[ecrea] CFP: Handbook on Media Education Research

*CALL FOR PAPERS*

*https://research.uta.fi/merbook/*

*//*

*/Handbook on Media Education Research/*

The Media Education Research (MER) section of the International 
Association for Media and Communication Research (IAMCR) invites chapter 
proposals for the /Handbook on Media Education Research/ edited by 
Divina Frau Meigs, Sirkku Kotilainen and Manisha Pathak-Shelat, as well 
as section editors Michael Hoechsmann and Stuart R. Poyntz.

The contributions as global voices will be short chapters of a maximum 
of 2000 words. Abstracts will be received *until the 10^th  August 2018 
to **(iamcr.merbook /at/ gmail.com)* <mailto:(iamcr.merbook /at/ gmail.com)>*.*

We encourage scholars, educators and activists across the globe to 
submit proposals for chapters on a topic of their choice relating to 
Media Education Research. Possible topics should relate to the five book 
sections:

1.Media Education Histories

2.Global Media Cultures and Young People’s Everyday Life

3.Media Education, Institutions, and Policy Developments

4.Teaching and Learning in/and Media Education

5. Citizenship, Communities and Ethics


August 10 - Abstract (500 words)

September 15 -         Results of the review of abstracts

December 15 -   The complete paper (5000 words for invitation only; 2000 
words for Global Voices).

January 15 -   Comments returned to authors following the blind review

March 15 –     The final paper

Both abstracts and full papers should be submitted, in English, as a MS 
Word file by e-mail to (iamcr.merbook /at/ gmail.com) 
<mailto:(iamcr.merbook /at/ gmail.com)>.

*Submission Guidelines*

Language: English

Format: MS Word, size 12 font, double spaced

Required Details: Author’s Name, Affiliation, E-mail, Phone Number


The book will be launched at the 2019 IAMCR Conference. Book abstracts 
can also be submitted for your presentation at the Conference**in 2019.**

*Book Prospectus*

*/__/*

*/_Handbook on Media Education Research_/*

The aim of this Handbook is to take stock of media education research 
over 35 years after the Grunwald Declaration, at a time when media 
education has become a global phenomenon. Since Grunwald, media 
education has emerged as a complex field of practices that operate 
across a range of school and non-school settings. Over nearly four 
decades, new concepts and theories have been applied to the field - 
partially as the result of a radical transformation in media 
technologies, aesthetic forms, ownership models, and practices of 
audience participation – but also due to shifts in media education as it 
has developed as a field and spread around the world.

While debates about the rationale and strategies of media education are 
fraught, the scope of the field has undergone significant change, as 
multiple and varied new literacies (i.e., media and information 
/literacy /(MIL), digital /literacy/, visual /literacy/, transmedia 
/literacy/, etc.), practices, technologies and institutions have become 
linked to the project. These enriched debates are, on the one hand, the 
result of shifts in thinking within academic disciplines, especially as 
media production and consumption have radically changed, and on the 
other, the result of the emergence of non-traditional and non-Western 
actors within the field.

Taking stock of the field is both a rigorous process of synthesis and 
review as well as a pedagogical exercise, particularly for that part of 
the readership that is relatively new to media education. Media offer 
rich pedagogical tools to engage with public culture, develop tableaux 
of critiques to challenge power hierarchies, and/or infuse interpretive 
frames with new meanings. We envision a dynamic handbook that presents a 
vision of media education for the contemporary period that is 
historically informed, future oriented, conceptually based and 
culturally diverse.

*Part 1: Media Education Histories *

Section Editor:  Michael Hoechsmann

This section will examine perspectives on the history of media education 
and the formation of the field, including research on the emergence of 
media education, information literacy, and formative research on 
children and youth media. We welcome submissions that trace how local 
histories have impacted media education around the world, the shift from 
media education practice to media education research, changing 
epistemologies and ontological conditions associated with new and 
multi-literacies, the relationship of digital literacies to Media and 
Information Literacies, the place of /educomunicacion/ in the field, and 
the centrality of problematics related to representation and 
participation in media education research. We are particularly 
interested in submissions that are historically informed and future 
oriented.

