/1533290X, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $97 indiv (online), $110 indiv (print + online), $248 inst (online), $284 inst (print + online)] Contains peer-reviewed articles, essays, narratives, current events, and letters from distance learning and information science experts. Journal of Research on Technology in Education  International Society for Technology in Education, 180 West 8th Ave., Suite 300, Eugene, OR 97401-2916. http://www.iste.org/jrte, tel: 800-336-5191, fax: 541-434-8948, [email protected] [4/yr; $109, member] Contains articles reporting on the latest research findings related to classroom and administrative uses of technology, including system and project evaluations. Open Learning  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/ titles/02680513, tel: 800-354-1420, fax: 215-625-2940, [email protected] [3/yr; $152 indiv (print), $433 inst (online), $495 inst (print + online)] Academic,

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scholarly publication on aspects of open and distance learning anywhere in the world. Includes issues for debate and research notes.

Educational Research American Educational Research Journal  Sage Publications, 2455 Teller Rd, Thousand Oaks, CA 91320. http://aer.sagepub.com, tel: 800-818-7243, fax: 800-583-2665, [email protected] [6/yr; $79 indiv (print + online), $985 inst (online), $1072 inst (print), $1094 inst (print + online)] Reports original research, both empirical and theoretical, and brief synopses of research. Asia-Pacific Education Researcher  Springer Nature, One New York Plaza, Suite 4600 New  York, NY 10004-1562. http://www.springer.com/journal/40299, tel: 800-777-4643, fax: 212-460-1700, [email protected] [6/year; $99 indiv (online)] Reports on successful educational systems in the Asia-Pacific Region that are currently underrepresented in research literature. Surveys original work leading to the understanding and/or improvement of educational processes and outcomes. Educational Research  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/00131881, tel: 800-354-1420, fax: 215-625-2940, subscriptions@tandf. co.uk [4/yr; $255 indiv, $679 inst (online), $776 inst (print + online)] Reports on current educational research, evaluation, and applications. Educational Researcher  Sage Publications, 2455 Teller Rd, Thousand Oaks, CA 91320. http://edr.sagepub.com, tel: 800-818-7243, fax: 800-583-2665, journals@ sagepub.com [9/yr; $68 indiv (print + online), $526 inst (online), $572 inst (print), $584 inst (print  +  online)] Contains news and features of general significance in educational research. Innovations in Education and Teaching International  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandfonline.com/riie, tel: 800-354-1420, fax: 215-625-2940, [email protected] [6/yr; $252 indiv, $828 inst (online), $947 inst (print  +  online)] Essential reading for all practitioners and decision makers who want to stay good practice in higher education through staff and educational development and subject-related practices. Journal of Interactive Learning Research  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA 23327-1545. http://www. aace.org/pubs/jilr, tel: 757-366-5606, fax: 703-997-8760, [email protected] [4/yr; $175 indiv, $215 inst] Publishes articles on how intelligent computer technologies

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can be used in education to enhance learning and teaching. Reports on research and developments, integration, and applications of artificial intelligence in education. Research in Science & Technological Education  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/02635143, tel: 800-354-1420, fax: 215-625-2940, [email protected] [3/yr; $578 indiv, $2639 inst (online), $3016 inst (print + online)] Publication of original research in the science and technological fields. Includes articles on psychological, sociological, economic, and organizational aspects of technological education.

Educational Technology Appropriate Technology  Research Information Ltd., Grenville Court, Britwell Rd, Burnham, Bucks SL1 8DF, United Kingdom. http://www.researchinformation. co.uk/apte.php, tel: +44 (0) 1628 600499, fax: +44 (0) 1628 600488, info@ researchinformation.co.uk [4/yr; $104 indiv, $332 inst] Articles on less technologically advanced, but more environmentally sustainable solutions to problems in developing countries. British Journal of Educational Technology  John Wiley & Sons, Inc., Journal Customer Services, 350 Main St, Malden, MA 02148. http://onlinelibrary.wiley. com/journal/10.1111/(ISSN)1467-8535, tel: 800-835-6770, fax: 781-388-8232, cs-­­ [email protected] [6/yr; $250 indiv (print  +  online), $1774 inst (print/online), $2129 inst (print  +  online)] Published by the National Council for Educational Technology, this journal includes articles on education and training, especially theory, applications, and development of educational technology and communications. Canadian Journal of Learning and Technology  Canadian Network for Innovation in Education (CNIE), 260 Dalhousie St., Suite 204, Ottawa, ON, K1N 7E4, Canada. http://www.cjlt.ca, tel: 613-241-0018, fax: 613-241-0019, [email protected] [3/yr; free] Concerned with all aspects of educational systems and technology. Educational Technology  Educational Technology Publications, Inc., 700 Palisade Ave, Englewood Cliffs, NJ 07632-0564. http://www.bookstoread.com/etp, tel: 800-952-2665, fax: 201-871-4009, [email protected] [6/yr; $259] Covers telecommunications, computer-aided instruction, information retrieval, educational television, and electronic media in the classroom. Educational Technology Research & Development  Springer Nature, One New York Plaza, Suite 4600 New York, NY 10004-1562. http://www.springer.com/ journal/11423, tel: 800-777-4643, fax: 212-460-1700, customerservice@springer-

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nature.com [6/year; $99 indiv (online)] The only scholarly journal for the field focusing entirely on research and development in educational technology. Research Section features well documented articles on the practical aspects of research as well as applied theory in educational practice, a comprehensive source of current research information in instructional technology. International Journal of Technology and Design Education  Springer Nature, One New York Plaza, Suite 4600 New York, NY 10004-1562. http://www.springer. com/journal/10798, tel: 800-777-4643, fax: 212-460-1700, customerservice@ springernature.com [5/year; $99 indiv (online)] Features critical, review, and comparative studies addressing technology and design education. Includes papers that draw upon other fields such as historical, philosophical, sociological, or psychological studies of concern to technology and design education. Journal of Computing in Higher Education  Springer Nature, One New  York Plaza, Suite 4600 New  York, NY 10004-1562. http://www.springer.com/journal/12528, tel: 800-777-4643, fax: 212-460-1700, [email protected] [3/year; $99 indiv (online)] Publishes original research, literature reviews, implementation and evaluation studies, and theoretical, conceptual, and policy papers that provide perspectives on instructional technology’s role in improving access. Affordability, and outcomes of postsecondary education. Journal of Educational Technology Systems  Baywood Publishing Co., Inc., 26 Austin Ave, Box 337, Amityville, NY 11701-0337. http://journals.sagepub.com/ home/ets, tel: 800-638-7819, fax: 631-691-1770, [email protected] [4/yr; $147 indiv (print + online), $527 inst (online), $574 inst (online), $586 inst (print + online)] Deals with systems in which technology and education interface; designed to inform educators who are interested in making optimum use of technology. Journal of Interactive Media in Education  Open University, Knowledge Media Institute, Milton Keynes MK7 6AA United Kingdom. http://www-­jime.open.ac.uk, tel: +44 (0) 1908 653800, fax: +44 (0) 1908 653169, [email protected] [Irregular; free] A multidisciplinary forum for debate and idea sharing concerning the practical aspects of interactive media and instructional technology. Journal of Science Education and Technology  Springer Nature, One New York Plaza, Suite 4600 New  York, NY 10004-1562. http://www.springer.com/journal/10956, tel: 800-777-4643, fax: 212-460-1700, [email protected] [6/year; $99 indiv (online)] An interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address the intersection of science education and technology with implications for improving and enhancing science education at all levels across the world. Science Communication  Sage Publications, 2455 Teller Rd., Thousand Oaks, CA 91320. http://scx.sagepub.com, tel: 800-818-7243, fax: 800-583-2665, journals@

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sagepub.com [8/year; $194 indiv (print), $1202 inst (online), $1308 inst (print), $1335 inst (print  +  online)] An international, interdisciplinary journal examining the nature of expertise and the translation of knowledge into practice and policy. Social Science Computer Review  Sage Publications, 2455 Teller Rd., Thousand Oaks, CA 91320. http://ssc.sagepub.com, tel: 800-818-7243, fax: 800-583-2665, [email protected] [4/year; $150 indiv (print), $972 inst (online), $1058 inst (print), $1080 inst (print + online)] Interdisciplinary peer-reviewed scholarly publication covering social science research and instructional applications in computing and telecommunications; also covers societal impacts of information technology. TechTrends  Springer Nature, One New  York Plaza, Suite 4600 New  York, NY 10004-1562. http://www.springer.com/journal/11528, tel: 800-777-4643, fax: 212-460-1700, [email protected] [6/year; $99 indiv (online)] Contributes to the advancement of knowledge and practice in educational communication and technology. Addresses such topics as management of media and programs, application of educational technology principles and techniques to instructional programs, and corporate and military training. T.H.E.  Journal. PO Box 2166, Skokie, IL 60076. http://www.thejournal.com, tel: 866-293-3194, fax: 847-763-9564, [email protected] [9/yr; free] For educators of all levels; focuses on a specific topic for each issue, as well as technological innovations as they apply to education.

