Call for Papers for Special Issue: Learners and Learning Contexts

Learners and Learning Contexts: International Perspectives on New Alignments for the Digital Age

Special Issue Editors
Dr. Joke Voogt, Professor of ICT and Curriculum, University of Amsterdam, The Netherlands  – J.M.Voogt@uva.nl

Dr. Gerald Knezek, Professor of Learning Technologies, University of North Texas, USA  – gknezek@gmail.com

Background

Educational researchers and policy makers have long known that research findings can take as long as one generation to become established in practice. The International Summit on ICT in Education (EDUSummIT) was founded in 2009 with the goal of fast tracking educational technology research findings from around the world into locally relevant policies and practices. EDUsummIT is an invitational summit focusing on the integration of Information and Communication Technology in education, meeting every two years. Approximately 100 – 150 key stakeholders, (policymakers, practitioners and researchers) from all over of the world are invited to discuss challenges and research-informed and practice- based strategies to effectively implement technology into teaching and learning. EDUsummIT emerged from the International Handbook on Information Technology in Primary and Secondary Education (Voogt & Knezek, 2008; Voogt, Knezek, Christensen & Lai, 2018). The sixth EDUsummIT, EDUSummIT 2019, was held in Quebec City, Canada (Laval University hosting) and had as its theme Learners and Learning Contexts: New Alignments in the Digital Age. This theme is the focus of this special issue for ETRD.

Learners and Learning Contexts: New Alignments in the Digital Age

New developments in Information and Communication Technology (ICT) are changing knowledge representations, creating new forms of human computer interactions, blurring formal and informal learning, changing leadership patterns and so forth, often resulting in various types of misalignments between learners and learning contexts.  To help policymakers, practitioners and researchers develop effective strategies to make the best use of (ever changing) technologies in education there is a need to identify promising new alignments based on what is already known from global evidence. During EDUsummIT 2019, this theme was elaborated by thirteen thematic working groups that focused on the following topics where specific misalignments often occur (see ACTION AGENDA, https://edusummit2019.fse.ulaval.ca/):

  • Technology developments: how human computer interactions change with technological innovation.
  • Learners as learning leaders: how does leadership for learning emerge beyond the traditional teaching models?
  • Creativity for teachers and teaching.
  • Machine thinking and learning: ways in which they could be good for human learning.
  • Safe and responsible internet use in a connected world: Teaching critical thinking and accountability to promote cyber-wellness.
  • Putting learning back into learning analytics: optimizing learning through analyzing the data. 
  • Connected learning: online human interaction and interaction with digital resources. 
  • Pedagogical reasoning and reflective practice: a framework for teaching in a digital age.
  • Advancing models and theories of technology integration: implications for practitioners and policy makers.
  • New paradigms for researching digital technologies: achieving scalability and sustainability. 
  • Cross-cultural alignments, fertilization, differentiation: bridging the gaps through technology.
  • National policies in curriculum reforms: what makes a quality curriculum in a technological era?
  • Knowledge building/knowledge creation in the school classroom and beyond

For this special issue we seek papers that that provide evidence-informed implications on one of these topics for policy and/or practice.

Focus & Scope

The special issue intends to publish papers about international perspectives on one of the topics mentioned above. The international perspective can be shown, for instance, through inclusion of a broad international review of the literature on the topic, or through the inclusion of evidence-informed examples or lessons learned representing different (geographical) contexts. For the international perspective it is not enough to have an international group of authors. In addition we are looking for papers that provide evidence-informed implications for policy and/or practice.

Examples of potential contributions may include:

  • Conceptual articles that offer new lenses or models for researching the topics, and that have important implications for both future research and practice
  • Practical papers, embedded in theory and focusing on evidence-informed examples/lessons for policy and practice
  • Literature reviews showing the state of the art of the topic under study, resulting in a research agenda

Examples of typical contributions

Voogt, J., Fisser, P., Good, J., Mishra, P. & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice Education and Information Technologies, 20,4, 715-728. DOI: 10.1007/s10639-015-9412-6

Lai, K.-W, Khaddage, F. & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29, 414–425

Webb, M.E., Prasse, D., Phillips, M., Kadihevich, D.M., Angeli, C., Strijker, A., Carvalho, A.A., Andresen, B.B., Dobozy, E., Laugesen, H. (2018). Challenges for IT?Enabled Formative Assessment of Complex 21st Century Skills. Technology, knowledge and learning. Technology, Knowledge and Learning, 23(3), 441–456. https://doi.org/10.1007/s10758-018-9379-7

Important Dates

January 30, 2020 – Outline of proposed paper due to the Guest Editors (max 750 words). Submit by e-mail to the Guest Editors at J.M.Voogt@uva.nl plus gknezek@gmail.com.

