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[ecrea] Canadian Journal of Media Studies Call for Papers: Media, Knowledge and the Network University
Sun Jul 19 12:05:03 GMT 2009
CANADIAN JOURNAL OF MEDIA STUDIES
CALL FOR PAPERS
2009 marks the 30th anniversary of the
publication of Jean-François Lyotard?s The
Postmodern Condition: A Report on Knowledge.
?[I}t is common knowledge,? he wrote, ?that the
miniaturization and commercialization of
machines is already changing the way learning is
acquired, classified, made available, and
exploited? (1984, org. 1979: 4). In 2010,
"Connected Understanding" will be the theme of
the Congress of Social Sciences and Humanities
in Montreal (
http://www.fedcan.virtuo.ca/congress2010/). The
Canadian Journal of Media Studies announces a
special issue on Media, Knowledge and the
Network University edited by Bob Hanke, York
University, and David Spencer, University of Western Ontario.
The massification and informationalization of
the university has transformed not only the
content of teaching and research but also
disciplinary processes of knowledge production
and the technological form of academic life and
culture. The integration and normalization of
ICT's raises many questions about the
university, academic labour, scholarly
communication and collaboration, and academic
technoculture. In 1957, Marshall McLuhan invited
us to reconsider the education process by
announcing that, with the advent of television,
the ?classroom without walls? had arrived. A
half a century later, we are working in the
university without walls and the
ICT ?revolution? is over. In ?Universities,
wet, hard, and harder,? German media theorist
Friedrich Kittler reviewed 800 years of
university-based media history to observe that
?universities have finally succeeded in forming
once again a complete media system.? Yet media
scholars have rarely chosen to study their own
universities as media systems. This special
issue of the CJMS is an invitation to reflexive,
critical media studies. Established and emerging
scholars are invited to address continuities and
transformations in new media and the network
university and to set the agenda for future study and debate.
Possible questions and areas of research and critical inquiry include:
What is unthought, unrepresented and
unquestioned in discussions of the public
university and the ?neoliberal turn,?
technologically-mediated post-secondary
education, and institutional initiatives in the
virtualization of the educational process?
What is the impact of the cybernation of the
university? What is happening in information
technology (IT) infrastructure, planning and
governance? What IT strategies are pursued by
specific institutions in different
jurisdictions? What is the role of IT
professionals as intermediaries between IT
industries, intermediating organizations, private-sector partners
and the university? What is the faculty
experience of ICTs, and IT ?solutions,? services, and support?
What are the networks of possibility and
affordances of technology, and what are the
obstacles and limits? the unintended, unanticipated consequences?
What hybrid methodologies, research techniques
and software enhance our capacity to map the
wireless campus and network condition of the university?
What philosophers of technology and politics are
relevant to sharpening our thinking on the
question of technology? What scholarly
perspectives on invention, innovation and the
process of emergence enable us to break the
habit of instrumentalist thinking and discard
the ?tool? metaphor? How can we take technical
artifacts, from small, portable technology to
entire campus networks, out of their ?black
boxes? in order to study them? How does the
technical substrate matter to our thinking? Our
reading and writing of ?texts?? Our notions of ?research??
How is the university embedded in the network
society and cognitive capitalism? What are the
drivers of IT change in universities? What are
the consequences of the disjuncture between the
digital culture and practices outside the
university and IT (planning,
procurement/evaluation/implementation, support
and services) inside universities?
How can we move beyond user-centric approaches
to Web 2.0 based software applications and
learning management systems, peer-to-peer
networks, and small tech in academic settings?
In the new network culture, how can we grasp the
relations between what is ?given? and what is
unlikely, surprising, unexpected and unrealized?
How can we move beyond debates over ?student
centered? learning and faculty deskilling to new
models of reskilling and organized research
networks, technological literacy and
technologies of the common? How can we
articulate scholarly ?collaboration? and student
?engagement? with a politics of knowledge
(commodified knowledge, open scholarship and
knowledge within the social sciences and
humanities, popular knowledge, indigenous
knowledge, etc.) that will strengthen the public
mission of the university after the recession?
How can we turn away from the ?knowledge
economy? and towards knowledge cultures? What
does the prototype of the Canadian Institute for
Health Research?s Knowledge Broker Model portend
for the social sciences and humanities?
We also invite investigations of:
? computerization, campus networking
strategies, and ICT-related organizational
change since the advent of distributed computing, the Internet and the WWW
? space, time, speed and rhythm in the network university
? the production and operativity of
networks and archives, scholarly journals and
portals, web-based learning environments and
objects, research cyberinfrastructure, critical
cyberpedagogy, technological literacy,
copyright/left, intellectual property rights
? open access movement, open access
research, open educational resources, open
courseware, institutional repositories, ?Do it Yourself? education or edupunk
? tropes of factory, ecology, network, mobility, common
? articulations and destabilizations of
oral/written, actual/virtual, bureaucratic
records/institutional memory, off-line/on line,
knowledge creation/information sharing, formal
learning on campus/informal learning off campus,
amateur/professional, artist/researcher
? ideology of convenience, ethos of
performativity, immaterial academic labour,
general intellect, circuits of knowledge and struggle
? technological ?progress,??knowledge
economy,? knowledge ?transfer? or
?mobilization,? creativity, innovation, academic freedom, academic capitalism
? the coming network university, knowledge
futures, ecoethical perspectives on the
university?s inputs and outputs and the discourse of ?sustainability?
Since intellectual innovation may be engendered
at the intersections of disciplines,
contributions are welcome from outside of
Communication and traditions and trajectories of
media studies outside of Canada. Solo or
collaborative work that provides a comparative,
international perspective on the network
university in different countries is especially welcome.
Submission Guidelines
Authors should submit papers of about 25 pages
(or 8000 words) in MLA style with abstract and
keywords electronically to David Spencer,
Editor, (dspencer /at/ uwo.ca). With the exception of
the title page, please remove all indications of authorship.
The deadline for papers is February 28, 2010.
Peer review and notification of acceptance will
be completed by March 31, 2010. Final
manuscripts accepted for publication will be due April 30, 2010.
Comments and queries can be sent to Bob Hanke,
Guest Co-Editor, (bhanke /at/ yorku.ca).
For more information about the Canadian Journal
of Media Studies, visit http://cjms.fims.uwo.ca/default.htm
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Nico Carpentier (Phd)
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Vrije Universiteit Brussel - Free University of Brussels
Centre for Studies on Media and Culture (CeMeSO)
Pleinlaan 2 - B-1050 Brussels - Belgium
T: ++ 32 (0)2-629.18.56
F: ++ 32 (0)2-629.36.84
Office: 5B.401a
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European Communication Research and Education Association
Web: http://www.ecrea.eu
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E-mail: (Nico.Carpentier /at/ vub.ac.be)
Web: http://homepages.vub.ac.be/~ncarpent/
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