Information Science and Technology Canadian Journal of Information and Library Science  University of Toronto Press, Journals Division, 5201 Dufferin St, Toronto, ON, M3H 5T8, Canada. http:// www.utpjournals.com/cjils, tel: 416-667-7777, fax: 800-221-9985, journals@ utpress.utoronto.ca [4/yr; $93 indiv] Published by the Canadian Association for Information Science to contribute to the advancement of library and information science in Canada. E-Content  Information Today, Inc., 143 Old Marlton Pike, Medford, NJ 08055-8750. http://www.econtentmag.com, tel: 800-300-9868, fax: 609-654-4309, [email protected] [10/yr; $119, free to qualified applicants] Features articles on topics of interest to online database users; includes database search aids. Information Processing & Management  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier. com/locate/infoproman, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­­[email protected] [6/yr; $337 indiv, $2992 inst (print)] International journal covering data processing, database building, and retrieval.

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Information Services & Use  IOS Press, Nieuwe Hemweg 6B, 1013 BG Amsterdam, The Netherlands. http://www.iospress.nl/journal/information-­services-­ use/, tel: +31 20 688 3 [4/yr; $590 indiv] An international journal for those in the information management field. Includes online and offline systems, library automation, micrographics, videotex, and telecommunications. The Information Society  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/01972243, tel: 800-354-1420, fax: 215-625-2940, subscriptions@tandf. co.uk [5/yr; $242 indiv, $588 inst (online), $672 inst (print + online)] Provides a forum for discussion of the world of information, including transborder data flow, regulatory issues, and the impact of the information industry. Information Technology and Libraries  American Library Association, Subscriptions, 50 E Huron St, Chicago, IL 60611-2795. http://www.ala.org/lita/ital, tel: 800-545-2433, fax: 312-944-2641, [email protected] [4/yr; free] Articles on library automation, communication technology, cable systems, computerized information processing, and video technologies. Information Today  Information Today, Inc., 143 Old Marlton Pike, Medford, NJ 08055-8750. http://www.infotoday.com/it, tel: 609-654-6266, fax: 609-654-4309, [email protected] [10/yr; $99.95] Newspaper for users and producers of electronic information services. Includes articles and news about the industry, calendar of events, and product information. Internet Reference Service Quarterly  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http:// www.tandf.co.uk/journals/WIRS, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $112 indiv (online), $128 indiv (print + online), $273 inst (online), $312 inst (print + online)] Discusses multidisciplinary aspects of incorporating the Internet as a tool for reference service. Journal of Access Services  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/WJAS, tel: 800-354-1420, fax: 215-625-2940, subscriptions@tandf. co.uk [4/yr; $103 indiv (online), $118 indiv (print  +  online), $273 inst (online), $312 inst (print + online)] Explores topics and issues surrounding the organization, administration, and development of information technology on access services and resources. Journal of the Association for Information Science and Technology  John Wiley & Sons, Inc., Journal Customer Services, 350 Main St, Malden, MA 02148. http:// onlinelibrary.wiley.com/journal/10.1002/(ISSN)1532-2890, tel: 800-835-6770, fax: 781-388-8232, cs-­[email protected] [12/yr; $3186 inst (print/online), $3824 inst (print + online)] Provides an overall forum for new research in information transfer

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and communication processes, with particular attention paid to the context of recorded knowledge. Journal of Database Management  IGI Global, 701 E Chocolate Ave, Suite 200, Hershey, PA 17033-1240. http://www.igi-­global.com/journal/journal-­database-­ management-­jdm/1072, tel: 866-342-6657, fax: 717-533-8661, cust@igi-­global. com [4/yr; $260 indiv (print/online), $310 indiv (print + online), $730 inst (print/ online), $880 inst (print + online)] Provides state-of-the-art research to those who design, develop, and administer DBMS-based information systems. Journal of Documentation  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldinsight.com/ loi/jd, tel: 617-945-9130, fax: 617-945-9136, [email protected] [6/yr; inst prices vary] Focuses on theories, concepts, models, frameworks, and philosophies in the information sciences. Journal of Interlibrary Loan, Document Delivery & Electronic Reserve  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/1072303X, tel: 800-354-1420, fax: 215-625-2940, [email protected] [5/yr; $138 indiv (online), $158 indiv (print + online), $516 inst (online), $589 inst (print + online)] A forum for ideas on the basic theoretical and practical problems regarding all aspects of library resource sharing faced by planners, practitioners, and users of network services. Journal of Library Metadata  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/19386389, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $109 indiv (online), $125 indiv (print + online), $326 inst (online), $372 inst (print  +  online)] A forum for the latest research, innovations, news, and expert views about all aspects of metadata applications and information retrieval in libraries.

Instructional Design and Development Human-Computer Interaction  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/07370024, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $122 indiv, $1011 inst (online), $1156 inst (online + print)] A journal of theoretical, empirical, and methodological issues of user science and of system design.

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Instructional Science  Springer Nature, One New  York Plaza, Suite 4600 New  York, NY 10004-1562. http://www.springer.com/journal/11251, tel: 800-777-4643, fax: 212-460-1700, [email protected] [6/year; $99 indiv (online)] Promotes a deeper understanding of the nature, theory, and practice of the instructional process and resultant learning. Stands out by providing space for full and detailed reporting of major studies. International Journal of Human-Computer Interaction  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/10447318, tel: 800-354-1420, fax: 215-625-2940, [email protected] [12/yr; $292 indiv (print), $306 indiv (print + online), $2305 inst (online), $2634 inst (print + online)] Addresses the cognitive, social, health, and ergonomic aspects of work with computers. It also emphasizes both the human and computer science aspects of the effective design and use of computer interactive systems. Journal of Educational Technology Systems  Baywood Publishing Co., Inc., 26 Austin Ave, PO Box 337, Amityville, NY 11701-0337. https://us.sagepub.com/en-­ us/nam/journal-­of-­educational-­technology-­systems/journal202400, tel: 800-638-7819, fax: 631-691-1770, [email protected] [4/yr; $147 indiv (print  +  online), $527 inst (online), $574 inst (print), $586 inst (print  +  online)] Deals with systems in which technology and education interface; designed to inform educators who are interested in making optimum use of technology. Journal of Technical Writing and Communication  Baywood Publishing Co., Inc., 26 Austin Ave, PO Box 337, Amityville, NY 11701-0337. https://us.sagepub. com/en-­us/nam/journal-­of-­technical-­writing-­and-­communication/journal202406, tel: 800-638-7819, fax: 631-691-1770, [email protected] [4/yr; $147 indiv (online), $527 inst (online), $574 inst (print), $586 inst (print + online)] Essays on oral and written communication, for purposes ranging from pure research to needs of business and industry. Journal of Visual Literacy  International Visual Literacy Association, Dr. David R.  Moore, IVLA Executive Treasurer, Ohio University, 250 McCracken Hall, Athens, OH 45701. http://www.tandfonline.com/loi/rjvl20, tel: 740-597-1322, [email protected] [2/yr; $234 indiv (online), $268 inst (print + online)] Explores empirical, theoretical, practical, and applied aspects of visual literacy and communication. Performance Improvement  John Wiley & Sons, Inc., Journal Customer Services, 350 Main St, Malden, MA 02148. http://onlinelibrary.wiley.com/journal/10.1002/(I SSN)1930-8272, tel: 800-835-6770, fax: 781-388-8232, cs-­[email protected] [10/yr; $98 indiv (print), $109 indiv (print + online), $510 inst (print/online), $612 inst (print + online)] Promotes performance science and technology. Contains articles, research, and case studies relating to improving human performance.

