Fwd: (call for papers) Do you conduct research on digital literacy...
Vanessa Vaile
---------- Forwarded message ----------
From: EDTECH Editor-Hogan <edad...@mail.h-net.msu.edu>
Date: Thu, 28 Jul 2011 10:33:47 -0400
Subject: Do you conduct research on digital literacy...
To: EDT...@h-net.msu.edu
From: "Ruth V Small" <drr...@syr.edu>
…or know someone who does?
ANNOUNCING A SPECIAL ISSUE CALL FOR PAPERS ON:
“Digital Literacy and Informal Learning Environments”
Learning, Media and Technology
Learning, Media and Technology is acknowledged as one of the leading
academic journals in the fields of educational technology and educational
media.
Proposals are invited for papers for a special issue of the journal on the
theme of digital literacy and informal learning environments. The special
issue will be edited by Ruth V. Small (Syracuse University), Eric Meyers
(University of British Columbia), and Ingrid Erickson (Joan Ganz Cooney
Center at Sesame Workshop).
Abstracts for proposed papers should be no longer than 300 words and be
accompanied by up to six keywords.
• Deadline for submission of abstract: 30th September 2011
• Successful authors informed: 10th October 2011
• Deadline for submission of full papers: 31st January 2012
Full papers are expected to be between 4,000 and 6,000 words (please refer
to the journal website for full ʻinstructions for authorsʼ). All papers
will be subject to the usual blind reviewing and refereeing processes.
Please send abstracts and keywords to the guest editors by 30th September
2011: LMT.d...@gmail.com<mailto:LMT.d...@gmail.com>
FURTHER DETAILS OF THE SPECIAL ISSUE
New technologies and developments in media are transforming possibilities
for both individual and group learning in multiple ways. In particular,
informal spaces such as public libraries, museums and afterschool programs
are being newly reconsidered as sites of serious learning, largely driven
by learner interest and curiosity (Bell, Lewenstein, Shouse, Feder, 2009;
Ito et al., 2009; Pinkard, Barron, & Martin, 2008;
Vadeboncoeur, 2006). As an ʻanywhere, anytime learningʼ ethos takes hold,
educators are seeking new ways to understand and evaluate these
engagements.
The construct of ʻdigital literacyʼ offers a rich framework for analysis
and critical reflection. Digital literacy is not only the skill and
ability to use technological tools, but also the possession of correlate
knowledge regarding the norms and practices of appropriate usage
(Buckingham, 2006; Gee, 2007; Hargittai, 2009). To be digitally
literate is fast becoming equated with being a competent student, a
well-trained employee, or an informed citizen.
This special issue of Learning, Media and Technology will focus on the
relationship between digital literacy, digital skills and practices, and
informal learning environments. We are soliciting articles from a wide
range of scholarly disciplines and give primacy to works that are grounded
in empirical research. In these articles, we seek contributions that
address the several ways digital literacy affects the lives of people as
they explore media representations, solve everyday problems, and create
new knowledge. Beyond the ability to find and use information in online
environments, digital literacy encompasses issues of cognitive authority,
safety and
privacy, creative, ethical, and responsible use and reuse of digital
media, among others. Multi-disciplinary perspectives on these and other
issues are highly desired to make the issue of wide appeal to the readers
of Learning, Media and Technology.
References
Bell, P., Lewenstein, B., Shouse, A. W., Feder, M. A. (Eds.). (2009).
Learning Science in Informal Environments. Washington, DC: The National
Academies Press.
Buckingham, D. (2006). Defining digital literacy. Digital Kompetanse, 1,
263-276.
Gee, J. P. (2007). Good Video Games + Good Learning: Collected Essays on
Video Games, Learning and Literacy. New York: Peter Lang Publishing Group.
Hargittai, E. (2009). An Update on Survey Measures of Web-Oriented Digital
Literacy. Social Science Computer Review, 27(1), 130.
Ito, M., Baumer, S., Bittanti, M., boyd, d., Cody, R., Herr-Stephenson,
B., et al. (2009). Hanging Out, Messing Around, and Geeking Out: Kids
Living and Learning with New Media. Cambridge, MA: The MIT Press.
Pinkard, N., Barron, B., & Martin, C. (2008). Digital Youth Network:
Fusing School and After-School Contexts to Develop Youth's New Media
Literacies. Proceedings of the 8th International Conference for the
Learning Sciences(ICLS 08).
Vadeboncoeur, J. A. (2006). Engaging Young People: Learning in Informal
Contexts. Review of Research in Education, 30, 239-276.
Ruth V. Small, Ph.D.
Laura J. & L. Douglas Meredith Professor
Director, School Media Program
School of Information Studies
Founding Director, Center for Digital Literacy
Syracuse University
340 Hinds Hall
Syracuse, New York 13244
315/443-4511 or -6144; 315/443-6886 (fax)
drr...@syr.edu<mailto:drr...@syr.edu>
http://ischool.syr.edu/facstaff/member.aspx?id=29