The Informal Learning Review (ILR) is a bi-monthly journal that stands at the forefront of the informal learning industry, bringing together cutting-edge research and insights for its readers. With a rich history spanning three decades, the ILR has become a trusted resource, offering a diverse array of articles, essays, and listings that enhance the diverse world of informal education.
The ILR caters to a wide range of professionals, including non-profit
executives, exhibition designers, consultants, educational researchers,
site managers, educators, and development directors worldwide. Its invaluable
content has found a permanent place in libraries and resource centers of
these professionals, proving to be an indispensable resource for their
work and projects.
With a commitment to fostering a community of lifelong learners, the ILR can be regarded as a resource for many people to engage actively by contributing their own articles
and papers. The collaborative nature of the publication ensures that a
variety of voices and perspectives find representation, keeping the content
diverse and relevant to the ever-changing landscape of informal education.
Ownership and publication of the ILR are now being led by the newly
formed Informal Learning Review Collaborative. The ILR Collaborative is currently
composed of the Center of Science and Industry (COSI), Columbus Landmarks,
and The Ohio State University, receiving enthusiastic support from Informal
Learning Experiences, Robert Mac West’s consulting firm which has published
the ILR for the past 30 years. This transition ensures the future success of
the ILR and opportunities for increasingly diverse and relevant content as
well as an expanded readership.
As we embark on this journey, we invite you to join us in supporting the
Informal Learning Review under the leadership of The Informal Learning
Review Collaborative. Together, let us continue to advance informal
education, share innovative practices, and foster a vibrant community of
lifelong learners.
Stay tuned for further updates on the upcoming issues of the ILR and
exciting opportunities for contributions. We look forward to your continued
engagement and participation in shaping the future of informal education.
Embracing Accessibility: Transition to a Complimentary Publication Model
We are thrilled to announce the transition of the ILR to a free publication. Our unwavering
dedication to advancing informal education is at the core of this decision. By eliminating
the financial barrier of subscription fees, we aim to extend the reach of the ILR’s insights
to learners, educators, and enthusiasts across the global spectrum.
Please fill out the form below to subscribe to The Informal Learning
Review journal.
Articles should be submitted to [email protected] in Word format. In general, article length should be from four to six pages (single-spaced).
Endnotes: Not footnotes. Bibliography, Note, or Reference style as found in the Chicago Manual of Style.
Bibliography:
Heckathorn, Douglas D. “Collective Sanctions and Compliance Norms: A Formal Theory of
Group-Mediated Social Control.” American Sociological Review 55 (1990): 366-84.
Note:
Douglas D. Heckathorn, “Collective Sanctions and Compliance Norms: A Formal Theory of
Group-Mediated Social Control,” American Sociological Review 55 (1990): 370.
Reference:
Heckathorn, D.D. 1990. Collective sanctions and compliance norms: A formal theory of
group-mediated social control. American Sociological Review 55: 366-84.
Font: Times New Roman
Size: 12 point
Paper Size: 8.5” x 11”
Margins: 1 inch on all four sides
Title: The title of the article should be at the top of the first page in bold.
Author Name: The name of the author(s) should appear under the title of the article.
Author(s) Attribution: The author’s name, institutional affiliation/title, and email address is included in a brief paragraph at the end of the article.
Paragraphs: Block paragraphs, single-spaced, with one blank line in between paragraphs. No additional points/spacing before or after paragraphs, just the extra hard return.
Punctuation Spacing: One space after periods, commas, semicolons, or colons.
Photographs and Illustrations: Please submit high resolution (300 ppi), color jpg files. Include brief (5-10 word) captions for all images and graphs. Clearly associate captions with any images. Provide photo attribution if necessary.
ILE uses the Chicago Manual of Style as a guide for formatting and punctuation. For example:
- Use em dashes rather than hyphens for amplifying or explanatory elements (there are no spaces inserted between the em dash and words in a sentence)
- The titles of museum exhibitions are not italicized, underlined, or placed inside quotation marks
- Spelling will conform to American English conventions (i.e., center/centre), unless the spelling refers to a proper name
- Periods and commas come before closing quotation marks. Colons, semicolons, question marks, and exclamation points follow closing quotation marks (unless a question or an exclamation point belongs within the quoted matter).
However, we use the Associated Press style in formatting numbers:
- Spell out numbers one to nine and use figures for numbers 10 and above--except use figures for one to nine for addresses, ages, exact dates, decimals and fractions, measurements, and money.
Connect with us at [email protected]
Informal Learning Review Collaborative
Dr. Frederic Bertley
President & CEO, COSI
Dr. Joe Heimlich
Senior Director of Research, COSI / Center for Research & Evaluation
Professor Emeritus, The Ohio State University
Dr. Rebecca Kemper
CEO, The Columbus Landmarks Foundation
Dr. Robert Mac West
Informal Learning Experiences