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Performance Improvement Quarterly  John Wiley & Sons, Inc., Journal Customer Services, 350 Main St, Malden, MA 02148. http://www3.interscience. wiley.com/journal/117865970/home, tel: 800-835-6770, fax: 781-388-8232, cs-­­ [email protected] [4/yr; 67 indiv (print), $289 inst (print/online), $347 inst (print + online)] Presents the cutting edge in research and theory in performance technology. Training  Lakewood Media Group, PO Box 247, Excelsior, MN 55331. http:// www.trainingmag.com, tel: 877-865-9361, fax: 847-291-4816, [email protected] [6/yr; $79, free to qualified applicants] Covers all aspects of training, management, and organizational development, motivation, and performance improvement.

Learning Sciences International Journal of Computer-Supported Collaborative Learning  Springer Nature, One New  York Plaza, Suite 4600 New  York, NY 10004-1562. http://www.springer.com/journal/11412, tel: 800-777-4643, fax: 212-460-1700, [email protected] [4/year; $99 indiv (online)] Examines how to design the technological settings for collaboration and how people learn in the context of collaborative activity. Fosters a deep understanding of the nature, theory, and practice of computer-supported collaborative learning (CSCL). Journal of the Learning Sciences  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/10508406, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $103 indiv (pint + online), $948 inst (online), $1084 inst (print + online)] Provides a forum for the discussion of research on education and learning, with emphasis on the idea of changing one’s understanding of learning and the practice of education. International Journal of Science Education  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http:// www.tandfonline.com/tsed, tel: 800-354-1420, fax: 215-625-2940 subscriptions@ tandf.co.uk [18/yr; $1484 indiv (print), $4381 inst (online), $5006 (print + online)] Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities.

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Libraries and Media Centers Collection Building  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldinsight.com/loi/cb, tel: 617-945-9130, fax: 617-945-9136, [email protected] [4/yr; inst prices vary] Provides well-researched and authoritative information on collection maintenance and development for librarians in all sectors. Computers in Libraries  Information Today, Inc., 143 Old Marlton Pike, Medford, NJ 08055-8750. http://www.infotoday.com/cilmag/default.shtml, tel: 609-654-6266, fax: 609-654-4309, [email protected] [10/yr; $104] Covers practical applications of microcomputers to library situations and recent news items. The Electronic Library  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldgrouppublishing. com/el.htm, tel: 617-945-9130, fax: 617-945-9136, [email protected] [6/yr; inst prices vary] International journal for minicomputer, microcomputer, and software applications in libraries; independently assesses current and forthcoming information technologies. Government Information Quarterly  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/ locate/govinf, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­usa@ elsevier.com [4/yr; $226 indiv, $1029 inst (print)] International journal of resources, services, policies, and practices. Information Outlook  Special Libraries Association, Information Outlook Subscriptions, 1700 Eighteenth Street, NW, Washington, DC 20009-2514. http:// www.sla.org/access-­membership/io, tel: 703-647-4900, fax: 1-202-234-2442, [email protected] [12/yr; $240 member] Discusses administration, organization, and operations. Includes reports on research, technology, and professional standards. The Journal of Academic Librarianship  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier. com/locate/jacalib, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­­ [email protected] [6/yr; $177 indiv (print), $591 inst (print)] Results of significant research, issues, and problems facing academic libraries, book reviews, and innovations in academic libraries. Journal of Librarianship and Information Science  Sage Publications, 2455 Teller Rd, Thousand Oaks, CA 91320. http://lis.sagepub.com, tel: 800-818-7243, fax: 800-583-2665, [email protected] [4/yr; $126 indiv (print), $905 inst (online), $986 inst (print), $1006 inst (print  +  online)] Deals with all aspects of

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library and information work in the United Kingdom and reviews literature from international sources. Journal of Library Administration  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/01930826, tel: 800-354-1420, fax: 215-625-2940, [email protected] [8/yr; $273 (online), $312 indiv (print  +  online), $1016 inst (online), $1161 inst (print + online)] Provides information on all aspects of effective library management, with emphasis on practical applications. Library & Information Science Research  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier. com/locate/lisres, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­­ [email protected] [4/yr; $188 indiv (print), $779 inst (print)] Research articles, dissertation reviews, and book reviews on issues concerning information resources management. Library Hi Tech  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldinsight.com/loi/lht, tel: 617-945-9130, fax: 617-945-9136, [email protected] [4/yr; inst prices vary] Concentrates on reporting on the selection, installation, maintenance, and integration of systems and hardware. Library Hi Tech News  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldinsight.com/loi/lhtn, tel: 617-945-9130, fax: 617-945-9136, [email protected] [10/yr; inst prices vary] Supplements Library Hi Tech and updates many of the issues addressed in-Departmenth in the journal; keeps the reader fully informed of the latest developments in library automation, new products, network news, new software and hardware, and people in technology. Library Journal  Media Source, Inc., 160 Varick Street, 11th Floor, New York, NY 10013. http://www.libraryjournal.com, tel: 800-588-1030, fax: 712-733-8019, LJLcustserv@cds-­global.com [20/yr; $102 indiv] A professional periodical for librarians, with current issues and news, professional reading, a lengthy book review section, and classified advertisements. The Library Quarterly: Information, Community, Policy  University of Chicago Press, Journals Division, PO Box 37005, Chicago, IL 60637. http://www.journals. uchicago.edu/LQ, tel: 877-705-1878, fax: 877-705-1879, subscriptions@press. uchicago.edu [$27 students (online), $48 indiv (print), $49 indiv (online), $54 indiv (print  +  online), $253 inst (print), $403 inst (online), $685 inst (print  +  online)] Scholarly articles of interest to librarians.

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Library Resources & Technical Services  American Library Association, Subscriptions, 50 E Huron St, Chicago, IL 60611-2795. http://www.ala.org/ala/ mgrps/divs/alcts/resources/lrts/index.cfm, tel: 800-545-2433, fax: 312-944-2641, [email protected] [4/yr; inst prices vary] Scholarly papers on bibliographic access and control, preservation, conservation, and reproduction of library materials. Library Trends  Johns Hopkins University Press, PO Box 19966, Baltimore, MD 21211-0966. http://www.press.jhu.edu/journals/library_trends, tel: 800-548-1784, fax: 410-516-3866, [email protected] [4/yr; $80 indiv (print), $85 indiv (online), $175 inst (print)] Each issue is concerned with one aspect of library and information science, analyzing current thought and practice and examining ideas that hold the greatest potential for the field. Public Libraries  American Library Association, Subscriptions, 50 E Huron St, Chicago, IL 60611-2795. http://www.ala.org/pla/publications/publiclibraries, tel: 800-545-2433, fax: 312-944-2641, [email protected] [6/yr; $65 indiv] News and articles of interest to public librarians. Public Library Quarterly  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/WPLQ, tel: 800-354-1420, fax: 215-625-2940, subscriptions@ tandf.co.uk [4/yr; $152 indiv (online), $174 indiv (print + online), $468 inst (online), $536 inst (print + online)] Addresses the major administrative challenges and opportunities that face the nation’s public libraries. 10.Reference and User Services Quarterly  American Library Association, Subscriptions, 50 E Huron St, Chicago, IL 60611-2795. https://journals.ala.org/ index.php/rusq, tel: 800-545-2433, fax: 312-944-2641, [email protected] [4/yr; inst prices vary] Disseminates information of interest to reference librarians, bibliographers, adult services librarians, those in collection development and selection, and others interested in public services. The Reference Librarian  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/wref, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $328 indiv (online), $375 indiv (print  +  online), $1325 inst (online), $1514 inst (print + online)] Each issue focuses on a topic of current concern, interest, or practical value to reference librarians. Reference Services Review  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldinsight.com/ loi/rsr, tel: 617-945-9130, fax: 617-945-9136, [email protected] [4/yr; inst prices vary] Dedicated to the enrichment of reference knowledge and the advancement of reference services. It prepares its readers to understand and embrace