February 15, 2020 – Invitation for elaboration of outline into first draft returned for proposals selected based on alignment with and potential contributions to theme.

May 1, 2020 – First draft of paper due. Submit manuscript via Editorial Manager (https://www.editorialmanager.com/etrd/).

July 1, 2020 – Review completed and author notified of decision.

September 1, 2020 – Revised manuscript due.  Submit via Editorial Manager.

November 1, 2020 – Feedback due to author on revised manuscript.

December 1, 2020 – Final manuscript due by author to Editorial Manager.

January 1, 2021 – Final manuscript accepted and sent to publisher.

Early 2021  — Publication of paper in Online First.

Submission Information
Please prepare your manuscript following the Instructions for Authors on the journal homepage (www.springer.com/11423).

Submit your manuscript via https://www.editorialmanager.com/etrd/. Log into Editorial Manager. Select New Manuscript. Select Article Type  “S.I.: Theory in Learning Design and Technology Research and Practice.”

References

Voogt, J. & Knezek, G. (Eds.) (2008). International Handbook of Information Technology in Primary and Secondary Education. New York: Springer.

Voogt, J., Knezek, G., Christensen, R., & Lai, K-W. (Eds.) (2018). Second handbook of information technology in primary and secondary education. Springer International Handbooks of Education. Cham, Switzerland: Springer.

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Call for Proposals — Teaching Digital Literacy: A Faculty Guide to Integrating Digital Skills with Disciplinary Content

Proposals are now being sought for an edited collection entitled Teaching Digital Literacy: A Faculty Guide to Integrating Digital Skills with Disciplinary Content. This book will discuss how digital literacy is taught throughout the academy. Digital literacy is often a focus of professionals with specific expertise in the area (educational technologists, instructional designers, librarians). However, digital literacy is also embedded in the disciplines as a way to teach students more about the intersection between technology and literacy within a content area. In this book, we will explore how digital literacy is taught in a variety of disciplines, and highlight innovative pedagogical approaches for teaching digital literacy in the academy. The book is scheduled to be published by Stylus Publishing in 2021.

 

We welcome chapters of 3,000-4,000 words including references, captions, notes, and tabular information. Each chapter should focus on the authors’ approach to teaching digital literacy within their content area. Contributed chapters should be practical and example-driven so that readers come away with ideas for integrating digital literacy in their own courses. Contributions representing specific topics of interest include examples of digital literacy embedded and taught in the domains of the humanities, social sciences, business, STEM, education, and health sciences.

 

Submission Procedure

Authors are invited to submit a chapter proposal as an email attachment in Word or PDF to lauhays@ucmo.edu on or before February 28, 2020. Please use the subject line: CFP Digital Literacy. Authors will be notified by March 31, 2020 about the status of their proposals and will be sent chapter guidelines if accepted. Completed chapters are expected to be between 3,000-4,000 words, although shorter or longer chapters are negotiable. Full chapter drafts are expected to be submitted by July 31, 2020.

 

Proposals should include:

  • Author name(s), institutional or organizational affiliation, job title/role

  • Brief author(s) bio

  • Proposed chapter title

  • A summary of the proposed chapter (300-500 words)

  • Use the subject line: CFP Digital Literacy.

 

Proposed chapters should be based on unpublished work, unique to this publication and not submitted or intended to be simultaneously submitted elsewhere.

