Perhaps of interest to some MCN-L folk: -------- Forwarded Message: -------- Subject: [IVSA] Call for Papers: Perspectives JCP: The Digital Date: Tue, 6 Apr 2010 15:51:51 -0400 From: David Darts <da...@nyu.edu> To: IVSA at LISTSERV.UWINDSOR.CA
Dear Colleagues, Pamela G. Taylor and I are guest editing the "Perspectives" section of an upcoming issue of the Journal of Curriculum and Pedagogy. It will be entitled "The Digital" and will be published in Spring 2011. We are accepting submissions until May 31st. Please see our call for papers below for more details. If you have any questions, do feel free to contact us directly. And please help us distribute this widely! Warmly, David Darts, Ph.D. Assistant Professor of Art and Art Education NYU Steinhardt School of Culture, Education, and Human Development New York University darts at nyu.edu Pamela G. Taylor, Ph.D. Chair and Associate Professor Department of Art Education Virginia Commonwealth University pgtaylor at vcu.edu ----------------------------------------------- PLEASE CIRCULATE WIDELY! ----------------------------------------------- JOURNAL OF CURRICULUM AND PEDAGOGY - ISSUE 8(1) 2011 PERSPECTIVES: THE DIGITAL ESSAY LENGTH: Approximately 1000 words DUE DATE: May 31, 2010 SEND SUBMISSIONS TO: darts at nyu.edu FORMAT: Both traditional and alternative forms of scholarly representation and communication are encouraged - see below for details ABSTRACT: We are surrounded by digital culture. New media and digital technologies are increasingly embedded within the routines and textures of everyday life. Combined with the meteoric rise of social media networks and platforms, digital culture has transformed what it means to speak, to create, to think, to have agency, and therefore to teach and learn. With the proliferation of social media networks and digital technologies have come profoundly lower hindrances to cultural participation and co-creation. In the span of a few short years, social networking, citizen-based journalism, social bookmarking, video and photo sharing networks, blogging, DIY platforms, gaming, mash-ups, remixing, etc. have come to increasingly characterize and dominate how knowledge and culture are produced, shared and understood in our global networked society. With new on-line communities of practice engaged in "DIYalogues" where knowledge and culture are shared, co-created and remixed, what does such mass amateurization of knowledge and cultural production mean for teachers? At the same time, digital technologies and networked communications have engendered new forms of surveillance, censorship and control that threaten our privacy and challenge our individual and collective freedoms. Dataveillance, network filtering, digital rights management systems, closed mobile networks and locked down digital devises have introduced emergent forms of discrimination and domination - ones that present real risks to networked collaboration, freedom of expression, innovation, collective action, personal autonomy, and the public sphere. Accordingly, these developments also have important implications for contemporary education?s preoccupation with assessment and monitored teaching and learning. Contributors to this issue are invited to reflect upon these and related issues as they pertain to education and culture. With digital culture assuming a central role in contemporary life, what possibilities and limitations must researchers, educators, policy makers and others address in relation to curriculum and pedagogy? How might we begin to re-imagine traditional notions of education? How might digital culture be meaningfully integrated into school curriculum? And how might we provide young people with the multi-modal literacies required to become articulate and critically engaged citizens in a digital and rapidly changing world? And with such profound implications for change, how does access play a role contributing to the further disempowerment of those social groups who already are economically marginalized? Authors may wish to address one or more of the following topics in relation to teaching and learning: *Participatory culture *Digital Culture and Preservice teacher education *Virtual Worlds *Read-write culture *Multi-modal literacies *Commons-based peer production *Digital divides *Collective intelligence *Gaming and education *Social media and learning *Digital media literacy *Digital censorship and filtering in schools *Surveillance and learning *Open and closed technologies *Copyright and education *DIY Education *Remix culture *Digital communities of practice *Mobile communications *Open Source and schools *Hacking and education *Digital citizenship FORMAT: Both traditional and alternative forms of scholarly representation and communication are encouraged. Authors may consider utilizing the tools and platforms made possible by digital technologies and social media. For example, authors may choose to transmit their essay as a series of text messages via Twitter or devise a piece represented as a series of DIY directions on Instructables.com. Others formats may include podcasts, on-line videos, Flickr photo essays, data visualizations, alternative print formats, etc. Collaborative efforts are also be acceptable, including multiple authored and remixed works. LICENSING: Authors are encouraged to submit their work under a Creative Commons License e.g. CC BY-NC-ND 3.0 See: http://creativecommons.org/licenses/by-nc-nd/3.0/ --------------- work. http://steinhardt.nyu.edu/faculty_bios/view/David_Darts blog. http://daviddarts.com wiki. http://wiki.daviddarts.com/ research. http://ct4ct.com curate. http://confluxfestival.org follow. http://twitter.com/daviddarts chat. daviddarts at gmail.com
