*The Journal of Interactive Technology and Pedagogy * *General Issue* *with a Forum on Data and Computational Pedagogy * *Issue Editors: Gregory Palermo (Northeastern University)* *Brandon Walsh (University of Virginia Library)* *Editorial Assistant: Kelly Hammond (CUNY Graduate Center) * Call for submissions URL: https://jitp.commons.gc.cuny.edu/call-for-submissions/ The *Journal of Interactive Technology and Pedagogy* (JITP) seeks scholarly work at the intersection of technology with teaching, learning, and research. We are interested in contributions that creatively take advantage of the affordances of digital platforms and critique their limitations. We invite both textual and multimedia submissions employing interdisciplinary and innovative approaches in the humanities, sciences, and social sciences. Besides scholarly papers, the submissions can consist of audio or visual presentations and interviews, dialogues, or conversations; creative/artistic works; manifestos; or other scholarly materials, including work that addresses the labor and care considerations of academic technology projects. For this issue, we will accept both general submissions on any topic within the field, and contributions destined for a subsection featuring conversations on Data and Computational Pedagogy. *Forum on Data and Computational Pedagogy* As algorithms dynamically categorize, distribute, and elevate certain kinds of information, and play an increasing role in shaping experiences of data, how are we fostering students’ critical engagement with using and making data? This featured section will showcase submissions addressing the challenges and opportunities emerging from thinking about computation, pedagogy, and data literacy together. How, when, and to what effect are educators encouraging facility with the transformation and re-presentation of data? How do educators and students grapple with issues of power and agency when using data? What pedagogical interventions might help our readers to think differently about data or computational literacy? How might our understanding of data analysis as a transformative and literate practice structure research on teaching? Pedagogical contributions that draw upon related theoretical debates are more than welcome, such as those in critical algorithm studies, data feminism and ethics, critical code studies, science and technology studies, computational humanities, writing analytics, algorithmic rhetoric, literacy studies, and information science. To float ideas and proposals for this forum specifically, please contact us at admin@jitpedagogy.org. *Brief Guidelines for Submissions* Research-based submissions should include discussions of approach, method, and analysis, so as to provide a teachable model for future researchers. When possible, research data should be made publicly available and accessible via the Web and/or other digital mechanisms, a process that JITP can and will support as necessary. Successes and interesting failures are equally welcome. Submissions that focus on pedagogy should balance theoretical frameworks with practical considerations of how new technologies play out in both formal and informal educational settings. Discipline-specific submissions should be written for non-specialists. For further information on style and formatting, accessibility requirements, and multimedia submissions, consult JITP’s accessibility guidelines <https://jitp.commons.gc.cuny.edu/submit/#accessibility>, style guide <https://jitp.commons.gc.cuny.edu/submit/#style-guide> and multimedia submission guidelines <https://jitp.commons.gc.cuny.edu/multimedia-submission-guidelines-and-best-practices/> . *Submission and Review Process* All work appearing in the Issues section of JITP is reviewed by the issue editors and independently by two scholars in the field who provide formative feedback to the author(s) during the review process. We practice signed, as opposed to anonymous or “blind,” peer review. We intend that the journal itself—both in our process and in our digital product—serves as an opportunity to reveal, reflect on, and revise academic publication and classroom practices. As a courtesy to our reviewers, we will not consider simultaneous submissions, but we will do our best to reply to you within three months of the submission deadline. The expected length for finished manuscripts is under 5,000 words. All work should be original and previously unpublished. Essays or presentations posted on a personal blog may be accepted, provided they are substantially revised; please contact us with any questions at admin@jitpedagogy.org. *Important Dates* Submission deadline for full manuscripts is *June 30th, 2020*. Please view our submission guidelines <https://jitp.commons.gc.cuny.edu/submit/> for information about submitting to the Journal. The editorial team and the JITP editorial collective want to offer any support we can to those facing increased caregiving workloads. We seek to put our pedagogical and collaborative mandate into practice by inviting constructive communication with authors developing their work during this difficult period. If you are unable to meet this deadline for whatever reason given COVID-19–related disruptions, please email the editors at admin@jitpedagogy.org to discuss an extension. *Optionally*, if you would like to receive feedback from the editors on an abstract or paper proposal, please submit it to the editors by *May 31st, 2020*. This issue is slated for publication in December 2020.