From tjg68 at drexel.edu Fri Dec 1 15:03:11 2017 From: tjg68 at drexel.edu (Gorichanaz,Timothy) Date: Fri, 01 Dec 2017 20:03:11 -0000 Subject: [Sighfis-l] CFP: Non-textual pedagogies special issue of Education for Information Message-ID: <7DCD9837-EC4C-4852-A949-7BEBEE69ED8E@drexel.edu> CALL FOR PAPERS A SPECIAL ISSUE OF EDUCATION FOR INFORMATION ON Non-textual pedagogies: Learning beyond words https://www.iospress.nl/journal/education-for-information/ In recent years, researchers and practitioners in the information and communication disciplines have begun to recognize forms of knowledge that go beyond the textual. Concomitantly, new approaches and methodologies to pedagogy have emerged, such as embodied, arts-informed, design thinking, practice-led, experience-based and productive teaching and learning. As such, there is an opportunity to continue incorporating these developments into education for the information professions. Building on the 2016 special issue of Education for Information on innovative pedagogies in LIS (volume 32, issue 1), we invite broad-ranging considerations of questions around educating future information professionals beyond the use of texts. With this in mind, Education for Information is seeking articles for a special issue on Non-Textual Pedagogies to be published in fall/winter 2018. We welcome both conceptual and empirical papers (approximately 6,000 words) as well as shorter discussions of pedagogical innovations and applied practice (approximately 1,500 words). Submissions should be original works not previously published nor undergoing review for publication in another journal at the time of submission. The scope of this special issue includes: * Explorations of pedagogies that go beyond traditional textual and verbal approaches in information studies and other fields (including but not limited to embodied, arts-informed, design thinking, practice-led, experience-based, productive teaching and more) * Perspectives of teachers, learners, administration, staff, practitioners and more from anywhere in the world * Techniques and research on using modalities beyond the visual to teach information studies content * Theoretical and methodological approaches to pedagogy and curriculum design that are underrepresented in the information studies literature * Discussions of institutional support and student reception of such pedagogical approaches * Evidence of the effects of non-textual pedagogical approaches after graduation * Reflections on the impact and effectiveness of nontraditional pedagogies * Thoughtful use of new technologies for non-textual teaching and learning * Uses of ?old? technologies, both innovative and tried-and-true, for non-textual teaching and learning * Intersections between course content and other department/institution offerings (reading groups, research centers, seminar series, organizations, institutes and more) This special issue is co-edited by Kiersten F. Latham (Kent State University, USA) and Tim Gorichanaz (Drexel University, USA). Questions, comments and inquiries can be directed to either Kiersten (kflatham at kent.edu) or Tim (gorichanaz at drexel.edu). Style guidelines for Education for Information are available here: http://www.iospress.nl/journal/education-for-information/?tab=submission-of-manuscripts Submissions are due May 15, 2018. They can be submitted via email to either Kiersten (kflatham at kent.edu) or Tim (gorichanaz at drexel.edu. Submissions will be blind peer-reviewed. Founded in 1983, Education for information (EFI) is a quarterly refereed academic journal publishing research articles on issues related to the teaching and learning of information scientists and professionals for an information society. EFI welcomes a broad perspective on issues related to pedagogy and learning in the information and communication disciplines (ICD) such as Library and Information Science, Communication and Media studies, Journalism, Archival studies, Museum studies, Psychology, Cognitive science and Digital Humanities. -------------- next part -------------- An HTML attachment was scrubbed... URL: From michel.menou at orange.fr Thu Dec 14 10:13:11 2017 From: michel.menou at orange.fr (Michel Menou) Date: Thu, 14 Dec 2017 16:13:11 +0100 Subject: [Sighfis-l] Fwd: [icts] Open access book: The Spectacle 2.0: Reading Debord in the Context of Digital Capitalism In-Reply-To: References: Message-ID: <8e13f60d-9f08-d22d-e643-e60a37795bb1@orange.fr> -------- Forwarded Message -------- Subject: [icts] Open access book: The Spectacle 2.0: Reading Debord in the Context of Digital Capitalism Date: Tue, 12 Dec 2017 21:51:48 +0000 From: Christian Fuchs Reply-To: christian.fuchs at uti.at To: icts at lists.riseup.net New open access book The Spectacle 2.0: Reading Debord in the Context of Digital Capitalism, edited by Marco Briziarelli and Emiliana Armano, University of Westminster Press "Critical Digital & Social Media Studies" book series (ed. C. Fuchs), Volume 5 Spectacle 2.0 recasts Debord's theory of spectacle within the frame of 21st century digital capitalism. It offers a reassessment of Debord?s original notion of Spectacle from the late 1960s, of its posterior revisitation in the 1990s, and it presents a reinterpretation of the concept within the scenario of contemporary informational capitalism and more specifically of digital and media