[Commlist] Call for papers International Conference TICEMED 12

*-----------------------*

*Call for papers*

*International Conference TICEMED 12*

**

*April 7-9, 2020*

*Panteion University, Athens (Greece)*

Department of Communication, Media and Culture

**

*MEDIA LITERACY THROUGHOUT LIFE:*

New pedagogical challenges to the accompaniment of the citizen

*Deadline:*September 23, 2019

*Call for papers*

*International Conference TICEMED 12*

**

*April 7-9, 2020*

*Panteion University, Athens (Greece)*

**

*MEDIA LITERACY THROUGHOUT LIFE:*

New pedagogical challenges to the accompaniment of the citizen

**

*IMSIC (Université de Toulon et Aix Marseille Universités) *

*CREM (Université de Lorraine)*

*Department of Communication, Media and Culture, (Panteion University)*

By the end of the 1980s, Media Literacy was presented as a necessary 
aspect of strengthening citizenship. This is reflected on the Council of 
Europe's Resolution on the Information Society, which in 1989 emphasized 
on the "liberating and reassuring role" of Media Literacy for both civic 
and political awareness. Two decades later, the "European Charter for 
Education" (EuroMediaLiteracy, 2009) defines the skills and knowledge 
that all learners are expected to have. Then the objectives that have 
been presented in this charter reflect "a broad spectrum of concerns 
regarding the media and their actions", (Landry, Basque, 2015: 11) 
aiming at developing critical thinking.

The changes caused by the Information Society have strongly reinforced 
the need for Media Literacy. The development of new technologies and the 
convergence of formats raise new challenges and require new skills. 
Cognitive or metacognitive skills alone are not enough. Technical skills 
must now be combined with both analytical and ethical skills. These 
skills arise concurrently witha participatory culture which allows 
individual expression, civic engagement, creation of contents and its 
sharing (Jenkins et al., 2009).

Inscribing media communication in the field of cultural practices, 
Müller (2006: 107) points out that "cultural communication today is a 
complex interplay between the media". Some authors insist on the 
cultural dimension of the notion, noting that "the past and present of 
contemporary culture and the media are pieces of an intermedial culture" 
(Lehtonen, 2001: 71) or that "the issue of intermediality is a necessary 
step in cultural history" (Jost, 2005: 119). Others announce the 
creation of an intermedial sphere, conceived as "the symbolic space 
constituted by the media in their relationship with communities" 
(Lacasse, 1999).

These conceptual shifts are increasingly palpable in contemporary 
societies not only within the academic and scholarly worlds; they 
directly affect all areas of social and professional activity, from 
cultural and creative industries to media sphere, such as the world of 
business, organizations, communities and also, education authorities at 
all levels.

Within the contemporary transmedia landscape, /amateurs/ and 
professionals merge, as well as producers and consumers, sometimes 
blurring /genres/, messages and their interpretation. It then becomes 
urgent to think of education, or rather the different ways of educating 
on and understanding the media as an ongoing process accompanying the 
citizen (the student as well as the professional) in his life and daily 
activities. This doesn’t concern only school or university environment, 
but also a wide range of sectors and fields which are changing: 
communication professions, journalism, culture, political communication, 
cultural and creative industries, the public and populations in 
precarious situations...

Considering that the skills we acquire through the use of media products 
influence the way we learn, we work, we participate in the political 
process, and we connect with others (Jenkins, 2006), rethinking the 
specifications of this intermedial cultural practice is becoming urgent. 
In this regard, the role played by the gaming – and by the gaming on 
media platforms - on the way that the learner perceives the learning 
environmenthas been discussed in the previous editions of The Ticemed 
Conferences (e.g. Bonfils, Dumas, Massou, 2016).

In 2006, Henry Jenkins noted that "... in a hunting culture, kids play 
with bows and arrows. In an information society, they play with 
information" (Jenkins, 2006: 130). A decade later, a very large-scale 
research into the political socialization of American youth- bringing 
together the results of several American researchers (see Thorson, 
Mickinney, Shah, 2016) - highlights the urgent need to rethink the way 
in which we consider the socialization of young people, because the 
"traditional" environment of information sources has been radically 
altered by the hyper-saturation of the media world.

It is precisely in this hyper-saturated media landscape that this 
conference aims to explore the ways and means by which we can accompany 
and conceive a public culture towards media and new media practices. 
Through various examples, Ticemed12 will aim at analyzing the different 
issues of media literacy, whenever or wherever the education/training 
takes place. How can educators encourage thedevelopment of critical 
thinkingskills? How can they allow learners to use, produce and 
disseminate content in a relevant and informed way? How do users educate 
themselves to the media? To what extent are users involved in their 
training and education?

