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 of Media Education: Journal for Theory and Practice of Media Education, we aim at:
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 gents) and also promotes reverse
socialization (e.g. from children to parents)? 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 until August 31st
2018 at Media Education: Journal for Theory and Practice of Media Education.
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@ifkw.lmu.de),
- Thorsten Naab (thorsten.naab@phil.uniaugsburg.de),
- Ruth Festl (r.festl@iwm-tuebingen.de)
- Christine Dallmann (christine.dallmann@tu-dresden.de).
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