Formal and technical requirements

Formal and technical requirements

Formal and technical requirements

In "Dyskursy Młodych Andragogów/Adult Education Discourses" we publish scientific articles. Articles should fit into the thematic profile of the journal. The text submitted for publication should have a clear structure, consisting of:

  • a title,
  • an abstract and keywords in English (3-4 specific terms directly related to the content of the article),
  • the main text, which should consist of a clear and concise introduction, in which the author clearly defines the subject, aim of the article, assumptions as well as the theoretical and research perspective (if the text presents research results); the main part of the text in which the argument will be developed (also structured); a summary containing conclusions,
  • references (containing only cited literature).

Texts submitted for publication may not contain any information allowing for the identification of the author. Moreover, before uploading the document to the system, delete the author's properties and personal data in the Properties option. For this purpose, the document must be inspected (Prepare -> Inspect Document). Information about the author should be included in the content of the article only after the review procedure is completed and the text is accepted for publication, when the author uploads the final, full version of the article to the system. We ask authors to adapt their texts to the following technical requirements:

  • premissible text size - review article up to 15 typescript pages (without abstract and references), research article up 20 typescript pages (without abstract and references) - text must be prepared in accordance with the requirements below,
  • Word editor / format * doc, * docx, font Times New Roman 12, spacing 1.5, 25mm margin on the left side, justified, pages should be numbered, numbering in the lower right corner;
  • title of the article in bold letters and centered; the titles of individual parts of the article aligned left, in bold,
  • abstract of 1/2 to 2/3 of a standard page (about 1800 characters), written in the 3rd person and containing the purpose, methods, results and conclusions,
  • citations in the text should be accompanied by quotation marks at the beginning and end,
  • tables, figures, diagrams and maps should be numbered consecutively, titled, and their source should be provided below the material,
  • persons mentioned or cited for the first time should be named.

References Please use Harvard Referencing Style. Only footnotes of a substantive or non bibliographic nature are allowed. In-text references

  • A book/ a chapter in an edited book / a journal article with a single author: (Jurgiel-Aleksander, 2020: 67)
  • A book/ a chapter in an edited book /a journal article with two or three authors): (Hallqvist & Hyden, 2013), (Miles, Huberman & Saldaña, 2014: 42-44)
  • A book/ a chapter in an edited book / a journal article with four or more authors: (Lofland et al., 2009: 105)
  • An edited book: (Bainbridge & West eds., 2012)
  • Multiple works in a pair of parentheses (in chronological order): (Field, 1996; Preston, 1999; Biesta, 2006)
  • Multiple works from one author in a pair of parentheses (in chronological order): (Biesta, 2006: 74; 2010: 12)
  • Citing works by one author written in the same year: (Bauman, 2005a: 20) [… ] (Bauman, 2005b: 304)
  • Sources published by an institution/organisation (no author): (Organisation for Economic Co-Operation and Development, 2006) or (OECD, 2006)

Reference list The reference list should contain all the literature cited in the article and only the cited literature. The list should be in alphabetical order by author/editor.

  • A book with a single author: Biesta, G.J.J. (2006) Beyond learning: Democratic education for a human future. Boulder, London: Paradigm Publishers.
  • A book with two or three authors: Formenti, L. & West, L. (2018) Transforming perspectives in lifelong learning and adult education: a dialogue. London: Palgrave Macmillan.
  • Miles, M.B., Huberman, A.M. & Saldaña, J. (2014) Qualitative data analysis: a methods sourcebook. 3rd edn. Thousand Oaks, California: Sage Publications.
  • A book with four or more authors: Lofland, J., Snow, D.A., Anderson, L. & Lofland, L. (2006) Analyzing social settings: a guide to qualitative observation and analysis. 4th edn. Belmont, CA: Wadsworth Thomson Learning.
  • An edited book: Hallinan, M.T. (ed.) (2011) Frontiers in sociology of education. Dordrecht: Springer.
  • Bainbridge, A. & West, L. (eds.) (2012) Psychoanalysis and education: minding a gap. London: Routledge.
  • A chapter in an edited book: Baker, D.P. (2011) The future of schooled society: the transforming culture of education in postindustrial society. In: M.T. Hallinan (ed.) Frontiers in sociology of education. Dordrecht: Springer, 11-34.
  • A journal article: Hallqvist, A. & Hyden, L.C. (2013) Work transitions as told: a narrative approach to biographical learning. Studies in Continuing Education, 35(1), 1-16.
  • Sources published by an institution/organisation (no author): Organisation for Economic Co-Operation and Development (2006) The New Rural Paradigm: Policies and Governance. Paris: OECD Publications.

Electronic written sources

  • Sources with a DOI: Jurgiel-Aleksander, A. (2020) ‘Good education’ and its instrumental description in the narrations of adults who have become students. Dyskursy Młodych Andragogów / Adult Education Discourses [online], 21, 65-75. Available at: https://doi.org/10.34768/dma.vi21.554.
  • Sources without a DOI: Formosa, M. (2005) Feminism and critical educational gerontology: An agenda for good practice. Ageing International [online], 30(4), 396–411. Available at: https://link.springer.com/article/10.1007/s12126-005-1023-x [20.01.2021].
  • Formosa, M., Fragoso, A. & Jelenc Krašovec, S. (2014) Older Men as Learners in the Community: Theoretical Issues. In: M. Radowan & S. Jelenc Krašovec (eds.) Older Men Learning in the Community: European Snapshots [online]. Ljubljana: University Press, 15-28. Available at: https://www.um.edu.mt/library/oar//handle/123456789/1780 [03.02.2021].
  • UNESCO Institute for Lifelong Learning (2020) Policy brief 12: Direct assessments of adult skills and competencies [online]. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000375129 [10.01.2021].

The complete structure of the text accepted for publication should include:

  • author's name and surname,
  • information about the author in the footnote (name and surname, affiliation: name of the university, faculty, institute, department, university address; business e-mail address; ORCID),
  • abstract and keywords in English,
  • main text,
  • references (containing only cited literature),
  • attachments (tables, drawings and photographs in the text should also be attached in separate files).