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current and emerging technologies affecting reference functions and information needs of library users. School Library Journal  Media Source, Inc., 160 Varick Street, 11th Floor, New York, NY 10013. http://www.slj.com, tel: 800-595-1066, fax: 712-733-8019, sljcustserv@cds-­global.com [12/yr; $89 indiv] For school and youth service librarians. Reviews about 4,000 children’s books and 1,000 educational media titles annually. School Library Monthly  Libraries Unlimited, Inc., PO Box 291846, Kettering OH 45429. http://www.schoollibrarymedia.com, tel: 800-771-5579, fax: 937-890-0221, [email protected] [12/yr; $89 indiv] A vehicle for distributing ideas for teaching library media skills and for the development and implementation of library media skills programs. School Library Research  American Library Association and American Association of School Librarians, Subscriptions, 50 E Huron St, Chicago, IL 60611-2795. http://www.ala.org/aasl/slr, tel: 800-545-2433, fax: 312-944-2641, [email protected] [annual compilation; free online] For library media specialists, district supervisors, and others concerned with the selection and purchase of print and nonprint media and with the development of programs and services for preschool through high school libraries. Teacher Librarian  The Scarecrow Press, Inc., 4501 Forbes Blvd, Suite 200, Lanham, MD 20706. http://www.teacherlibrarian.com, tel: 800-462-6420, fax: 800-338-4550, [email protected] [5/yr; $62 indiv] “The journal for school library professionals”; previously known as Emergency Librarian. Articles, review columns, and critical analyses of management and programming issues.

Media Technologies Broadcasting & Cable  NewBay Media, LLC., 28 E. 28th St, 12th Floor, New York, NY 10016. http://www.broadcastingcable.com, tel: 800-554-5729, fax: 712-733-8019, [email protected] [47/yr; $169 indiv] All-inclusive newsweekly for radio, television, cable, and allied business. Educational Media International  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/09523987, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $188 indiv (print), $667 inst (online), $762 inst (print  +  online)] The official journal of the International Council for Educational Media.

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Historical Journal of Film, Radio and Television  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/01439685, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $564 indiv (print), $1489 inst (online), $1703 inst (print + online)] Articles by international experts in the field, news and notices, and book reviews concerning the impact of mass communications on political and social history of the twentieth century. Journal of Educational Multimedia and Hypermedia  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA 23327-1545. http://www.aace.org/pubs/jemh, tel: 757-366-5606, fax: 703-997-8760, [email protected] [4/yr; 4/yr; $175 indiv, $215 inst] A multidisciplinary information source presenting research about and applications for multimedia and hypermedia tools. Journal of Popular Film and Television  Taylor & Francis Group, Customer Service Department, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. http:// www.tandf.co.uk/journals/titles/01956051, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $84 indiv (print  +  online), $224 inst (online), $255 (print  +  online)] Articles on film and television, book reviews, and theory. Dedicated to popular film and television in the broadest sense. Concentrates on commercial cinema and television, film and television theory or criticism, filmographies, and bibliographies. Edited at the College of Arts and Sciences of Northern Michigan University and the Department of Popular Culture, Bowling Green State University. Learning, Media & Technology  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/17439884, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $673 indiv (print), $2265 inst (online), $2589 inst (print + online)] This journal of the Educational Television Association serves as an international forum for discussions and reports on developments in the field of television and related media in teaching, learning, and training. Media & Methods  American Society of Educators, 1429 Walnut St, Philadelphia, PA 19102. http://www.media-­methods.com, tel: 215-563-6005, fax: 215-587-9706, info@media-­methods.com [5/yr; $35 indiv] The only magazine published for the elementary school library media and technology specialist. A forum for K-12 educators who use technology as an educational resource, this journal includes information on what works and what does not, new product reviews, tips and pointers, and emerging technologies. Multichannel News  NewBay Media, LLC., 28 E. 28th St. 12th Floor, New York, NY 10016. http://www.multichannel.com, tel: 888-343-5563, fax: 712-733-8019, [email protected] [47/yr; $249 indiv] A newsmagazine for the cable

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television industry. Covers programming, marketing, advertising, business, and other topics. MultiMedia & Internet@Schools  Information Today, Inc., 143 Old Marlton Pike, Medford, NJ 08055-8750. http://www.mmischools.com, tel: 609-654-6266, fax: 609-654-4309, [email protected] [5/yr; $50 indiv] Reviews and evaluates hardware and software. Presents information pertaining to basic troubleshooting skills. Multimedia Systems  Springer Nature, One New York Plaza, Suite 4600 New York, NY 10004-1562. http://www.springer.com/journal/00530, tel: 800-777-4643, fax: 212-460-1700, [email protected] [6/year; $99 indiv (online)] Publishes original research on multimedia and multimedia systems, including theories, methods, tools, technologies, applications, and so on. Telematics and Informatics  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/locate/ tele, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­usa@elsevier. com [4/yr; $165 indiv (print), $1899 inst (print)] Publishes research and review articles in applied telecommunications and information sciences in business, industry, government, and educational establishments. Focuses on important current technologies, including microelectronics, computer graphics, speech synthesis and voice recognition, database management, data encryption, satellite television, artificial intelligence, and the ongoing computer revolution.

Professional Development Journal of Digital Learning in Teacher Education  International Society for Technology in Education, Special Interest Group for Teacher Educators, 180 West 8th Ave., Suite 300, Eugene, OR 97401. http://www.iste.org/jdlte, tel: 800-336-5191, fax: 541-302-3778, [email protected] [4/yr; $89 member] Contains refereed articles on preservice and in-service training, research in computer education and certification issues, and reviews of training materials and texts. Journal of Technology and Teacher Education  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA 23327-1545. http:// www.aace.org/pubs/jtate/, tel: 757-366-5606, fax: 703-997-8760, [email protected] [4/yr; $125 indiv, $215 inst] Serves as an international forum to report research and applications of technology in preservice, in-service, and graduate teacher education.

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Simulation, Gaming, and Virtual Reality Simulation & Gaming  Sage Publications, 2455 Teller Rd, Thousand Oaks, CA 91320. http://sag.sagepub.com, tel: 800-818-7243, fax: 800-583-2665, journals@ sagepub.com [6/yr; $171 indiv (online), $1393 inst (online), $1532 inst (print + online)] An international journal of theory, design, and research focusing on issues in simulation, gaming, modeling, role-playing, and experiential learning.

Special Education and Disabilities Journal of Special Education Technology  Technology and Media Division, JSET, PO Box 3853, Reston, VA 20195. http://www.tamcec.org/jset, tel: 703-709-0136, fax: 405-325-7661, [email protected] [4/yr; $93 indiv (online), $101 indiv (print), $103 (print + online), $261 inst (online), $284 inst (print), $290 inst (print + online)] Provides information, research, and reports of innovative practices regarding the application of educational technology toward the education of exceptional children.

