Information for contributors

Writing for Learning Learning『学習の学習』応募規定

Updated 1st October 2022

Learning Learning is the Learner Development SIG newsletter and is published online bi-annually, in the Spring and Autumn. It has a specific ISSN number (ISSN 1882-1103), and features cutting edge articles in various formats that relate to people’s ideas, reflections, experiences, and interests to do with learner development, learner autonomy, and teacher autonomy. Many different SIG members contribute to each issue of Learning Learning, and, by doing so, create a sense of shared community and learning together. Please feel free to contribute too and make connections within the SIG and beyond. Contact the editorial team at <lleditorialteam AT MARK gmail dot com>.

『学習の学習』はLD SIGのニュースレターで、年に2回(春と秋)オンライン出版されています(ISSN 1882-1103)。学習者の成長、学習者と教員の自律に関するアイディア、省察、経験や興味に関連したさまざま形式の原稿を収録しています。SIGの多くのメンバーが『学習の学習』に寄稿し、共同体の意識を築き共に学習しています。どうぞ奮ってご投稿され、SIG内でのまたそれを超えた繋がりを築いてください。

Contributions / 寄稿

We encourage new writing and new writers and are happy to work with you in developing your writing. We would be delighted to hear from you about your ideas, reflections, experiences, and interests to do with learner development, learner autonomy, and teacher autonomy.


Learning Learning editorial processes aim to enable both novice and experienced writers to develop their contributions within a supportive framework. Contributions to Learning Learning go through open peer review. After authors submit an initial draft, they work together with an editor/pair of editors who they will be able to dialogue directly about the development of their writing. The intention of open review is to offer serious, fair and, above all, supportive feedback to writers to help them to develop as teachers, researchers, and learners. 


Please note that writing by students is welcome. The Learning Learning editorial team is also happy to provide further details of the open review process, should institutions or employers require this.


For more details about formats and lengths (形式と長さ) of writing suitable for Learning Learning, please see below. To upload your writing to the editorial team of Learning Learning, please use this link. Many thanks.

We welcome contributions for the Autumn issue of 2023, with the pre-publication deadline of 17th September 2023 for Learning Learning 30(1).

Ideally, we would like to hear from you well before the deadline, but in reality, the door is always open, so feel free to contact one of the editors when you are ready.

Formats and lengths / 形式と長さ

Learning Learning is your space for continuing to make the connections that interest you. You are warmly invited and encouraged to contribute to the next issue of Learning Learning in either English and/or Japanese. In order to provide access and opportunities for Learner Development SIG members to take part in the SIG’s activities, we welcome writing in different formats and lengths about issues connected with learner and teacher development, such as:


Mini-profiles: Sharing your learner development interests / ミニプロフィール:学習者ディベロップメントについての関心の共有

Here SIG members introduce themselves briefly (just 50 to 100 words or more), and write about what interests, puzzles, intrigues them about learner development, and/or about a particular approach or project, or research that they are doing or plan to do, or simply share a short reflection, to do with learner development (about 100 words or more):… ここでは、SIGメンバーの学習者ディベロップメント研究に取り組む原動力となる関心や課題とともに短い(200から400字程度)自己紹介をお届けします。特別なアプローチやプロジェクト、現在進行中の研究やその計画、さらには学習者ディベロップメントの取り組みに関する内省など、それぞれの思いや考えが寄せられています (約200-400字程度以上)

Short articles on issues to do with learner/teacher development and autonomy / 学習者と教師の成長・自律に関する小論

#1: short individual articles (1,200 – 2,500 words): 小論(単著) (約3,600-7,500字)

#2: short group-written articles (1,200 – 4,000 words): 小論(共著)(約3,600-12,000字)

Reflective writing about learning for learner/teacher development and autonomy / 学習に関する省察 ー 学習者と教師の成長・自律を目指して

#1: particular puzzles that you and/or your learners have about their learning, practices, development, autonomy, and so on, and inviting other Learning Learning readers to respond (1,000 words or more):ご自身や学習者の悩み(学習、実践、成長、自律など)に関して、LL読者と一緒に考えましょう。(約4,000字)