Four major themes are proposed, indicatively, to question the 
problematic of the conference.

*1/*New media and new information and communication skills in a hybrid 
environment and in a digital world, where expert productions intermingle 
with amateur ones; Blurring boundaries between /amateurs/ and 
professionals in communication and media education;

*2/*Media education against social inequalities, sexism, racism and 
exclusions in general, for the integration of populations and of 
populations in difficulty;

*3/*Media and Information Literacy against fake news and misinformation, 
rumors and conspiracy, and for the development of critical thinking, 
taking into account new democratic issues. Playfulness as a political act;

*4/*Media Literacy at the service of the public at the margins. For 
example, the "seniors" who, contrary to popular belief, are in the role 
of consumer and user of new media technologies, and "young people" who 
practice them fluently with or without accompaniment. What 
appropriations and practices for this type of audience, which is not to 
be considered as homogeneous?

*Indicative references:*

Bonfils Ph.*, *Dumas Ph.*, *Massou L.(dir.) (2016),/Numérique et 
éducation. Dispositifs, jeux, enjeux, hors jeu/, Nancy, PUN - Éditions 
universitaires de Lorraine, coll. « Questions de communication / Actes ».

Conseil de l’Europe. (1989, octobre). Résolution sur la Société de 
l’information : un défi pour les politiques de l’éducation ? ( n° 1). 
Présenté à la Conférence permanente des ministres de l’Éducation du 
Conseil de l’Europe, Istanbul, Turquie. En ligne : à 
http://www.coe.int/t/f/coop%E9ration_culturelle/education/conf%E9rences_permanentes/j.16esessionl_istanbul1989.asp

Corroy, L. (2016). /Education et médias: La créativité à l’ère du 
numérique/. Londres, ISTE Editions.

EuroMediaLiteracy (2009). Charte européenne pour l’éducation aux médias. 
En ligne :http://www.euromedialiteracy.eu/charter.php?id=1

Jenkins, H. et al. (2009). Confronting the Challenges of Participatory 
Culture : Media Education for the 21st Century. Cambridge, MA : MIT Press.

/Jenkins H. (/2006). /Convergence culture: Where old and new media 
collide/. New York, New York University Press

JostF., 2005, « Des vertus heuristiques de l’intermédialité », 
Intermédialités : histoire et théorie des arts, des lettres et des 
techniques / Intermediality: History and Theory of the Arts, Literature 
and Technologies, n° 6, pp. 109-119.

Landry, N. et Basque, J. (2015). « L’éducation aux médias : 
contributions, pratiques et perspectives de recherche en sciences de la 
communication », /Communiquer/, 15 | -1, 47-63.

Lacasse G., 1999, /« /Intermédialité, deixis et politique/ »,/colloque 
du CRI (Centre de Recherche sur l’Intermédialité) , 
Montréal,http://cri.histart.umontreal.ca/cri/sphere1/definitions.htm 
[accédé le: 7/2/2019]

Lehtonen M., 2001, « On No Man’s Land. Theses on Intermediality», 
/Nordicom Review 22.1/, pp. 71-84.

Müller J., 2006, « Vers l’intermédialité. Histoires, positions et 
options d’un axe de pertinence », /Médiamorphoses /n°16, dossier « D’un 
média… l’autre » (coord. Gilles Delavaud, Thierry Lancien), Paris, 
INA/Armand Colin, avril 2006, pp. 99-110.

Müller J., 2010, « Intermediality and the Media Historiography in the 
Digital Era », /Acta/

/Universitaties Sapietiae, Film and Media Studies, /2, pp. 15-38.

Thorson E., Mickinney M.S., Shah D. (eds), 2016, /Political 
Socialization in a media-saturated world, /Peter Lang, New York.

*Submission process**:*

• Conference languages: French, English

•Abstract proposal: Proposals for an anonymous communication (2500 
signs), in French or in English.

·Text for the pre-acts on line of the conference (15000 signs): French 
or English, with two summaries (in French and in English), and a 
possible third summary in the native language of the author (following 
the instructions which will be provided to authors upon acceptance);

·Oral communication (20 minutes + debate): French or English with a 
visual support in French or English, according to the instructions that 
will be provided during the final acceptance;

• Publication of a selection of texts in a book of the "Series acts" 
backed by the journal /Questions de communication/ and / or in a special 
chapter of the online journal Distances and Mediations of Knowledge: 
modalities to be specified later, texts submitted to a double-blind 
evaluation, in French (for the /"Actes" Series/) and / or English (for 
/Distances and Mediations of Knowledge/).

·Selection procedure for communication proposals and pre-acts: Double 
blind evaluation by the scientific committee of the symposium at all 
stages of the process.

