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[ecrea] call for papers merzWissenschaft 2017
Tue Jan 17 09:54:53 GMT 2017
I’d like to call your attention for the following call for papers for
merzWissenschaft which is the scientific edition of the journal merz –
media and education (http://www.merz-zeitschrift.de/?MAIN_ID=3&NAV_ID=7).
We’re looking forward to many interesting articles.
/merzWissenschaft /| medien + erziehung
call for papers 2017
*Media Education between Digital Humanities and Subject Orientation*
Responsible Editors: Prof. Dr. Heidrun Allert (Kiel University) and the
/merzWissenschaft /editorial team (JFF)
/merzWissenschaft /2017 is working to stimulate scientific reflection on
the challenges and consequences associated with the application of
computer-based procedures in social science research and to anchor such
reflection in media-educational discourse. The objective is to formulate
a position regarding the application of digital procedures in scientific
activities and in doing so to address the question of how digital and
computer-based media-educational research is, can be and should be. The
spectrum to be considered ranges from new data collection methods (e. g.
integrated in apps) to the use of Big Data Analytics to evaluate large
and small and possibly personalized data inventories in order to derive
findings, up to and including the question of knowledge exchange and
availability. The focus is on both original media-educational research
and research in the relevant involved disciplines (Communication
Sciences, Education, Sociology, Psychology, Information Science, etc.).
According to Schrape (2016) the term 'Big Data' refers generally to
projected expectations of both utopias and dystopias. Given this tension
between expectation and apprehension, existing publications in the field
of media education are concerned primarily with the question of what
conclusions are to be drawn for media-educational practice.
However, Big Data Analytics are being attributed a new epistemological
access to social process. It is postulated that Data Mining approaches
are able to represent and analyze societal processes objectively and
independent of theoretical presuppositions, and that these approaches
can thus be considered superior to established methods of social science
research. This highlights the differences between 'data-driven' and
'theory-driven' scientific approaches, also marking a threshold beyond
which digital processes are not solely aids or tools for scientific
activities. The question is much more to what extent these procedures
conflict with central principles of media-educational research such as
the subject orientation and unique adequacy of data collection methods.
Correspondingly, media education as a scientific discipline must
confront such approaches in a critical-reflective manner in order to
confirm its theoretical and methodological repertoire and when necessary
to adopt data-driven approaches or to reject them with sufficient
Such critical reflection is a necessary concern when investigating the
extent to which central concepts of formulating media-educational theory
(e. g. normative orientation towards subject self-determination) are
compatible with the implications of the digital procedures and/or where
conflicts occur in this context. Here an important foundation is the
encounter with human images and the subjectivization processes in the
relationships between people, digital (media) systems and institutions
as well as companies. The opposing poles of this current discourse are
evident on the one hand in the prospect of computer-assisted humans as
human-machine hybrids (or cyborgs), in which the technologies employed
expand the abilities of the human to act. Such concepts contrast with
theoretical traditions that regard computerized evaluation and
decision-making procedures as limiting the human being's scope of
action. Between these poles is the position of the co-constitutive
intermeshing of humans and technology, where the qualities of both
humans and technologies are emergent in practice. In this view, the
ability to act is not (only) expanded, but rather qualitatively
transformed. Thus representation of and reflection on the question of
which theoretical approaches and basic assumptions are to be employed is
an absolute prerequisite for the determination of a media-educational
position. This is in particular the case since the platforms and
technologies themselves already create or contribute to the creation of
reality and are never neutral with respect to the objects relevant for
media-educational research. This also has an impact on the associated
discussion and helps determine which questions and processes are at the
focus of media-educational observations.
At the same time the question arises in media-educational research as to
who has access to relevant data inventories and to what extent
independent research is possible using such data, since precisely that
data generated in day-to-day media activity is not freely accessible
(for good reason). Nevertheless digital service providers can accumulate
an extensive amount of data that they can then evaluate using the
appropriate methods. The inherent questions of disparate conditions and
prerequisites for commercial and academic research require particular
reflection and critical consideration in the societally relevant area of
media education and media education.
In addition to the application areas and key questions already
mentioned, a widely diverse range of approaches to integrating digital
technologies in scientific activities is currently emerging under the
label of Digital Humanities. Papers dealing with this type of approach,
addressing the question of how digital (media-educational) research is,
can or should be, are of interest.
/merzWissenschaft /2017 would like to call for theoretical or empirical
articles that address the topic areas outlined above from the point of
view of social science research and which can thus be instructive for
media education. Here topics may cover the following possible areas:
·What challenges are associated with media-educational issues in
scientific activities with respect to digitalization?
·What theoretical and normative questions arise in connection with the
relationships among humans – media – society with respect to
digitalization as a basis for media-educational research and practice?
·How does the current development of continuing digitalization impact
the concept of being human in media-educational approaches?
·What new digital practices and methods are developing in
media-educational research and/or in related disciplines? How are these
related to central premises of the formation of media-educational theory
such as orientation of actions, subject orientation, etc.? How are they
to be regarded in terms of normative concepts such as media literacy and
·What current empirical findings have already been made through the
novel use of digital technologies in media-educational research and/or
in related scientific areas?
·What consequences are to be expected from the scientific encounter with
the relationships among humans – digital media – society for the
development of media-educational models?
/merzWissenschaft /provides a forum advancing scientific analysis in
media education and promoting progress in the theoretical foundation of
the discipline. In this capacity /merzWissenschaft/ is calling for
qualified papers from various relevant disciplines for the continuing
development of expert media-educational discussions.
Of interest are original papers:
·With an empirical or theoretical foundation
·That present new findings, aspects or approaches to the topic
·That are also explicitly related to one of the subareas or topics
outlined above or that explore a separate topic within the scope of the
overall context of the Call.
Abstracts with a maximum length of 6,000 characters (including blank
spaces) can be submitted to the /merz/- editorial team ((merz /at/ jff.de))
until no later than February 13, 2017. Submissions should follow the
/merzWissenschaft /layout specifications, available at
www.merz-zeitschrift.de (at merz >für autoren und autorinnen > style
guide merz). Please contact Susanne Eggert, tel. +49 89 68 989 152,
e-mail: (susanne.eggert /at/ jff.de) with any questions.
*Summary of Deadlines*
February 13, 2017: Submission of abstracts to (merz /at/ jff.de)
March 10, 2017: Final decision on acceptance/rejection of the abstracts
June 12, 2017: Submission of papers
June 12 to July 24, 2017: Assessment phase
August/September 2017: Revision phase (with multiple cycles, when
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