#2: dialogue with (an)other SIG member(s) (1,000 to 2,000 words):SIGメンバー同士の対話 (約4,000字-8,000字)stories of learners becoming autonomous (about 500 to 1,000 words): 自律・成長する学習者に関する話 (約2,000字-4,000字)

#3: stories of your learning and teaching practices: success and failure (about 500 to 1,000 words):学習・教育実践の成功談・失敗談 (約2,000字-4,000字)

Members’ voices / メンバーの声

#1: a short personal profile of yourself as a learner and teacher and your interest in  learner development (about 500 to 1,000 words) :学習者・教員としての自身のプロフィールと学習者の成長に関する興味 (約2,000字-4,000字)

#2: a story of your ongoing interest in, and engagement with, particular learner development (and/or learner autonomy) issues (about 500 to 1,000 words) :学習者の成長や学習者の自律に関する興味や取り組み (約2,000字-4,000字)

#3: a short profile of your learner development research interests and how you hope to develop your research (about 500 to 1,00 words) :学習者の成長に関する研究内容と今後の研究の展望 (約2,000字-4,000字)

#4: a short profile of your working context and the focus on learner development/learner autonomy that a particular institution takes and/or is trying to develop in a particular curriculum (about 500 to 1,000 words):教育環境の紹介、所属機関やカリキュラムにおける学習者の成長や自律に関する取り組み (約2,000字-4,000字)

Learners’ voices / 学習者の声

Learners share stories of their learning, reflections on their practices of learning, or report on a project or research that they are doing or plan to do related to learner development (about 300 to 500 words):学習者が自分の学習経験、学習の実践についての考察、または学習者の成長に関連して行っている、もしくは計画しているプロジェクトや研究について報告します。 (約1200-2000字程度以上)

Research & reviews / 研究 & レビュー

#1: summaries and accounts of new graduate research (1,200 – 2,500 words) :大学院での研究内容の要約やその振り返り (約2,400字-5,000字)

#2: proposals for a joint project/joint research (about 500 to 1,000 words): 協働プロジェクト・リサーチの提案 (約2,000字-4,000字)

#3: reports (of a conference presentation, research project, particular pedagogic practice, and so on, to do with learner development) (about 500 to 1,000 words): レポート(学習者の成長に関する学会発表、研究プロジェクト、教育実践など)(約2,000-4,000字)

#4: reports of research in progress (about 500 to 1,000 words): 研究中間報告(約2,000字-4,000字)

#5: book, website, article reviews (about 750 to 1,500 words):書籍、ウェブサイト、論文の批評(約3,000字-6,000字)

Free space / フリー・スペース

#1: photographs, drawings, and/or other visual materials about learner development, and/or related to learner autonomy:学習者の成長や自律に関する写真、絵、視覚資料

#2: activities and tips for learner development/autonomy (about 500 to 1,000 words) :学習者の成長・自律を促す活動やヒントの紹介 (約1,000字-2,000字)

#3: some other piece of writing that you would like to contribute and that is related to learner development :その他の学習者の成長に関する執筆

#4: poems… and much more: 詩、その他。

Our publications door is always open, so feel free to contact one of the editorial team when you are ready at <lleditor30.2 AT MARK gmail dot com>. Many thanks!

投稿はいつでも可能ですので、編集者にお気軽にお問い合わせください。お待ちしております!<lleditor30.2 AT MARK gmail dot com>

  • LL editorial team <lleditorialteam AT MARK gmail dot com>
  • Ken Ikeda: lleditor 30 dot 2 AT MARK gmail dot com (editor, members’ voices, grant awardee essays)
  • Mike Kuziw: mike dot kuziw AT MARK gmail dot com (editor, members’ voices, research and reviews)
  • Hugh Nicoll: hnicoll AT MARK gmail dot com (editor, grant awardee essays, webmaster)
  • Tim Ashwell: tashwell AT MARK gmail dot com (editor)
  • Megumi Uemi: megumiuemi AT MARK gmail dot com (editor, translator)
  • James (Jamie) Thomas: jaebez dot thomas AT MARK gmail dot com (editor)