Dr. Don Finn
Associate Professor and Chair of Adult Education Programs, Regent University School of Education (COABE President)
Shaketta D. Thomas
School Assessment Coordinator, Virginia Department of Corrections (COABE Region 2 Representative)
Vice President, Pima Community College – retired (COABE Vice President for Membership)
Dr. Larriann Torrez
Director of Tulare Adult School, Tulare Joint Union High School District (COABE Region 6 Representative
Director of Adult Education, Kent ISD – Grand Rapids, MI
Senior Technical Advisor, Word Education, Inc.
COABE Journal: The Resource for Adult Education an open-access journal focused on innovative ideas and practitioner experience that supports the field of adult education. COABE Journal is organized around themes and published twice a year and is available for purchase.
The COABE Journal seeks to be the resource that adult educators turn to for learning and inspiration. Researchers, advocates, administrators, teachers, and other practitioners are invited to submit manuscripts to the journal.
The COABE Journal is a theme-oriented and practitioner-focused journal that is published semi-annually. The COABE Journal seeks contributions from Adult Education practitioners to share best practices, research, innovations, reflections, and reviews for the Fall 2021 edition focusing on the theme of Technology & Digital Literacy for Adult Educators and Students. Digital Literacy is defined as the skills associated with using technology to enable users to find, evaluate, organize, create, and communicate information (P.L. 111-340, 22 Dec. 2010). Articles for consideration should focus on one of the topics listed below and follow the criteria for the type of article noted in theSubmission Guidelines.
All submissions must follow the guidelines and style of the 7th edition of the Publication Manual of the American Psychological Association. Check here for general paper formatting, grammar, and citation and references guidelines. Please review the COABE Journal Style Guide prior to submitting your article.
The submission deadline is May 16, 2021.
Article topics for the Technology & Digital Literacy for Adult Educators and Students edition:
Building Instructor and Learner Skills for Technology Use in Adult Education Settings
Digital Literacy and Technology Integration to Build Instructor and Learner Independence
Classroom and Program Digital Literacy and Technology Integration: Best Practices and Resources
Curriculum Focusing on Digital Literacy Assessments and Skills
Digital Access to connectivity and devices
Digital Literacy Assessments and Skill Building to help Overcome Technology Fears, Gaps, or Obstacles.
Digital Literacy to Help Navigate “Everyday” Online Resources
Digital Literacy to Promote Equity and Inclusion
Digital Literacy Skills to Enhance Career Paths and Goals
How to Incorporate Digital Literacy Standards into Adult Education Curricula
After the pandemic: technology-enhanced adult education for the future
Instructional Practices and Learner Engagement and Program Development and Innovations submissions should focus on best innovative practices for engaging learners in instructional settings and/or programs with unique characteristics or innovative characteristics that yield exceptional adult learner outcomes. These should provide the reader with evidence of effectiveness and positive impact on adult learners that administrators and practitioners can replicate such innovations into their practice and should range between 2,000 and 5,000 words.
Original Research and Theory to Practice submissions include original quantitative and qualitative research and/or the effective integration of educational theory to practice. The purpose of these pieces is to inspire others to apply these findings and/or practices into their adult education settings or contexts and should range between 3,000 and 5,000 words.
Innovative/Effective Material Integration submissions should focus on innovative or cutting-edge practices that integrate print, electronic, software, or other technologies that demonstrate effectiveness in student understanding and outcomes. Manuscripts should present concise overviews of the technologies/materials including relevant publication, URL, or other information for acquiring/accessing the resource. Readers of these pieces should be able to effectively integrate these materials into their adult education settings with the expectation of similar learner impact and outcomes and should range between 1,000 and 2,000 words.
Reflection Essays include thoughtful discussions on issues (societal, policy, political, theoretical, etc.) and their impact on adult education administrators, practitioners, learners, or other stakeholders. These pieces may be written in first-person narrative form with the intent of provoking thoughtful reflection of the reader and should range between 1,000 and 1,200 words.
Review Essays should be a discussion of recently published books or instructional materials or online instructional resources (websites, YouTube, TED Talks, etc.) that adult education administrators, practitioners, learners, or other stakeholders might find useful in their practice. These materials may include commercially available resources; however, such reviews should focus on the utility of the materials in adult education settings and should range between 800 and 1,200 words.
If you are writing a reflection piece, please contact firstname.lastname@example.org before you begin writing. This is an important step in the process.
Abstracts of research articles appearing in this journal and its predecessor, Adult Basic Education: An Interdisciplinary Journal for Adult Literacy Educators, are indexed by the Educational Resources Information Center (ERIC) database: http://www.eric.ed.gov/.