*Part 2: Global Media Cultures and Young People’s Everyday Life*

Section Editor: Stuart R. Poyntz

       This section will address research on children and youth media 
cultures, including the way such cultures have been recast in recent 
years by the forces of globalization, technology change, 
commodification, surveillance and participation. We are interested in 
work that addresses issues of identity and individuation, private and 
public life, sexuality and sexualization of children’s and youth 
cultures, youth citizenship and activism and the emergence of new 
collectivities from within the context of young people’s everyday lives. 
Globally converged media and technology spheres are now an integral part 
of the everyday lives of children and youth. We welcome work that 
examines such spheres including changing conceptual frameworks, 
methodological perspectives and comparative analysis of how local and 
regional practices are responding to the global media forces operating 
in children’s and youth’s lives.

*Part 3: Media Education, Institutions, and Policy Developments*

Section Editor: Divina Frau-Meigs

Media education has a broad and lengthy enough uptake that it is 
embedded in institutional frameworks and local, national and 
international policy.  The goal of this section is to present research 
that acknowledges and problematizes media education in its official 
manifestations as an institutional and policy construct at the level of 
associations, regulations and policies, as well as in its informal 
contexts of communities and grassroots educational and political 
projects. Some of the perspectives taken up in this section will be 
locally situated and others, relating for example to UNESCO’s Media and 
Information Literacy initiatives or the European Union’s efforts around 
setting a common agenda, will be international and intra-national. 
Questions that may emerge in this section include: contemporary efforts 
to regulate media regarding privacy concerns and other matters; 
productive partnerships with civil society or non-profit intra-national 
organizations and campaigns; media literacy’s role in community 
development and sustainability in the global South and North; the 
growing role of media regulation authorities in this field, the role of 
media corporations in auto-regulation and promoting national and 
international policy development; the role of media education and MIL as 
official curriculum in specific sites; the impact on media education and 
MIL when it moves in to official status (does it lose an edge); etc.

*Part 4: Teaching and Learning in/and Media Education*

Section Editor: Manisha Pathak-Shelat

The focus of this section is to identify and demonstrate the various 
strategies, techniques, and learning contexts used by scholars in the 
field of media education research to develop media into a site for both 
instruction/learning and criticism. We invite proposals delineating new 
pedagogical interventions in and through media technologies which 
encourage individuals to enhance their learning in various aspects of 
life. We also welcome proposals examining forms of engagement practices 
in a digital world and strategies to enhance the competencies required 
to interpret and utilize the affordances of new media platforms. These 
studies must be conceptualized such that they provide fresh ways of 
looking at the role of media as a site of pedagogy in an increasingly 
globalized world connected through digital networks.How have pedagogies, 
teaching practices, and transformative learning been developed in media 
education research? What types of pedagogies are mobilized in formal and 
non-formal learning contexts?  What is the role of play, simulation, and 
innovation in media education pedagogies and practices? What sorts of 
competences are expected of 21st century learners? How do core 
competencies enhance or diminish educational outcomes? What sort of 
learning and autodidactism is present in everyday life? Are curriculum 
development and assessment keeping up with technological change? What 
sort of differences emerge when this is looked at from a global perspective?


*Part 5: Citizenship, Communities and Ethics.*

Section Editor: Sirkku Kotilainen

The fifth section will explore networked publics, social networking and 
online space: the shifting space of media education in a digitized world 
from an everyday life perspective. We invite critical research on the 
ways in which media participation has been frames, for example, risk 
prevention and conflict resolution, cyberbullying, surveillance, and 
online safety. More broadly, this section is about rethinking 
citizenship, community and ethical practice in our research: how is 
connectivity, identity and creativity shifting in an algorithm-driven 
Internet? Is the space for Internet activism diminishing or transforming 
in to new forms (clicktivism and hashtag politics)? How are new forms of 
online participation – such as memes, gifs and games - re-framing 
participation and audience? How are media corporations impacting public 
discourse and shaping the public sphere?


For further inquiries, please email (iamcr.merbook /at/ gmail.com) 
<mailto:(iamcr.merbook /at/ gmail.com)>.






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