Telecommunications and Networking Canadian Journal of Learning and Technology  Canadian Network for Innovation in Education (CNIE), 260 Dalhousie St., Suite 204, Ottawa, ON, K1N 7E4, Canada. http://www.cjlt.ca, tel: 613-241-0018, fax: 613-241-0019, [email protected] [3/yr; free] Concerned with all aspects of educational systems and technology. Computer Communications  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/locate/ comcom, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­[email protected] [24/yr; $3331 inst(online/print)] Focuses on networking and distributed computing techniques, communications hardware and software, and standardization. Educause Review  EDUCAUSE, 4772 Walnut St, Suite 206, Boulder, CO 80301-2536. http://er.educause.edu/, tel: 303-449-4430, fax: 303-440-0461, er-­­ [email protected] [6/yr; free online] Features articles on current issues and applications of computing and communications technology in higher education. Reports on EDUCAUSE consortium activities. International Journal on E-Learning  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA 23327-1545. http://www.

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aace.org/pubs/ijel, tel: 757-366-5606, fax: 703-997-8760, [email protected] [4/yr; $175 indiv, $215 inst] Reports on current theory, research, development, and practice of telecommunications in education at all levels. The Internet and Higher Education  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/ locate/iheduc, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­usa@ elsevier.com [4/yr; $103 indiv (print), $706 inst (print)] Designed to reach faculty, staff, and administrators responsible for enhancing instructional practices and productivity via the use of information technology and the Internet in their institutions. Internet Reference Services Quarterly  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http:// www.tandf.co.uk/journals/titles/10875301, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $112 indiv (online), $128 indiv (print + online), $273 inst (online), $312 inst (print  +  online)] Describes innovative information practice, technologies, and practice. For librarians of all kinds. Internet Research  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldinsight.com/loi/intr, tel: 617-945-9130, fax: 617-945-9136, [email protected] [5/yr; inst prices vary] A cross-disciplinary journal presenting research findings related to electronic networks, analyses of policy issues related to networking, and descriptions of current and potential applications of electronic networking for communication, computation, and provision of information services. Online Searcher  Information Today, Inc., 143 Old Marlton Pike, Medford, NJ 08055-8750. http://www.infotoday.com/online, tel: 609-654-6266, fax: 609-654-4309, [email protected] [6/yr; $139 indiv] For online information system users. Articles cover a variety of online applications for general and business use.

Index

A Academia, 32, 33, 85, 180, 181 Academic emotions, 57 Academic leadership, 83 Accuracy, 91, 152 Actual self, 53 Adaptech Research Network, 153 Advertising, 39, 41, 42, 205, 236 AECT presidency, 88 Affective and emotional relationships, 18 AI Magazine, 217 American Association of Colleges for Teacher Education, 154 American Association of Community Colleges, 155, 177 American Association of School Librarians, 156, 158, 234 American Educational Research Association, 156 American Educational Research Journal, 223 American Foundation for the Blind, 157, 158 American Journal of Distance Education, 222 American Library Association (ALA), 156, 158, 159, 164, 166, 183, 201, 209, 227, 233, 234 Andrews University, 93, 143 Anger, 58 Anxiety, 37, 39, 47–49, 56–59 Appalachian State University, 94, 145 Appropriate Technology, 224 Architecture, 73, 75, 76, 88, 181, 220 Arizona State University, 11, 94, 140 Article citation, 8

Artificial Intelligence (AI), 21, 215, 217–218, 224, 236 Artificial Intelligence Review, 217 Artificial Intelligence, Robotics, and Electronic Performance Support Systems, 215, 217 Asbury University, 94, 143 Asian influences, 8 Asia-Pacific Education Researcher, 223 Association for Computers and the Humanities, 160 Association for Continuing Higher Education, 160 Association for Educational Communications and Technology (AECT) convention, 17–45, 69, 73, 74, 77–79, 83, 84, 88, 161, 162, 181, 196 Association for Experiential Education, 162 Association for Library and Information Science Education, 163 Association for Library Collections & Technical Services, 159, 164 Association for Library Service to Children, 159, 164, 165 Association for Talent Development, 159 Association for the Advancement of Computing in Education (AACE) Journal, 218, 219, 221, 223, 235–237 Association of American Publishers, 165 Association of College and Research Libraries, 159, 166 Associations, 50, 78, 151, 153–210

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 H. Lee, R. M. Branch (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 44, https://doi.org/10.1007/978-3-031-43048-0_8

239

240 Athens State University, 94, 139 Attachment relationship, 18 Attitudes, 47–50, 52–58 Auburn University, 95, 139, 178 Awards, 78, 84, 165, 167, 196, 197, 209 Axial coding, 22 B Baker University, 95, 142 Ball State University, 95, 142 Barry University, 95, 141 Blended learning, 13, 14, 107 Bloomsburg University, 146 Boise State University, 11, 95, 96, 142 Boredom, 58 Bowling Green State University, 96, 145, 235 Brigham Young University, 11, 96, 147 British Journal of Educational Technology, 3, 224 Broadcasting & Cable, 234 Business meeting transcription service, 21 C California State University, Fullerton, 97, 140 California State University, Monterey Bay, 97, 140 California State University, San Bernardino, 98, 140 Cal State East Bay, 97, 140 Cal State LA, 97, 140 Canada, 49, 151, 153–210, 222, 224, 226, 237 Canadian Journal of Information and Library Science, 226 Canadian Journal of Learning and Technology, 224, 237 Canadian Library Association/Association Canadienne des bibliothèques, 167–168 Canadian Museums Association/Association des Musées Canadiens, 167–168 Capella University, 75, 76 Career development, 17 Careers, 24, 32, 33, 73, 204 Center for Digital Education, 220 Certificate in Management Development Program, 84 Chico State, 98, 140 Childhood Education International, 168 Children’s Technology Review, 219 Close Up Foundation, 169 Coastal Carolina University, 98, 146

Index Coding cycle, 22 Coding process, 22 Cognitive load, 14 Collaborative learning, 8, 13, 14, 230 Collection Building, 231 Colorado State University, 98, 140 Columbia University, 99, 144 Computer, 4, 12, 75, 76, 79, 83, 86, 154, 161, 166, 178, 198, 218, 223, 229, 236 Computer-Assisted Instruction, 215, 219 Computer-Assisted Language Instruction Consortium, 169 Computer-Assisted Language Instruction Consortium (CALICO) Journal, 219 Computer Assisted Language Learning, 219 Computer Communications, 237 Computer science, 4, 83, 229 Computers & Education, 8, 12, 13, 219 D Dakota State University, 100, 146 Data analysis, 5, 19, 22, 26, 28 Davis & Elkins College, 100, 148 Demographics, 20, 28–30, 45 Descriptive codes, 22 Descriptive coding, 22 Design, 3, 4, 8, 14, 18, 26, 32, 38, 69, 75, 76, 78, 79, 85, 86, 88, 91, 93–148, 151, 162, 173, 174, 179–181, 197, 215, 218, 220, 221, 225, 228–230, 237 Design and Development Showcase, 29 Distance education, 8, 13, 78, 95, 111, 117, 123, 125, 178, 215, 222–223 Distinguished individuals, 69 Diversity and inclusion, 37 Divisions, 20, 31, 38, 39, 88, 99, 105, 121, 156, 162, 164, 166, 183, 189, 190, 201, 209, 226, 232, 237 Dr. Dobb’s Journal, 220 Drexel University, 100, 146 Dynamic codebook, 22 E East Carolina University, 100 Eastern Kentucky University, 101, 143 East Stroudsburg University, 101, 146 East-West Center, 172 EBSCO Host Databases, 213 E-Content, 198, 226 Education, 4, 5, 8, 11–15, 17, 26, 28, 31, 38, 73–76, 78, 79, 81–85, 88, 93–119,