*Deadlines**:*

• September 23, 2019 : Abstracts (2500 characters) must be submitted 
electronically onthe conference platform :http://ticemed12.sciencesconf.org/

• November 4, 2019 : Notification of decision for abstracts submitted

• January 6, 2020 : Submission of the full text of the communications 
(15000 characters) on the conference platform : 
http://ticemed12.sciencesconf.org/

• February 3, 2020 : Notification of decision for papers submitted (with 
eventual propositions of revision)

• Mars 23, 2020 : Submission of the definitive text of the communication 
for the pre-acts on line on the conference platform : 
http://ticemed12.sciencesconf.org/

• April 7-8-9, 2020 : TiceMed12 Conference, Panteion University, 
Department of Communication, Media and Culture, Athens, Greece.

The abstract proposals and the full texts will be submitted on the 
platform in .doc format, after having been anonymised (no nominative 
references to the author's publications, whose name will be replaced by 
the mention "author"). In case of technical difficulty, contact 
(ticemed12 /at/ univ-tln.fr) <mailto:(ticemed12 /at/ univ-tln.fr)>

No communication proposal sent by email will be examined.

You will gradually find all useful information on the conference 
website: www.ticemed.eu <http://www.ticemed.eu>

For any questions, you can also contact:

• Philippe Bonfils : (philippe.bonfils /at/ univ-tln.fr) 
<mailto:(philippe.bonfils /at/ univ-tln.fr)>

• Philippe Dumas : (philippe.dumas /at/ univ-tln.fr) 
<mailto:(philippe.dumas /at/ univ-tln.fr)>

• Emilie Remond : (emilie.remond /at/ univ-poitiers.fr) 
<mailto:(emilie.remond /at/ univ-poitiers.fr)>

• Bérengère Stassin : (berengere.stassin /at/ univ-lorraine.fr) 
<mailto:(berengere.stassin /at/ univ-lorraine.fr)>

• Ioanna Vovou : (vovou /at/ panteion.gr) <mailto:(vovou /at/ panteion.gr)>

*Scientific Committee **:*

Etienne-Armand Amato, Université Paris Est Marne-la-Vallée, France

Abderrahmane Amsider, Université d'Agadir, Maroc

Nicolaos Bakounakis, Panteion University, Greece

Françoise Bernard, Aix-Marseille Université, France

Khalid Berrada, Université Cadi Ayyad de Marrakech, Maroc

André Blanchard, Université du Québec en Abitibi-Témiscamingue, Canada

Philippe Bonfils, Université de Toulon, France

Kamel Bouraoui, Université Virtuelle de Tunis, Tunisie

Jean-François Ceci, Université de Pau et des Pays de l'Adour, France

Jean-François Cerisier, Université de Poitiers, France

Bernadette Charlier, Université de Fribourg, Suisse

Anne Cordier, Université de Rouen, France

Fathallah Daghmi, Université de Poitiers, France

Philippe Dumas, Université de Toulon, France

Michel Durampart, Université de Toulon, France

Cynthia Eid, Université de Montréal, Canada

Jérôme Eneau, Université de Rennes 2, France

Olivier Galibert, Université de Bourgogne, France

Imed Gargouri, Université de Sfax, Tunisie

Thierry Gobert, Université de Perpignan, France

Catherine Kellner, Université de Lorraine, France

Evangelia Kourti, National and Kapodistrian University of Athens, Greece

François Jost, Université Paris III-Sorbonne Nouvelle

Brigitte Juanals, Aix-Marseille Université, France

Michel Lavigne, Université de Toulouse, France

Sylvie Leleu-Merviel, Université de Valenciennes et du Haut-Cambrésis, 
France

Valérie Lépine, Université Stendhal, Grenoble 3, France

Luc Massou, Université de Lorraine, France

Cathia Papi, Télé Université du Québec, Canada.

Daniel Peraya, Université de Genève, revue DMS, Suisse

Daniel Raichvarg, Université de Bourgogne, France

Émilie Rémond, Université de Poitiers, France

Caroline Rizza, Telecom Paris Tech, France

Carla Serhan, Université de Balamand, Liban

Stéphane Simonian, Université de Lyon 2, France

Brigitte Simonnot, Université de Lorraine, France

Florence Thiault, Université de Lille, France

Farid Toumi, Université d'Agadir, Maroc

Panayota Tsakaretou, Panteion University, Greece

Philippe Useille, Université de Valenciennes, France

Ioanna Vovou, Panteion University, Greece

Carsten Wilhem, Université de Haute Alsace, France

NB : The members of the scientific committee and the organizing 
committee can send a proposal which will be evaluated, too, in double blind.

**

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