[Year 12 IT Apps] Fwd: Call for Papers

[Stephen Loosley]

Date:    Sun, 9 Dec 2007 11:29:00 +1100
From:    Darren.Pullen at UTAS.EDU.AU>

Subject: Call for papers  <snip>

David Cole and I are currently in the process of calling for chapters
for our forthcoming book, "Handbook of Research on Multiliteracies
and Technology Enhanced Education: Social Practice and the Global 
Classroom"

Regards,

Darren Pullen
Univerisity of Tasmania
--

CALL FOR CHAPTERS

Proposals Submission Deadline: 1/31/2008

Full Articles Due: 5/31/2008

Handbook of Research on Multiliteracies and Technology
Enhanced Education: Social Practice and the Global Classroom

A book edited by Darren Pullen, University of Tasmania, 
Australia and David Cole, University of Tasmania, Australia

Introduction

Technology developments, in particular computers and the Internet,
are transforming the way we work and communicate and these changes
demand a new approach to literacy teaching. The proliferation of powerful, 
multimedia digital technologies has made it possible to cheaply 
communicate across the globe and in virtually any language. 

Previous conceptions of literacy were confined to reading and writing
print text and speech. With the spread of digital technologies, particularly
information and communication technologies (ICT), the notion of literacy 
is being transformed. 

This form of literacy has been termed multiliteracies  (New London Group,
1996). In an education context, multiliteracies provide a framework for re-
thinking how the curriculum can be taught and assessed. It does this by 
focusing on how literacy has been and is being redefined by social, 
technological and economic changes on local and global levels. 

Given the rapid advancement of digital technologies and global 
communications, educators and students need to understand that digital
communications today are rarely just linguistic, they are almost invariably 
multimodal. This multimodal aspect incorporates the areas of: Linguistic, 
Visual, Audio, Gestural and Spatial literacies..

Multiliteracies are concerned with how literacy occurs in situated practice, 
through overt instruction, from critical framing and how it is transformed by
practice (New London Group, 1996). As such, educators need to consider
what is required in literacy curricula and how best to teach it given the 
demands that are being placed not only on the educator sector but also
on literacy in general.

Coverage

The Handbook of Research on Multiliteracies and Technology Enhanced 
Education: Social Practice and the Global Classroom will contribute with 
theoretical reflections and approaches on the use of multiliteracies and 
technology in the enhancement of education and social practices in order 
to assist educators at different teaching levels and to foster 
professional discussion and progress in this developing field. Each 
chapter will report on research and studies focusing on the theory and 
pedagogy in multiliteracies, involving technology and technology based
social practices.

Recommended topics and chapter organization include, but are not limited 
to, the following:


1. Theoretical Foundation

The Fundamentals of literacies in multiliteracies

The Fundamentals of teacher education research involving multiliteracies

>From planning to assessment in the context of multiliteracies

Critical Discourse Analysis of multiliteracies

Multiliteracies and democracy

Multiliteracies for home and school life

Multiliteracies and workforce literacy changes

Multiliteracies and the curriculum

 What are the implications of global communications on literacy development

Multiliteracies and diversity


2. Practical Foundation

Successful experiences of teaching multiliteracies

Interfaces for the construction of multiliteracies classrooms

Multiliteracies and assessment

Multiliteracies as applied to specialist subject areas

Reading, writing and speaking through multiliteracies

How does technology support and transform cross cultural literacies

Cultural implications of multiliteracies

...
Invited Submissions

Prospective authors are invited to submit a 2-3 page manuscript on their
proposed chapter via post or e-mail on or before January 31, 2008. The
proposal should be on previously unpublished work on the above-suggested
topics or other related topics in the area of multiliteracies and 
technology enhanced education and should clearly explain the mission and 
concerns of your research. We strongly encourage other topics that have 
not been listed in our suggested list, particularly if the topic is 
related to the research area in which you have expertise. Upon 
acceptance of your proposal, you will have until May 31, 2008 to prepare 
your chapter of 6,000-8,500 words and 7-10 related terms and their 
appropriate definitions. All submitted chapters will be reviewed on a 
double-blind review basis. Guidelines for preparing your paper and terms 
and definitions will be sent to you upon acceptance of your proposal.

Please forward your proposal including your name and affiliation on or
before January 31, 2008. The book is scheduled to be published by IGI
Global, http://www.igi-global.com/ 

Inquiries and submissions can be forwarded electronically (Word document) 

or by mail to:

Darren Pullen MMedSci
University of Tasmania
Locked Bag 1307
Launceston Tasmania
Australia 7250
Darren.Pullen at utas.edu.au 
<mailto:Darren.Pullen at utas.edu.au>


David Cole PhD
University of Tasmania
Locked Bag 1307
Launceston Tasmania
Australia 7250
David.Cole at utas.edu.au 
<mailto:David.Cole at utas.edu.au>=20
--

Cheers people
Stephen Loosley
Victoria, Australia