Index 121–123, 125–129, 131–139, 154, 155, 157, 159–163, 166, 168–179, 181, 182, 185–189, 192, 193, 197, 200–203, 206–209, 215, 218–226, 229, 230, 235, 237, 238 Educational communications, 17, 69, 73, 88, 109, 174–175, 226 Educational media, 151, 213, 234 Educational media and communication technology, 69 Educational media and technology, 84, 86, 88, 188 Educational media international, 234 Educational research, 156–157, 215, 223–224 Educational researcher, 157, 223 Educational technology, 3, 5, 11, 12, 14, 73, 93–101, 103–110, 112–115, 117–124, 128–130, 133–135, 138, 161, 162, 170–171, 197, 213, 215, 221, 224–226, 229, 237 Educational technology journals, 6, 7, 9, 10, 13 Educational technology publications, 6, 224 Educational Technology Research & Development, 162, 224–225 Educational technology scholarship, 3 Education and technology, 28, 31, 112, 225 Education Development Center, Inc., 173 Education Northwest (formerly Northwest Regional Educational Laboratory), 173–174 EDUCAUSE review, 237 Edvantia, Inc. (formerly AEL, Inc.), 175 E-learning, 4, 8, 13, 96, 98, 100, 102, 111, 113, 120–122, 133, 134, 178, 222, 237 The Electronic Library, 231 Elementary education, 4, 14 Elsevier, 4, 218, 219, 221, 226, 231, 232, 236–238 Email address of a contact person, 153–156, 158–179, 181, 182, 184–187, 189, 191–196, 198–201, 203–209 Emotional connection, 18, 57 Emotions, 47, 55, 57–59 Emporia State University, 101, 142 ENC Learning Inc., 175–176 Engagement, 14, 17, 26, 50, 52, 55, 56, 58, 85, 86, 94, 169, 173 Enjoyment, 57, 58 Equity, 26, 116, 133 ERIC documents, 214 External factors, 30, 35, 40, 56

241 F Faculty, 3, 28, 34, 75, 83–85, 157, 178, 183, 186, 188, 198, 208, 238 Fairfield University, 101, 141 Farm, 82, 83 Farmer, 81 Featured Research, 19, 26 Financial assistance, 40–41 First-Timer (FT) attendance and retention, 18 First-Timer (FT) experience, 18, 20–22, 40, 41 First Timers (FTs), 18–32, 34–43 Flipped learning, 8 Florida Gulf Coast University, 79, 102, 141 Florida State University, 11, 102, 141 Foundational codebook, 22 Franklin University, 102, 145 G Gamification, 8, 14 Gaming, 88, 215, 237 Gaming/Simulation, 26 The George Lucas Educational Foundation, 207–208 George Mason University, 85, 102, 147 George Washington University, 103, 148 Georgia Southern University, 11, 103, 141 Georgia State University, 103, 141 Global leaders, 6 Golden Valley, 74 Google Scholar, 4 Government Information Quarterly, 231 Graduate students, 20, 28, 31, 34–37, 75, 76, 79, 84, 157, 210 Grand Valley State University, 103, 143 Grants, 76, 84, 154, 176, 178, 184, 189, 200, 206, 221 Great Plains National ITV Library, 176–177 Guidance, 30, 35, 38–42, 88, 203 H Harrisburg University of Science and Technology, 104, 146 Harvard University, 75, 76, 84, 104, 143 Health field, 88 Health Sciences Communications Association, 175–176 Dr. Henderson, 79 Higher education environments, 15 Historical Journal of Film, Radio and Television, 235 Hopelessness, 58

242 Human-Computer Interaction, 88, 217, 228, 229 Hybrid, 33, 36, 41, 219 Hybrid approaches, 33 Hybrid component, 33 Hybrid environment, 33 Hybrid participants, 33 Hybrid technologies, 33 I Idaho State University, 104, 142 Ideal L2 self, 47, 51–56, 59 Imposter syndrome, 37 Inclusivity, 30, 35–38, 40–42 Indiana University, 8, 11, 79, 104, 142 Individual differences, 48–50, 56 Individual variables, 47–59 Inductive analysis, 19 Industry, 33, 34, 85, 165, 193, 197, 204, 205, 209, 227, 229, 236 Industry employee, 33 Inflections, 21 Information Outlook, 205, 231 Information Processing & Management, 226 Information science, 85, 124, 127, 129, 151, 163, 186–187, 215, 222, 226, 228, 231–233, 236 Information Science and Technology, 215, 226–228 Information Services & Use, 227 The Information Society, 227 Information Technology and Libraries, 227 Information Today, 226, 227, 231, 236, 238 Innovations in Education and Teaching International, 223 Inspire! Session, 26, 29 Institute for Scientific Information (ISI), 215 Institute for the Future (IFTF), 176–177 Institution, 5, 8, 28, 75, 78, 85, 91, 154, 155, 158, 161, 163, 168, 170–172, 177–179, 183, 184, 189, 190, 192, 195, 197, 199, 200, 209, 238 Institutional Review Board (IRB), 19, 20, 44 Instruction, 3, 4, 12, 13, 39, 52, 75, 76, 95, 96, 99, 100, 106, 107, 111, 114–119, 123–125, 132–135, 161, 169–170, 187, 193, 196, 200, 215, 219–222, 224 Instructional design (ID), 14, 17, 79, 85, 93–97, 100–103, 105, 111–113, 115–119, 121–123, 126, 129, 130, 133, 135, 137–139, 197

Index Instructional Design and Development, 120, 131, 215, 228–230 Instructional design and pedagogy, 8 Instructional design and technology, 4, 32, 38, 96–99, 102–104, 106, 108, 109, 112, 116, 122, 124, 126, 133, 134, 137, 138 Instructional Design and Technology (IDT) journals, 4 Instructional Science, 229 Instructional systems, 75, 102, 108, 115, 122, 125 Instructional technology, 83, 85, 88, 94–96, 98–100, 103–108, 110–112, 114, 116, 117, 119–121, 123, 125, 126, 128, 129, 131–139, 154, 161, 170, 178, 180, 214, 219, 225 Instructional Technology Council (ITC), 177–178 Instructional technology publications, 213 Instructor, 75, 85, 220 Instrumentality, 49, 53, 54 Integration, 14, 26, 49, 84, 96, 101, 106, 113, 178, 208, 218, 222, 224, 232 Integrativeness, 49–51, 53, 54 Intellectual curiosity, 75, 78 Interactive Learning Environments, 13, 88, 220 Inter-coder reliability, 22 Interlibrary loan, 214, 228 International Association for Language Learning Technology, 178–179 International Center of Photography (ICP), 179–180 International dialects, 21 International Journal of Computer-Supported Collaborative Learning, 230 International Journal of Human-Computer Interaction, 217, 229 International Journal of Robotics Research, 218 International Journal of Science Education, 230 International Journal of Technology and Design Education, 230 International Journal on E-Learning, 237–238 International Recording Media Association, 180–181 International Society for Performance Improvement, 180–181 International Standard Serial Number (ISSN), 4, 220, 224, 227

Index International Visual Literacy Association (IVLA), 161, 181, 229 The Internet and Higher Education, 238 Internet Reference Services Quarterly, 227, 238 Internet Research, 238 Interviews, 18–22, 45, 208 Invisible Labor, 85, 86 Iowa State University, 105, 142 J Jacksonville State University, 105, 139 James Madison University, 105, 147 Johns Hopkins University, 106, 143, 233 Johnson & Wales University Providence, 106, 146 The Journal of Academic Librarianship, 231 Journal of Access Services, 227 Journal of Computer Assisted Learning, 220 Journal of Computing in Higher Education, 225 Journal of Database Management, 228 Journal of Digital Learning in Teacher Education, 236 Journal of Documentation, 228 Journal of Educational Computing Research, 221 Journal of Educational Multimedia and Hypermedia, 221, 235 Journal of Educational Technology Systems, 225, 229 Journal of E-learning & Distance Education, 222 Journal of Intelligent and Robotic Systems, 218 Journal of Interactive Learning Research, 218, 223 Journal of Interactive Media in Education, 225 Journal of Interlibrary Loan, Document Delivery & Electronic Reserve, 228 Journal of Librarianship and Information Science, 231 Journal of Library Administration, 232 Journal of Library & Information Services in Distance Learning, 222 Journal of Library Metadata, 228 Journal of Popular Film and Television, 235 Journal of Research on Technology in Education, 221, 222 Journal of Science Education and Technology, 225 Journal of Special Education Technology, 237

