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[ecrea] CFP: Millennial Culture and Communication Pedagogies: Narratives from the Classroom and Higher Education
Tue Jan 31 13:48:41 GMT 2017
Deadline Extension CFP
CFP: Millennial Culture and Communication Pedagogies: Narratives from
the Classroom and Higher Education
Editors: Ahmet Atay (College of Wooster) and Mary Z. Ashlock (University
Members of the millennial generation, or Generation Y, were born between
the early 1980s and the early 2000s. Therefore, most of them are
offspring of the baby boomers. They are also known as the most
technologically savvy generation. Even though Generation X’ers were
known to heavily consume electronic media because they were born when
the Internet was in its infancy, the millennials were born into a
media-saturated and consumer-driven culture. Moreover, unlike the
members of the previous generations, they were surrounded by digital
media technologies since they were infants. In a way, they live in a
digital media ecology and in fact are known as “digital natives” (see
John Palfrey and Urs Gasser, Anders Parment, Faruk Tanyel et al.).
Acland argues that Generation Y is described as “massive in numbers,
entrepreneurial in spirit, and heavily invested in media-defined
Since they live in digitalized platforms, millennials are often
disconnected from the members of the previous generations. For the most
part, rather than being community oriented, they are self-centered and
self-absorbed. Perhaps, this why they are known as the “Generation Me”
(See Petridis 126; Fromm and Garton 120).
The members of the millennial generation are now moving into teaching
and academic positions in higher education. Hence, while they are facing
challenges themselves, senior faculty members and administrators are
also grappling with complex issues that perhaps they have not faced
before. For example, one criticism suggests new faculty are needier.
Similarly, the lack of mentoring junior faculty, especially when it
comes to research is increasingly becoming an issue. Perhaps all these
are also influenced by the changing cultural landscapes of academia as
well as the cultural practices of the Millennial generation.
Our goal for this publication is to engage in a scholarly dialogue about
millennials and how their academic and non-academic interests and
everyday performances within and outside of higher education influence
our communication with them. Because of their age range, some of the
members of this generation are working in higher education as
professors, lecturers or graduate students.
Mentoring is an integral component of higher education. As faculty, we
mentor students who represent diverse backgrounds, such as
first-generation, LGBTQ, and international students. Perhaps, as
scholars and educators, we have not spent a lot of time thinking about
/how /to be a mentor, or we did not receive mentorship training during
graduate study. Due to a lack of formal mentorship training, many of us
instinctively model those who helped us as students and junior faculty
members (both members of the millennial generation). Often, we simply
mentor by trial and error, which, in some instances can result in
spending hours trying to help students resolve their problems.
Similarly, junior faculty also need guidance in their teaching and
research. However, in some instances, mentoring becomes a secondary
concern when, as scholars, we are busy mentoring students, teaching
classes, and conducting research. Thus, we may neglect our
responsibilities to mentor junior faculty who often struggle with
developing a research agenda, becoming an effective educator, or
balancing their work and personal lives. Therefore, mentoring is one of
the most crucial aspects of our academic lives.
This call invites abstracts for an edited book that takes qualitative,
interpretive, and critical and cultural perspectives in examining the
millennial culture in higher education from communication perspectives.
This book has several interrelated goals:
1-Examine different aspects of the millennial generation and their
culture in higher education from a communication perspective.
2-Focus on communication pedagogies that aims to understand the
millennial culture whose members are culturally diverse and complicated.
3-Discuss how to mentor the members of the Millennial generation, who
are diverse, who might have different learning needs and abilities, and
might be socially, culturally and politically differently located and
functioning. Offer different ways of mentorship to improve the
communication and generational gap between the members of different
4-Examine the role and issues of new media and technology in the
classroom. This is a crucial area of inquiry considering we are
educating a generation that was born into and grew up with technologies.
5-Offer new perspectives on changing facets of the classroom experience,
particularly due the impact of the millennial culture.
Topics may include but not limited to:
1-Millennial generation and the role and issues of new media and
technology in the classroom
2-Different ways of understanding the millennial culture whose members
are culturally diverse and complicated
3-Teaching diversity to, for and with millennials
4-Mentoring millennial students
5-Mentoring millennial faculty members
6-Discussions on curricular changes to absorb the millennial cultural
7-Culturally diverse millennial experiences
8-Developing new communication pedagogies
Abstracts are due by February 20, 2017, with a word length of no more
than 500 words, along with pertinent references, contact information,
and a short biographic blurb of 300 words. Full-length manuscripts are
due on July 1, 2017, with a word length of no more than 5,000-7,000
words and in APA style, including references, endnotes, and so forth.
The project is currently under contract with Lexington Books. Please
mail your abstracts as Word documents to Ahmet Atay ((aatay /at/ wooster.edu))
for an initial review.
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