 

Manuscript Editors:

Lauren Hays, Ph.D.: Assistant Professor of Educational Technology at the University of Central Missouri

Jenna Kammer, Ph.D.: Assistant Professor of Library Science at the University of Central Missouri

Jenna Kammer, Ph.D., M. LIS, M. Ed.
Assistant Professor of Library Science
School of Professional Education and Leadership
College of Education
University of Central Missouri
4112 Lovinger Bldg
Warrensburg, MO 64093
660-543-8879
jkammer@ucmo.edu
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Call for Papers: History of Educational Technology

IET, and now is largely seen as synonymous with internet based technology. It remains however a field that does not systematically record or analyse its own history. In order to better appreciate new developments, and link these into a deeper historical context, JIME seeks to gather a collection of papers to contribute to the understanding of educational technology as a field with its own story. Papers might choose explore the following themes:

  • – Emergent themes in educational technology
  • – Historical accounts of the application of specific technology
  • – Critical perspectives on the application of technology in education
  • Explorations of ‘forgotten’ technology or approaches
  • Applications of educational technology in specific regions

Submissions to JIME should have a clear educational focus or application, and should go beyond anecdotes or opinion. We encourage historical analysis, rich case studies, and innovative analytic methods applied to literature, interviews and data. Submissions are expected to advance knowledge in the field of open education conceptually and/or empirically. Contributors should take account of JIME’s guidelines for submissions.

Deadline for submissions is January 15th 2020, with an intention to publish by June 2020. Please indicate that your paper is to be considered for the Special Collection when submitting.

For more information: https://jime.open.ac.uk/about/call-for-papers/

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Online Learning Toolbox (open access)

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Educational Technology, Instructional Design, and Online Learning Conferences 2020

The following list was adapted from Clayton R. Wright’s Educational Technology and Education Conferences List #42. Please refer to Wright’s complete list for other conferences as well as each conference website for more details. Each year I attend AECT, AERA, and 1-2 other conferences. I use this list to identify what other conferences I might attend. Thus, this list is focused on my research interests and/or convenient or interesting locations.

December 2019

January 2020

  • January 4-7, 2020 Hawaii International Conference on Education, 18th Co-sponsored by California State University East Bay, Drexel University, Pepperdine University, and the University of Louisville. Hilton Hawaiian Village, Waikiki Beach, Honolulu, Hawaii, USA. http://www.hiceducation.org/
  • January 6-February 2, 2020 Course Quality Review (OSCQR) – ID4. Organized by the Online Learning Consortium (OLC). Offered online. https://onlinelearningconsortium.org/learn/olc-new-institute-schedule/
  • January 14-17, 2020 Florida Educational Technology (FETC) Conference: The Future of Education Technology Conference, 40th. Miami Beach Convention Center, Miami, Florida, Florida, USA. http://www.fetc.org/
  • January 15-18, 2020 Higher Education Consortium for Special Education (HECSE) Summit. Embassy Suites by Hilton, Washington, D.C., USA. http://hecse.net/blog/upcoming-events/meetings/
  • January 22-25, 2020 British Educational Training and Technology Show (BETT): Experience a World of EdTech Solutions. (35,050 attendees) ExCeL London, Royal Victoria Dock, London, United Kingdom. http://www.bettshow.com/
  • January 24-26, 2020 Educon 2.9, (Covers education and technology.) Science Leadership Academy, Philadelphia, Pennsylvania, USA. http://2017.educon.org/
  • January 27-29, 2020 Council for Higher Education Accreditation (CHEA) Annual Conference: Accreditation and Quality Assurance in the Next Decade. Capital Hilton Hotel, Washington, D.C., USA. http://www.chea.org/
  • January 27-30, 2020 EDUCAUSE Institute Management Program. New Orleans, Louisiana, USA. https://events.educause.edu/event-finder

February 2020

March 2020

April 2020

May 2020

June 2020

July 2020

August 2020

  • August 4-6, 2020 Distance Teaching and Learning, 36th Monona Terrace Convention Center, Madison, Wisconsin, USA. https://dtlconference.wisc.edu/
  • August 26-28, 2020 International Conference on Design Creativity, 6th. University of Oulu, Oulu, Finland. http://icdc2020.org/

