[ecrea] CfP: Special Issue Media literacy as intergenerational project: skills, norms, and mediation

CfP: Special Issue of MediaEducation: Journal for Theory and Practice of 
Media Education.

/Theme

Today's information society is characterized by its permeation of 
multifunctional and ubiquitous media. Since a diverse set of media is 
most often habitually integrated in daily routines, media literacy is an 
«important prerequisite» to deal with media risks and opportunities 
(UNESCO 2016). Even more, media literacy has become a key competence for 
societal, political, and civic engagement and participation in the 21st 
century (Hobbs 2011;

Erstad and Amdam 2013). Its acquirement is most often discussed as a 
long-term process during life cycle (Potter 2010), since individuals 
need to adjust their media literacy to media changes and also to the 
main challenges of the developmental tasks during the different stages 
of their lives (Pfaff-Rüdiger, Riesmeyer, and Kümpel 2012) and the 
turning points of their biographies. Furthermore, the socialization 
regarding media literacy is shaped by diverse socialization agents, i.e. 
parents, teachers, peers, and the individual itself (Hobbs 2011).

However, research on media generations demonstrates that living in 
different media environments and corresponding socializing environment 
leads to diverse media experiences (Naab and Schwarzenegger 2017) and 
therefore highly individual sets of media literacy with «differing 
levels and uses of literacy competencies according to [...] 
environments, needs, and available resources» (UNESCO 2016). The idea of 
an entanglement of media changes, lifelong acquirement of media 
literacy, and exchange processes between media generations is at the 
core of our preconference.

With the Special Issue, we aim at:

1.Answering the following research questions (with theoretical and/or 
empirical focus):
Which generation possesses which media literacy skills and norms for 
media use? Who and which circumstances mediate media literacy at which 
turning point in life cycle? How could media literacy be characterized 
as intergenerational project, since changing media use and media access 
induce the connection of different generations (and socialization 
agents) and also promotes reverse socialization (e.g. from children to 
parents)?

2.Bringing together international scholars that study media literacy and 
implications of its conceptualization as intergenerational project.

Submissions should address the following aspects:

·media generation specific media literacy skills and norms,

·normative, social, political, and civic implications of (missing) media 
literacy,

·mediation (and reverse mediation) of media literacy and influencing 
factors,

·inter- and transgenerational exchange of media literacy and media 
practices,

·influences of turning points within media biographies and media 
generations.

/Submissions

Please submit extended Abstracts of max. 1.000 words plus references 
electronically and according to the author guidelines 
http://www.medienpaed.com/about/submissions#authorGuidelines until 
August 31st 2018 at: http://www.medienpaed.com/author/submit.

Based on these abstracts, invitations for full paper submissions will 
sent out by mid of September. Full Paper submissions will be due by 
November 30 2018. They will be proofed in double-blind peer reviews. 
Final decisions will be sent out in early 2019. Contributions should be 
original and should not be under consideration elsewhere. The total 
character count must be under 40.000 characters (including spaces, 
without abstract, and without references). A narrative abstract of 
150–200 words briefly describes the main issues, significant results and 
conclusions. Contributions must be submitted with an English and German 
title and abstract.

/Editors

If you have any questions, please feel free to contact the editors of 
the Special Issue:

Claudia Riesmeyer ((riesmeyer /at/ ifkw.lmu.de)), Thorsten Naab 
((thorsten.naab /at/ phil.uniaugsburg.de)), Ruth Festl 
((r.festl /at/ iwm-tuebingen.de)) or Christine Dallmann 
((christine.dallmann /at/ tu-dresden.de)).

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