243 Journal of Technical Writing and Communication, 229 Journal of Technology and Teacher Education, 236 Journal of the Association for Information Science and Technology, 227 Journal of the Learning Sciences, 230 Journal of Visual Literacy, 181, 229 Journals, 4, 5, 12, 13, 79, 154–158, 161, 163, 165, 167, 168, 170, 174, 179, 181, 184, 187, 188, 194, 203, 205, 209, 210, 213–215, 217–232, 234–238 K Kansas State University, 106, 143 Kennesaw State University, 106–107, 141 Kent State University, 107, 145 K-12 environments, 8 Knowledge Alliance, 182 Knowledge-Based Systems, 218 L Language Resources and Evaluation, 217 Leaders, 6, 18, 32, 34, 69, 153–156, 158–209 Leadership, 17, 31, 32, 37, 69, 83, 84, 88, 170, 177, 178, 183, 185, 192, 196, 201, 204, 208 Learning, 4, 17, 47, 69, 79, 85, 91, 93, 154, 218 Learning, design and technology, 88, 91, 93–148, 151 Learning analytics, 8, 12, 13 Learning and technology, 17, 179 Learning contexts, 47–49, 51–54, 57, 59 Learning experiences, 47, 48, 51–57 Learning, Media & Technology, 13, 125, 126, 235 Learning outcomes, 47–49, 57 Learning Point Associates, 182–183 Learning Sciences, 103, 130, 215, 230 Learning strategies, 8, 12, 13 Lehigh University, 107, 146 Libraries and Media Centers, 215, 231–234 Library, 151, 156, 158, 159, 161, 163–167, 170, 179, 181, 183, 184, 192–194, 196, 198, 199, 209, 210, 214, 226–228, 231–235 Library Administration and Management Association, 162–163 Library and Information Technology Association, 159

244 Library Hi Tech, 232 Library Hi Tech News, 232 Library & Information Science Research, 232 Library Journal, 232 The Library Quarterly: Information, Community, Policy, 232 Library Resources & Technical Services, 164, 233 Library Trends, 233 Lister Hill National Center for Biomedical Communications, 183–184 Literature syntheses, 8 Location, 8, 35, 42, 181, 189, 200, 213 Louisiana State University, 107, 143 Loyalty, 18 L2 learning, 47–58 L2 learning experience, 47, 51–56 L2 motivation, 47, 48, 50, 52–54, 59 L2 motivational self system, 47–59 L2 selves, 51–55 L2 writing, 47, 51, 55–59 L2 writing motivation, 51, 55, 56, 58, 59 M Macro-level, 35 MacWorld, 221 Management, 162, 166, 170, 178, 179, 183, 184, 195, 222, 226, 230, 232, 234, 236 Management Information Systems, 83 Massive Open Online Courses (MOOCs), 8, 12, 13, 76, 78 Media, 13, 76, 161, 166, 170, 172, 186, 187, 193, 197, 207, 209, 214, 224, 226, 235 Media Communications AssociationInternational, 184 Media & Methods, 235 Media Technologies, 215, 234 Medical field, 86 Medical Library Association, 184 Member identity, 18 Membership, 17, 18, 42, 50, 154–210 Meta-analyses, 12 Meta-syntheses, 3 Metropolitan State College of Denver, 108, 140 Metropolitan State University in Minneapolis, 75 Michigan State University, 8, 11, 108, 143 Mid-continent Research for Education and Learning, 185

Index Milieu, 53 Minds and Machines, 218 Minneapolis College of Art and Design (MCAD), 75 Minnesota, 74, 75, 144, 185 Mississippi State University, 108, 144 Mixed methods, 18 Mixed methods design, 18 Mobile learning, 8, 13 Modality, 20, 23, 33, 35, 36 Morehead State University, 108, 143 Motivated behaviors, 54, 55 Motivation, 8, 13, 26, 31, 47–50, 52, 54, 56–59, 230 Mount St. Mary’s University, 109, 143 Multichannel News, 235 MultiMedia & Internet@Schools, 236 Multimedia Systems, 236 N Name of a contact person, 44, 93–139 Name of the department/program, 93–148 National Aeronautics and Space Administration, 185–186 National Alliance for Media Arts and Culture (NAMAC), 186 National Association for Visually Handicapped, 186–187 National Association of Media and Technology Centers, 186 National Commission on Libraries and Information Science, 186–187 National Communication Association, 187 National Council of Teachers of English, 188 National EBS Association, 188–189 National Endowment for the Humanities, 189–190 National Federation of Community Broadcasters, 190 National Film Board of Canada, 190–191 National Freedom of Information Coalition, 191 National Gallery of Art, 192 National PTA, 192, 193 National Public Broadcasting Archives, 193–194 National Telemedia Council Inc., 194 National University, 109, 140 Native American Public Telecommunications, Inc., 194–195 Natural Science Collections Alliance, 195 The NETWORK, Inc., 208–209

Index Networks, 20, 32, 33, 43, 154, 161, 168, 172, 178, 184, 202, 204, 228, 232 New England School Library Association (formerly New England Educational Media Association), 161, 196 New London, 81 New Mexico State University, 109, 144 New York Festivals, 196 New York University, 109, 144 North Carolina, 81, 82, 145, 202 North Carolina State University, 83, 84, 86, 110, 145 Northeastern University, 110, 143 Northern Arizona University, 110, 140 Northern Illinois University, 110–111, 142 Northern State University, 111, 146 Northwest College and University Council for the Management of Educational Technology, 197 Northwest Missouri State University, 111, 144 Northwestern University, 111, 142 Nova Southeastern University, 111, 141 O Occaneechi-Saponi tribe, 82 OCLC Online Computer Library Center, Inc., 198 The Ohio State University, 112, 145 Ohio University, 112, 145, 229 Oklahoma State University, 112, 145 Old Dominion University, 11, 112, 147 Online, 4, 12, 18, 34, 35, 41, 42, 50, 76, 85, 168, 175, 176, 181, 197, 201, 204, 207, 209, 214, 217–238 Online learning, 8, 13, 14, 85 Online Searcher, 238 Ontario Film Association, Inc., 198–199 Open access journals, 8 Open Learning, 222 Openpyxl, 19 Oregon State University, 113, 146 Organizations, 17, 18, 21, 30–35, 37–43, 77, 151–209, 231 Otter.ai, 21 Ought-to L2 self, 47, 51–56, 59 Overlapping speech, 21 P Pacific Film Archive, 199 Pacific Resources for Education and Learning, 200

245 Pedagogical issues, 8, 14 Pedagogical Positions, 75–76, 85–86 Peer-reviewed process, 32 Pennsylvania State University, 11, 113, 146 Pepperdine University, 113, 140 Performance Improvement, 229 Performance Improvement Quarterly, 181, 230 Pittsburg State University, 113, 143 Place attachment, 17–45 Place-based attachment, 18 Point Park University, 114, 146 Positionality Statement, 21 Possible selves theory, 50 Poster, 45 Practitioner, 28, 32, 38, 154, 165, 175, 180, 187, 202, 213, 223, 228 Presentations, 34, 45, 87, 170, 181, 220 President of the Association for Educational Communications and Technology (AECT), 73 Prevention-focused instrumentality, 53 Pride, 57, 58, 174 Problem-solving, 14, 76 Professional development, 14, 17, 154, 171, 175, 178, 200, 204, 207, 209, 215, 236 Professional networking, 17 Professional organizations, 17, 160, 162, 178, 189 Programs in learning, design, and technology, 93–148 Program website, 93 Project management, 88 Promotion-focused instrumentality, 53 ProQuest Microfilm, 214 Pro Word Cloud, 19 Public Libraries, 161, 170, 233 Public Library Quarterly, 233 Publications, 3, 5–8, 11, 32, 77–79, 86–88, 154–182, 184–210, 213, 214, 218, 221, 223–225, 231 Purdue University, 11, 114, 142 Purposive sampling, 18 Python library, 19 Python project, 19 Python script, 5 Q Qualitative data, 21 Qualitative inquiries, 18, 20–22 Quantitative findings, 32 Quantitative investigations, 18–20

