For the first time *ever* I’ve had to start saying no to invitations to write book chapters – with a new book and several chapters and articles already promised and in the works, my writing schedule for 2008 is pretty much tied up already. But for anybody wanting to publish something about multiliteracies, here’s a CFC from a great team in 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
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.
Work, study and private communications in the twenty-first century are characterised by greater cultural and linguistic mobility and diversity. The present century demands on literacy require that students and educators interact efficiently and effectively across accents, dialects, cultural and sub-cultural groups and often between political and geographical boundaries. 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.
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
The Target Audience
Educators and researchers working in the field of multiliteracies in various disciplines, e.g. teacher education, school based education, adult education, information and communication sciences, sociology, computer science and information technology. Moreover, the book will provide insights and support practitioners concerned with the teaching of multiliteracies and technology based education at both a local and global level. It will also aid curriculum developers, information and organizational processes in different types of learning communities and environments.
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/, publisher of IGI Publishing (formerly Idea Group Publishing), Information Science Publishing, IRM Press, CyberTech Publishing and Information Science Reference (formerly Idea Group Reference),and Medical Information Science Reference imprints in 2009.
Inquiries and submissions can be forwarded electronically (Word document) or by mail to:
Darren Pullen MMedSci
University of Tasmania
Locked Bag 1307
David Cole PhD
University of Tasmania
Locked Bag 1307