Communication Teacher

We invite communication educators and other stakeholders in communication education to submit to a special issue of Communication Teacher on the topic of generative artificial intelligence (AI). This issue aims to capitalize on this unique historical moment and document the breadth of ways in which communication instruction is engaging and shaping practices surrounding generative AI.

Rarely before has there been a technology with as much potential to affect all aspects of teaching and learning activity and to impact so many stakeholders directly. Throughout the educational ecosystem, individuals, institutions, and industries are discovering and exploiting the affordances of generative AI, often in novel or unforeseen ways. Its influence is inescapable because, whether we ourselves choose to engage with it, we know that its use (or the conversation about its use) is extensive -- involving instructors, students, administrators, publishers and content providers, advisors and counselors, and others.  In this issue, we aim to enter this conversation and recognize that through our practices we are shaping generative AI, whether as our ally, our enemy, or both.

Given its recent availability in general and public use, many of our educational efforts regarding generative AI are exploratory and untested. This special issue will showcase these early efforts and demonstrate the ways in which educators and learners are evolving and innovating their practices even as the technology continues to emerge. By capturing this moment, we hope to build a conversation grounded in actual experience and, therefore, we especially invite submissions that report and assess (whether formally or through critical reflection) new practice and/or modifications to existing practice, as well as submissions that focus on responses to new problems created for existing practices. As editors, we are not advocates for any particular perspective on generative AI. Current conversations about the technology point out both positive and negative aspects. A rich conversation represents multiple perspectives, and authors should feel welcome to take a stand--should they wish to do so—, in calling us to take a certain stance or attitude.

Submissions must conform to one of the general formats established for the journal and described in its call for submissions. Other than this restriction, we are interested in representing a broad range of use cases across the spectrum of communication teaching and learning in any country/countries. We welcome submissions on any aspect of teaching and learning that consider the practice and/or assessment of the teaching of communication considered broadly. Proposals may concern activities or practices in any educational system, academic or subject discipline or educational context, including beyond the formal classroom. Examples include course design, assessments, assignments and activities, student practices, delivery of instruction, student services, etc. Submissions may focus on the experience of instructors, students, advisors, tutors and/or other stakeholders. Submissions must involve the use (or intentional non-use) of generative AI specifically. The AI may be accessed directly (e.g., Bard or Dall-E) or integrated into another application (e.g., auto-graders, speaking coaches). The communication generated by the AI may be in any form—written, aural, and/or visual. We recognize the form of this technology is emerging, and authors with any questions about whether their instance of AI meets this criterion are encouraged to contact the special issue editor directly before preparing a proposal.

To be considered for the special issue, we ask contributors to first share a brief proposal (250-500 words), along with a working title and brief author biography. These should be in .pdf or other format compatible with MS Word and emailed to [email protected] with SPECIAL ISSUE in the subject line. Each will be screened for fit with the issue and the journal.

The teaching and learning activities or practices to be reported in the final manuscript need not be completed by the proposal deadline. In this case, the proposal should clearly indicate when they will be completed. We ask you to submit a proposal only if you can commit to completing a full manuscript for review by the deadline. Proposals are accepted any time before November 15, 2023, and authors will receive, within two weeks, notice of whether a full manuscript is invited. Full manuscripts must be submitted by April 14, 2024, and will receive anonymous peer review by at least 2 reviewers. All manuscripts should conform to the standard stylistic guidelines and formatting expectations of the journal.

Instructions for AuthorsSubmit an Article