246 R Reference and User Services Association, a division of the American Library Association, 201 Reference and User Services Quarterly, 233 The Reference Librarian, 233 Reference Services Review, 233 Registration data, 19 Reputation, 31, 32 Research, 3, 18, 47, 75, 81, 151, 154, 217 Research connections, 33 Research for Better Schools, Inc., 201–203 Research in Science & Technological Education, 224 Research trends, 32, 33 Resources, 151, 158, 160, 164, 169, 171, 176, 177, 187, 197, 201, 202, 204, 207, 208, 213, 214, 221, 228, 231, 232, 235 Retention, 12, 17–45, 75, 86 Retention rate, 39, 43 Return rate, 19, 23, 24, 28 Returnees, 19, 32, 43 Returners, 23, 24, 26 Richard Stockton College of New Jersey, 114, 144 Robert Morris University, 114, 146 Roosevelt University, 115, 142 Roundtable, 26, 39 R script, 5 S Saint Leo University, 115, 141 Saint Mary’s University of Minnesota, 115, 144 Sam Houston State University, 115, 147 San Diego State University, 116, 140 San Francisco State University, 116, 140 Scholarship, 3–15, 40, 41, 69, 79, 84 School, 4, 13, 34, 75, 81–83, 85, 154, 156, 158, 161, 163, 165, 169, 171, 173, 174, 176, 179, 182, 183, 185, 186, 188, 189, 192, 194, 196, 200, 202, 203, 206–208, 220, 230, 234, 235 School Library Journal, 234 School Library Monthly, 234 School Library Research, 234 Science Robotics, 218 Scopus, 4–7, 9, 10 Scopus API, 4, 5 Scopus-indexed publications, 5 Scopus scholarship database, 3

Index Second language (L2), 37, 47–59, 219 Self-concept, 50 Self-discrepancy theory, 50 Self-efficacy, 14, 47, 55, 56, 58, 59 Self-image, 51–53, 55 Self-regulated learning, 12, 14 Self-worth, 37 Semi-structured interview protocol, 20 Semi-structured interviews, 18, 20, 45 SERVE Center @ UNCG, 201–203 Service focus, 18 Seton Hall University, 116, 144 Shame, 58 Showcase, 26, 79, 86, 206, 208 Simulation & Gaming, 237 Simulation, Gaming, and Virtual Reality, 215, 237 Social and cultural milieu, 48 Social media, 8, 13, 41 Social media platforms, 42 Social Science Computer Review, 221, 226 Society for Photographic Education, 203 Society of Cable Telecommunications Engineers, 203, 204 Society of Photo Technologists, 204–205 Socioeducational factors, 54 Socioeducational model, 48–49 Southern Illinois University, 116, 142 Southern Illinois University Edwardsville, 117, 142 Southwest Educational Development Laboratory, 205 Special Education and Disabilities, 215, 237 Special Libraries Association, 205, 231 Standard transcription conventions, 21 Stanford University, 117, 140 St. Thomas University, 117, 141 Studio Arts, 74 Sul Ross University, 117, 147 SUNY Brockport, 118 SUNY Potsdam, 118 Swedish, 74 Syntax errors, 21 Syracuse University, 118, 145 System, 221 T Tango, 73, 79 Target language, 48–52, 54 Target language community, 49, 50, 54 Teacher Librarian, 234 Teachers and Writers Collaborative, 206

Index Technological developments, 213 Technology, 3, 17, 50, 69, 73, 86, 91, 93, 151, 154, 213, 218 TechTrends, 162, 226 Telecommunications and Networking, 215, 237 Telematics and Informatics, 236 Temple University, 118, 146 Texas A&M University, 119 Texas A&M University, Commerce, 119, 147 Texas A&M University, Corpus Christi, 119, 147 Texas Tech University, 119–120, 147 T.H.E. Journal, 226 Theoretical scholarship, 8, 15 Towson University, 120, 143 Training, 230 Two-cycle coding process, 22 U University Continuing Education Association, 208–209 University of Alabama, 88, 120, 140 University of Alabama at Birmingham, 120, 140 University of Arkansas, 121, 140 University of Arkansas at Little Rock, 121, 140 University of California Irvine, 121, 140 University of Central Arkansas, 121, 140 University of Central Florida, 121, 141 University of Cincinnati, 122, 145 University of Colorado Denver, 122, 141 University of Connecticut, 122, 141 University of Delaware, 123, 141 University of Florida, 11, 123, 141 University of Georgia, 8, 11, 83, 84, 88, 123, 141 University of Hawai’i-Mānoa, 124, 142 University of Houston, 124, 147 University of Houston-Clear Lake, 124, 147 University of Illinois at Urbana-Champaign, 125, 142 University of Kentucky, 125, 143 University of Maryland, Baltimore County, 125, 143 University of Massachusetts, Amherst, 125, 143 University of Massachusetts, Boston, 126, 143 University of Memphis, 126, 147 University of Miami, 126, 141 University of Michigan, 127, 143

247 University of Minnesota, 75, 76, 127, 144 University of Missouri, 85, 127, 144 University of Nebraska at Kearney, 127–128, 144 University of New Mexico, 128, 144 University of North Carolina, 128, 145, 201 University of North Carolina at Charlotte, 128 University of North Carolina Greensboro, 129, 145 University of North Carolina Wilmington, 129, 145 University of North Dakota, 129, 145 University of Northern Colorado, 130, 141 University of Northern Iowa, 130, 142 University of North Florida, 129, 141 University of North Texas, 11, 130, 147 University of Oklahoma, 130, 145 University of Rhode Island, 131, 146 University of Saint Joseph, 131, 141 University of San Diego, 131, 140 University of South Alabama, 131, 140 University of South Carolina, 131–132, 146 University of Southern California, 132, 140 University of Southern Mississippi, 132, 144 University of South Florida, 132, 141 University of Tampa, 133, 141 University of Tennessee, Knoxville, 133, 147 University of Texas at Austin, 133, 147 University of Texas Rio Grande Valley, 133, 147 University of Toledo, 134, 145 University of Virginia, 134, 147 University of Washington, 134, 148 University of West Florida, 134, 141 University of West Georgia, 135, 141 University of Wisconsin-Stout, 135, 148 University of Wisconsin-Whitewater, 135, 148 University of Wyoming, 135, 148 Urban Design, 75 USA, 151, 153–210, 214, 215 Utah State University, 136, 147 V Valdosta State University, 136, 141 Valley City State University, 136, 145 Vanderbilt University, 136–137, 147 Virginia Tech, 137, 147 Virtual, 12, 20, 41, 42, 177 Virtual attendee, 36 Virtual component, 33 Virtual conference, 23 Virtual option, 36

248 Virtual participants, 35, 41 Virtual reality/learning, 8, 12–14 W Wayne State University, 137, 143 Website URL, 151 Western Illinois University, 138, 142 Western Kentucky University, 138, 143 Western Oregon University, 138, 146 West Texas A&M University, 137, 147 West Virginia University, 137, 147 Widener University, 138, 146 Wilkes University, 139, 146

Index Winthrop University, 139, 146 Wireless Networks, 222 Word clouds, 19, 26, 29 Wright State University, 139, 145 Writing self-efficacy, 47, 59 Y Young Adult Library Services Association, 159, 209–210 Z Zoom, 21, 36