A More Open, Community-Driven Approach to Peer Review
After a year of planning, we are excited to announce that JMLE is embracing a more open, community-driven approach to peer review. Rather than a traditional closed process, we invite our global community of media literacy scholars and practitioners to read submissions and share thoughtful, transparent feedback.
Manuscripts that pass a Desk Review are blinded — name and identifying details removed — and posted on JMLE Submissions Open for Review, where members of the community can read them and offer comments.
To make the conversation easy and constructive, the site uses a commenting tool called Intense Debate. It lets reviewers leave comments directly on your submission’s page — posing questions, offering suggestions, and engaging with one another’s observations in a threaded, readable discussion. You’ll be able to see this feedback as it develops.
Submissions from 2026
Accessible Media Literacy Education: A Universal Design for Learning Framework for Including Disabled and Deaf Learners, AUTHOR INFORMATION REMOVED
Beyond Technical Proficiency: A Multidimensional Analysis of Digital Citizenship and Civic Engagement among South Korean College Students, AUTHOR INFORMATION REMOVED
From Exposure to Action: AI-Generated Media, Student Trust, Content Reliance, and Responsible Digital Engagement in Higher Education, AUTHOR INFORMATION REMOVED
How Misinformation Literacy Relates to Political Participation: An Extended Communication Mediation Model, AUTHOR INFORMATION REMOVED
Inoculation Interventions, Prebunking, and Media Literacy Education are Not the Same, AUTHOR INFORMATION REMOVED
Integration of Media Pedagogy in Teacher Education Classrooms, AUTHOR INFORMATION REMOVED
The Role of Media and the Digital World in the Formation of Digital Identity and First Impressions, AUTHOR INFORMATION REMOVED