September 2020

October 2020

November 2020

  • November 2-7, 2020 Association for Educational Communications and Technology (AECT) International Convention. Hyatt Regency Riverfront, Jacksonville, Florida, USA. https://aect.org/allevents.php
  • November 19-21, 2020 Association for the Study of Higher Education (ASHE) Annual Conference, 45th. Hilton New Orleans Riverside, New Orleans, Louisiana, USA. https://www.ashe.ws/futureconference
  • November 30-December 2, 2020 Global Learn: Global Conference on Learning and Technology. Organized by the Association for the Advancement of Computing in Education (AACE). Hosted by Cape Peninsula University of Technology, Cape Town, South Africa. https://www.aace.org/conf/glearn/

June 2021

August 2021

November 2021

  • November 2-4, 2021 WCET (Western Interstate Commission for Higher Education [WICHE] Cooperative for Educational Technologies) Annual Meeting, 33rd. (WCET now incorporates the National University Technology Network,) Denver, Colorado, USA. https://wcet.wiche.edu/events/annual-meeting
  • November 3-5, 2021 Association of Technology Management and Applied Engineering (ATMAE) Conference, 54th. Orlando, Florida, USA. http://www.atmae.org/?page=FutureConferences
  • November 3-8, 2021 Association for Educational Communications and Technology (AECT) International Convention. Hyatt Regency Columbus, Columbus, Ohio, USA. https://aect.org/allevents.php
  • November 8-13, 2021 American Evaluation Association (AEA) Annual Conference, 35th. Washington, D.C., USA. https://www.eval.org/p/cm/ld/fid=106

July 2022

August 2022

October 2022

  • October 24-28, 2022 Association for Educational Communications and Technology (AECT) International Convention. Planet Hollywood Resort and Casino, Las Vegas, Nevada, USA. https://aect.org/allevents.php
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Systematic Reviews in Educational Research (Open Access Book)

  1. Methodological Considerations

    1. Front Matter

      Pages 1-1
    2. Martyn Hammersley
      Pages 23-39 Open Access
    3. Melanie Nind
      Pages 55-68 Open Access
    4. Alicia C. Dowd, Royel M. Johnson
      Pages 69-87 Open Access
  2. Examples and Applications

    1. Front Matter

      Pages 89-89
    2. Joanna Tai, Rola Ajjawi, Margaret Bearman, Paul Wiseman
      Pages 91-110 Open Access
    3. Svenja Bedenlier, Melissa Bond, Katja Buntins, Olaf Zawacki-Richter, Michael Kerres
      Pages 111-127 Open Access
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Call for Papers: Theories of Learning and Instruction for Digital Education

Theories of Learning and Instruction for Digital Education. A special Issue for Revistas de Educación a Distancia (https://revistas.um.es/red).

Special Issue Editors:    Dr. Richard E. West, Brigham Young University,
rickwest@byu.edu
Dr. Miguel Zapata Ros, Universidad de Murcia
mzapata@um.es

Deadline to submit manuscripts: 1 Enero, 2020

Estimated Publication Date: October,2020.

This special issue celebrates 40 years of technology-assisted education and learning since the important appearance of Seymour Papert’s book Mindstorms: Children, computers, and powerful ideas.  Similarly to how Papert fostered both technological, pedagogical, and theoretical development with his scholarship, we know that theories of learning and instruction remain important to organizing education and learning in digital and connected environments. In this special issue, we seek papers that follow in this tradition by showcasing how rigorous theoretical work is essential to the success of technology-mediated teaching and learning.

With this special issue, we ask ourselves these questions: What are the effective theories of learning and instruction for digital, connected environments?

Types of Articles Solicited

 Articles will be published in either English and/or Spanish/Castilian, and will be openly licensed and accessible. We see the following types of articles:

  • Articles synthesizing existing theoretical work, and applying it to teaching and learning in innovative ways
  • Articles proposing new theoretical models and frameworks, based on rigorous argumentation and prior research
  • Articles showcasing how theoretical work has impacted the development of technology and pedagogy
  • Articles proposing standards and guidelines for developing strong theoretical contriutions to our field.

