In the previous installment to this series, I wrote about the theoretical foundations on which my professional philosophy, an editorial pedagogy, is built on the recursive and reciprocal relationships between my editorial praxis

This article is the first in a three-part series. Two subsequent articles by Cheryl Ball will demonstrate the application of editorial pedagogy to the relationships between students / teachers and authors / editors respectively. Sometimes,

In digital space, everything we do is networked. Real thinking doesn’t (and can’t) happen in a vacuum. Our teaching practices and scholarship don’t just burst forth miraculously from our skulls.