Hybrid Pedagogy
From DigitalRhetoricCollaborative
[Hybrid Pedagogy][1] is an online, open-access, non-blind peer reviewed journal that focuses on digital pedagogy. Their tagline is "All Learning is Necessarily is Hybrid." options|Hybrid Pedagogy Logo
Hybrid Pedagogy launched in December 2011 under the guidance of Jesse Stommel -- then an Assistant Professor at Marylhurst University -- with the help of his colleague Pete Rorabaugh. But the history of the journal is much longer than that. In fact, Jesse started thinking about the journal as far back as 2002 in conversations with Sean Michael Morris and R L Widmann, his friends and colleagues at the University of Colorado-Boulder. The journal was born from questions that rise up when we consider what happens to critical pedagogy in a digital, or digitally-influenced, environment -- where does agency occur; where does learning happen; how does the digital change or reinforce traditional student and teacher roles and power dynamics; how is our humanity subject to or amplified by the digital; what becomes of scholarship; what does access mean, and how does it affect learning; what do we do with this space of wild innovative possibility within the architecture of the academic institution?
Since its launch, Hybrid Pedagogy has hosted more than 100 voices and published more than 300 articles. The journal's audience lives on every continent (well, except Antarctica, but they're working on that) with readers in over 200 countries, and several of our articles have been translated into French, Spanish, German, and other languages. As well, many articles have found their way into curricula across the country and around the globe. It is indexed in the Library of Congress, the Directory of Open Access Journals, and Google Scholar.
But Hybrid Pedagogy was never meant to be just another peer-reviewed academic journal. It was designed to question the very form of academic writing, the nature of digital learning and teaching, the process of peer review, and to bring together scholars whose ideas are not regularly broadcast within higher education.