Publication Deadlines

  • Before January 1st, 2020 – Outlines may be submitted for feedback from the editor(s). This is not required, but may be helpful in preparing your paper.
  • January 1st, 2020 – Deadline for receiving full articles. Decisions will be provided by March 1, 2020
  • April 1st, 2020 – Revised papers received, with editorial feedback by May 15, 2020
  • June 15, 2020 – Revised papers (if more revision is needed) received; with final editorial feedback by July 15, 2020.
  • August 1, 2020 – Final copyediting and proofs approved
  • September 1st, special issue ready for publication.
  • October 1-31, special issue edition

Submission Procedures

Article proposals can be sent to RED: https://revistas.um.es/red/index  and https://revistas.um.es/red/about/submissions

The instructions for authors and the different types of articles can be seen at https://www.um.es/ead/red/normasRED.htm#_Toc481505682and https://www.um.es/ead/red/normasRED.htm#_Toc481505686

Information about the Journal

The RED journal is indexed and evaluated in

SCOPUS https://www.scopus.com/sourceid/21100897215?origin=resultslist

Web of Science https://apps.clarivate.com/mjl-beta/journal-profile

And in the main international standards and repositories: https://www.um.es/ead/red/estandares.htm

 

Revista de Educacióna Distanciais a leading journal related to online learning and technology-mediated education. With a Google Scholar h-index of 20 (h5 median of 37), it is one of the most highly cited journals in the world.This journal publishes all articles with a CC-BY license with no article processing charges.

 

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Call for Chapter Proposals: Critical Digital Pedagogy

Chapter Proposals: Critical Digital Pedagogy – Broadening Horizons, Bridging Theory and Practice

Edited by Suzan Koseoglu, George Veletsianos, Chris Rowell

Planned publication online and in paper format by Athabasca University Press as a Gold Open Access publication.

We are excited to announce the call for proposals for an edited collection on the intersection of critical pedagogy and digital technologies in post-secondary and higher education contexts. Although there has been growing interest in critical digital pedagogy, scholarly literature in this area is scarce, fragmented, and lacks a diversity of voices. In addition, there is a dearth of examples showing how the philosophy of critical pedagogy is applied in practice in today’s increasingly digital and expansive higher education systems. This gap raises significant concerns because it makes it difficult for instructors, faculty trainers, instructional designers, administrators, and policymakers to transfer critical theory to practice and policy, and engage with critical digital pedagogy as an emerging and intersectional practice. To address this gap, we invite case studies and reflections that demonstrate how critical pedagogy is enacted in digital learning contexts (i.e., open, online, blended, etc.). Due to the interdisciplinary and practical nature of the edited book, we welcome contributions from scholars in a broad range of fields and from different backgrounds.

Target Audience
The edited collection is aimed for instructors, faculty trainers, instructional designers, administrators, policymakers and students who wish to better understand how critical pedagogy is applied in different digital learning contexts and across different disciplines. As such, submissions should be accessible to a broad range of readers.

Scope and Recommended Topics
Critical pedagogy is the central theme in the edited book and all submissions should clearly contribute to the theme. We encourage submissions that demonstrate “failures” as well as successes, while taking a critical look into the approach itself.

Related topics include but are not limited to: decolonization, diversity, equality, equity, inclusion, indigenization, targeted pedagogical approaches such as feminist- and anti-racist pedagogy, a critical look into the use of technology for learner empowerment and agency, the use of critical pedagogy in open and networked spaces.

Submissions
We invite submissions which explore critical digital pedagogy in context through case studies and/or reflective accounts of practice. Language and style should be accessible to a broad range of readers. To ensure consistency between the book chapters, all proposals should address the following in their submissions: (i) how critical pedagogy is enacted in practice, (ii) the role of digital technologies in this practice, and (iii) lessons learned/implications. Final submissions should be between 3500-4000 words including references. Further guidelines will be provided with notifications of acceptance.

Important Dates
1 December 2019: Proposal submission deadline (one page)
1 January 2020: Notification of acceptance (chapter guidelines will be provided)
1 April 2020: Full chapter submission (3500-4500 words including references)
15 June 2020: Reviews (authors will be invited to review other contributions)
1 August 2020: Revisions due from authors
September 2020: Editing and submission to Athabasca University Press.

Proposals should be submitted to the editors via email (s.koseoglu@gold.ac.uk). For further enquiries, please feel free to contact any of the editors.

