From the call:
Digital Humanities Quarterly invites submissions for a special issue on creative pedagogical approaches in the instruction of information visualization. Contributions are invited on methodologies, tools, and resources that practitioners have used to teach any facet of information visualization, which may include (but is not limited to) best practices in design, the use of specific tools, or data literacy. These approaches may include any resources, workshops, activities, or other materials that translate principles of information visualization both widely across as well as within specific disciplines, cultures of scholarship, and technical backgrounds. Alternatively, contributions may be submitted about theoretical and philosophical perspectives on information visualization that inform the ways in which visualization is taught, where “teaching” may encompass engagement with audiences at any level of academe (e.g., students, faculty, administrators, or staff).
Following guidelines provided by DHQ, submissions may include research articles, case studies, opinion pieces, or reviews, such as ones written about digital materials that have been used in teaching information visualization. Individuals who wish to submit pieces that are more experimental in form beyond the DHQ guidelines above should contact the editor (below) in advance to discuss feasibility and other options for execution.
The deadline for submissions is October 1, 2016.
This post was produced through a cooperation between Shaherzad Ahmadi, Taylor Davis-Van Atta, Julia Glauberman, Anna Kijas, Hillary Richardson, Chelcie Rowell, Joshua Sadvari, and Amy Wickner (Editors-at-large for the week), Patrick Williams (Editor for the week), Sarah Potvin (Site Editor), Caitlin Christian-Lamb, Caro Pinto, and Roxanne Shirazi (dh+lib Review Editors).