Challenges of the HOW Journal in Spreading Teachers’ Works in Times of Ranking Pressures

Article Sidebar

PDF HTML
Published: Oct 3, 2016
DOI: https://doi.org/10.19183/how.23.2.333
Keywords:
Academic journals, getting published, HOW journal, ranking systems, teachers as writers

Main Article Content

Melba L. Cárdenas

Abstract

Colombian universities and some professional organisations have faced the challenge of gaining visibility, mainly via accredited publications whose reputation depends upon their inclusion in prestigious rankings. This article contains a documentary analysis of the evolution of the HOW journal, the authors’ profiles, and their preferred themes and concerns—as evidenced in the articles published to date and in records of the editorial processes kept over the past ten years. From that analysis we derive a series of challenges dealing with editorial policies and processes which are closely related to current trends in the evaluation systems that govern the rankings of academic journals.

Article Details

How to Cite
Cárdenas, M. L. (2016). Challenges of the HOW Journal in Spreading Teachers’ Works in Times of Ranking Pressures. HOW, 23(2), 35–57. https://doi.org/10.19183/how.23.2.333
Issue
Vol. 23 No. 2: (July/December 2016)
Section
Research Reports

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.

Author Biography

Melba L. Cárdenas

Melba L. Cárdenas is an associate professor of the Foreign Languages Department at Universidad Nacional de Colombia, Bogotá campus and belongs to the LEXI and PROFILE research groups. She is a PhD Candidate in Education (Universidad de Zaragoza, Spain), thanks to a scholarship granted by Fundación Carolina. She is the editor of the HOW and PROFILE journals, edited in Colombia.
Crossref
Scopus
Google Scholar
Europe PMC

References

Adnan, Z. (2009). Some potential problems for research articles written by Indonesian academics when submitted to international English language journals. Asian EFL Journal, 11(1), 107-125.

Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-260). New York, NY: Greenwood Press.

Canagarajah, A. S. (2002). A geopolitics of academic writing. Pittsburgh, PA: University of Pittsburgh Press.

Cárdenas, M. L. (2003). Teacher researchers as writers: A way to sharing findings. Colombian Applied Linguistics Journal, 5, 49-64.

Cárdenas, M. L. (2014). Publishing and academic writing: Experiences of authors who have published in PROFILE. PROFILE Issues in Teachers’ Professional Development, 16(2), 11-20.http://dx.doi.org/10.15446/profile.v16n2.46144.

Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. London, UK: Routledge.

Colciencias. (2010, February). Documento guía: servicio permanente de indexación de revistas de ciencia, tecnología e innovación colombianas. Bogotá, CO: Author. Retrieved from http://publindex.colciencias.gov.co:8084/publindex/docs/informacionCompleta.pdf.

Colciencias. (2016, May). Documento No 1601: política para mejorar la calidad de las publicaciones científicas nacionales (versión para discusión). Bogotá, CO: Author. Retrieved from http://www.colciencias.gov.co/sites/default/files/upload/paginas/politica-publindex-colciencias.pdf.

Declaration on citation indices and editorial practices. (2015). HOW, 22(2), 148-154.

Flowerdew, J. (1999). Problems in writing for scholarly publication in English: The case of Hong Kong. Journal of Second Language Writing, 8(3), 243-264. http://dx.doi.org/10.1016/S1060-3743(99)80116-7.

Flowerdew, J. (2007). The non-Anglophone scholar on the periphery of scholarly publication. AILA Review, 20(1), 14-27.

Golombek, P. (2009). Personal practical knowledge in L2 teacher education. In A. Burns & J. C. Richards (Eds.), Second language teacher education (pp. 155-162). Cambridge, UK: CambridgeUniversity Press.

Google Scholar Metrics. (n.d.). https://scholar.google.com/intl/en/scholar/metrics.html#metrics.

Johnson, K. E., & Golombek, P. (2011). The transformative power of narrative in second language teacher education. TESOL Quarterly, 45(3), 486-509.

Lillis, T., & Curry, M. J. (2010). Academic writing in a global context: The politics and practices of publishing in English. New York, NY: Routledge.

Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27, 812-819.http://dx.doi.org/10.1016/j.tate.2011.01.001.

Lucio-Arias, D., Rivera Torres, S. C., Tique Ortiz, J., Villarreal, N. F., Lucio, J., Mora, H., . . .Garavito Muñoz, M. P. (2015). Indicadores de ciencia y tecnología, Colombia 2014. Bogotá, CO: Observatorio Colombiano de Ciencia y Tecnología. Retrieved from http://ocyt.org.co/Portals/0/LibrosPDF/OCyT_Indicadores_2014.pdf.

McCutchen, D. (2011). From novice to expert: Implications of language skills and writing-relevant knowledge for memory during the development of writing skill. Journal of Writing Research, 3(1),51-68. http://dx.doi.org/10.17239/jowr-2011.03.01.3.

Okamura, A. (2006). Two types of strategies used by Japanese scientists, when writing research articles in English. System, 34(1), 68-79. http://dx.doi.org/10.1016/j.system.2005.03.006.

Pérez-Llantada, C., Plo, R., & Ferguson, G. R. (2011). “You don’t say what you know, only what you can”: The perceptions and practices of senior Spanish academics regarding research dissemination in English. English for Specific Purposes, 30(1), 18-30. http://dx.doi.org/ 10.1016/j.esp.2010.05.001.

Rowland, F. (2002). The peer-review process. Learned publishing, 15(4), 247-258. http://dx.doi.org/10.1087/095315102760319206.

Smiles, T. L., & Short, K. G. (2006). Transforming teacher voice through writing for publication. Teacher Education Quarterly, 33(3), 133-147.

The Royal Society Publishing (n.d.). Citation metrics. Retrieved from http://rspb.royalsocietypublishing.org/citation-metrics.