Information on Athabasca University Press
The final manuscript will be submitted to the Distance Education series at Athabasca University Press. Books in this series offer informative and accessible overviews, research results, discussions and explorations of current issues, technologies and services used in distance education. Its current focus is on digital learning and education, with each volume examining critical issues, emerging trends, and historical perspectives in the field. The series is targeted at a wide group of readers that study and practice digital and online learning. Book published under this series are available at http://www.aupress.ca/index.php/books/series#DistanceEducation

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Call for Papers: Theme: Visual Media for Global Learning

Special Issue Editors

Danilo M. Baylen, Ed.D. Professor, Instructional Technology College of Education, University of West Georgia dbaylen@westga.edu

Brad Hokanson, Ph.D. Professor, Design College of Design, University of Minnesota brad@umn.edu

Description of Call

The increasing availability and global accessibility of visual media are creating new ways of acquiring knowledge. A significant catalyst for change and innovation with educational technology is the need for increased visual media literacy (VML) beyond reading and writing texts. VML will support and develop learners’ capability to use the information and communications technology (ICT) effectively in their everyday lives now and in the future. Further, it is necessary to develop competency in the use of visual media to manage the changing global and diverse teaching, learning, and work contexts. With the overwhelming presence of visuals generated by multiple media sources, learners need strong skills to decode and encode meaning from these artifacts. They also need the ability to infer and demonstrate understanding beyond what is seen or viewed. To encourage and sustain the effective use of visual media in making sense of what is happening, a community of researchers and practitioners is emerging. It is specifically concerned with how visual literacy education is supported by ICT in specific learning environments and beyond.

The purpose of this special issue is to showcase the latest and leading international research in the design, deployment and evaluation of visual literacy practices supported by educational technology. The special issue welcomes submissions from all researchers and practitioners who are designing, developing, and evaluating ICT-supported learning experiences that involve visual media literacy. The editors encourage proposals regarding new research showcasing and sharing visual literacy education as a critical learning element through the use of ICT. The following is a non-exhaustive list of possible topics and foci for submissions.

  • Research methodologies for the design, deployment, and evaluation of visual media literacy
  • Comparative and international studies of visual media literacy
  • Theoretical and critical considerations of ontological concerns and issues regarding the integration of visual media supporting literacy practices.
  • Exemplar case studies of the deployment of tools, apps, devices, and infrastructures in support of visual media literacy development

Expected publication date

September 2021

Submission Information

Please send a brief overview (approximately 500 words) of the proposed article no later than January 31, 2020, by email to the editors of the special issue, Dr. Danilo M. Baylen | dbaylen@westga.edu or Dr. Brad Hokanson | brad@umn.edu. Please include VML in the subject line of the email.

Based on this overview, authors will be invited to submit a full paper for consideration of publication in the special issue. Full papers will be between 5000-6000 words in length, not including references, tables, or figures.

Authors need to use APA formatting throughout the manuscript. Each manuscript must have an abstract (120-150 words) and 6 to 8 keywords. Authors submit their completed papers to the Editorial Manager system for TechTrends at http:// www.editorialmanager.com/tech and indicate SI: VML during the submission process. Authors will be asked to serve as reviewers for other submissions. Given your expertise as a scholar in this particular topic, this peer review feedback is valuable.

Important Dates

January 31, 2020 – Email submission of ideas due
February 15, 2020 – Notification of submission status made
April 30, 2020 – Full manuscript submissions due
June 15, 2020 – Feedback sent for revision
July 31, 2020 – Revisions due for additional review
September 30, 2020 – Feedback on revised manuscripts
November 30, 2020 — Revisions of revised manuscript complete
January 15, 2021 – Decision for publication consideration made
March 15, 2021 – Copyedit completed
April 15, 2021 – All documentation including copyright clearances completed
May 15, 2021 – Submission to Springer made
July 31, 2021 – Ready to print (online publication)
September 2021 – Special issue published (in print)

http://www.springer.com/journal/11528 TechTrends: Linking Research and Practice to Improve Learning A publication of the Association for Educational Communications & Technology Editor-in-Chief: Hodges, C. B. ISSN: 8756-3894 (print version) ISSN: 1559-7075 (electronic version) Journal no. 11528

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Job Aid / Infographic Example — Pouring the Perfect Pint

An image of a job aid on pouring the perfect pint

Steps to Pouring the Perfect Pint

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