Hammill Institute on Disabilities

LESSONS LEARNED FROM THE LDQAuthor(s): David ScanlonSource: Learning Disability Quarterly, Vol. 33, No. 3, SPELLING (Summer 2010), p. 143Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/25701442 .

Accessed: 18/06/2014 23:20

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact support@jstor.org.

.

Sage Publications, Inc. and Hammill Institute on Disabilities are collaborating with JSTOR to digitize,preserve and extend access to Learning Disability Quarterly.

http://www.jstor.org

This content downloaded from 188.72.126.108 on Wed, 18 Jun 2014 23:20:52 PMAll use subject to JSTOR Terms and Conditions

LESSONS LEARNED FROM THE LDQ

With this issue, I complete my service as editor of the LDQ. Over the past six years, I have learned a lot My sincere hope is that you personally and we collectively have

learned as well I have learned about the science and politics of learning disabilities and the frequent intermingling of the two. Topics of submissions and approaches to

methodology have taught me about the directions in which our field is going. We are

sometimes trend followers, assuming research agendas and adopting methodological standards prescribed by policies or our peers. I have learned that at the same time, we are trendsetters, working as a professional community to seek answers to questions,

exploring differences of opinion instead of ceasing dialogue, and doing the hard work

of laying the path for the directions we will go, instead of merely blazing trails in endless directions. Through these lessons, I have learned a lot about our professional

community. We are collectively dedicated to the advancement of our field. Scholars

representing many perspectives have sought to publish in the LDQ, to contribute to our

professional dialogue.

On your behalf and to you, I would like to extend my thanks for all I have learned. First and foremost, I am grateful to those of you who submitted your work to the LDQ or contributed to the review process. Many consulting editors and guest reviewers have

given generously of their time and expertise to help shape what appeared in these

pages. Several of our colleagues have contributed anonymously, providing counsel as I

learned what goes on behind the scenes in publishing. Six years ago, previous editor

Dave Edyburn offered transition support; Ym grateful he allowed me to extend that

offer for six years. Boston College doctoral students Karyn Saxon, Diana Terrell,

Nicole Zito, and Karen Terrell kept us all organized and were driving forces behind

every issue that made it to press. Judy Voress, chair of the Council for Learning Disabilities' Publications Committee has been a one-woman "kitchen cabinet/' And

perhaps most indispensable, Kirsten McBride, who has been assistant to the editor

since issue 1, volume 1, taught me how to put together an issue, put up with my slow

learning curve, and applied meticulous standards in getting every issue into print. So,

my public thanks to all who have contributed to our field through the pages of the

LDQ I have learned a lot from you.

- David Scanlon

Volume 33, Summer 2010 143

This content downloaded from 188.72.126.108 on Wed, 18 Jun 2014 23:20:52 PMAll use subject to JSTOR Terms and Conditions