labour. It is argued that the Spectacle 2.0 form operates as the interactive network that links through one singular (but contradictory) language and various imaginaries, uniting diverse productive contexts such as logistics, finance, new media and urbanism. Spectacle 2.0 thus colonizes most spheres of social life by processes of commodification, exploitation and reification. Diverse contributors consider the topic within the book?s two main sections: Part I conceptualizes and historicizes the Spectacle in the context of informational capitalism; contributions in Part II offer empirical cases that historicise the Spectacle in relation to the present (and recent past) showing how a Spectacle 2.0 approach can illuminate and deconstruct specific aspects of contemporary social reality. All contributions included in this book rework the category of the Spectacle to present a stimulating compendium of theoretical critical literature in the fields of media and labour studies. In the era of the gig-economy, highly mediated content and President Trump, Debord?s concept is arguably more relevant than ever. https://www.uwestminsterpress.co.uk/site/books/10.16997/book11/ https://www.uwestminsterpress.co.uk/site/books/series/critical-digital-and-social-media-studies/ --- Cet email a fait l'objet d'une analyse antivirus par AVG. http://www.avg.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From fidelia.ibekwe-sanjuan at univ-amu.fr Mon Dec 18 04:04:45 2017 From: fidelia.ibekwe-sanjuan at univ-amu.fr (IBEKWE-SANJUAN Fidelia) Date: Mon, 18 Dec 2017 10:04:45 +0100 Subject: [Sighfis-l] CFP. A Special Issue of Education For Information on Visual Learning In-Reply-To: <857a853a-12bc-5ebf-3c5c-3030c25f5f64@univ-amu.fr> References: <2aede113-d8a5-cf48-6770-e1e6eaedf531@univ-amu.fr> <857a853a-12bc-5ebf-3c5c-3030c25f5f64@univ-amu.fr> Message-ID: <6a555ff3-3746-e11f-1948-df44cfdaacbe@univ-amu.fr> *CALL FOR PAPERS. A SPECIAL ISSUE OF /EDUCATION FOR INFORMATION/ ON * *Visual Learning*** https://www.iospress.nl/journal/education-for-information/ The changing needs for innovative learning environments can be positioned as a consequence of complex societal issues subject of the professional and scientific domain of the information science. More and more students are coming from a variety of backgrounds and consequently the diversity in learning styles and learning experiences is growing and change the face of the classroom. The challenges of visual learning strategies in a context of complex and interdisciplinary education approach, are setting the need to have a better academic understanding of the potential of visual learning in relation to knowledge demands in the digital humanities age. Visual learning is grounded in the existence and relevance of information encapsulated in images. Visual learning is defined broader than a visual way of dealing with descriptive knowledge. Visual learning strategies provide opportunities for learning which are not possible with traditional written/printed support; they overcome physical limitations and provide specific tools for reflection and mediation. The current absence of expertise and understanding of designing and producing visual learning strategies and devices requires consideration for various disciplines involved. ?Visual could be defined in visual learning as a rich language that uses pictures or images of any type ? even mental pictures included ? that creates a look to the word, brings people and issues on stage, alters time, distance, places and spaces in a language that is metaphorical and narrative? (Witteven, 2009). The 2018 special issue of Education for Information on Visual Learning invites broad-ranging considerations of questions around Visual Learning. With this in mind, Education for Information is seeking articles for a special issue on Visual Learning to be published in winter 2018. We welcome both conceptual and empirical papers (approximately 6,000 words) as well as shorter discussions of visual learning and applied practice (approximately 1,500 words). Submissions should be original works neither previously published nor undergoing review for publication in another journal at the time of submission. The scope of this special issue includes: ?Education Theory and Practice in the Visual Age ?Visual Learning Transforming the Information Age ?Epistemological Approach of? Visual Learning ?Semantic and Linguistics Visual Learning Approach ?Linking Cultures & Languages through Visual Learning ?Semiotic as a Tool for Learning ?Visual Learning as a Mediation Tool for Learning ?Visual Learning for Social Sciences ?Visual Learning Analytics ?Visual Learning for Research Methods ?Visual Learning Strategies ?Models of Visual Learning ?Visual Learning Style and Techniques ?Learning Techniques for Visual Learners ?Multimedia Content Development for Visual Learning This special issue is co-edited by Audilio Gonzales (IMSIC Aix-Marseille University, France) and Francisco Carlos Paletta (University of S?o Paulo, Brazil). Questions, comments and inquiries can be directed to either Audilio (audilio.gonzales at gmail.com ) or Francisco (fcpaletta at usp.br ) Style Guidelines for Education for Information are available here: http://www.iospress.nl/journal/education-for-information/?tab=submission-of-manuscripts Submissions are due September 10, 2018. They can be submitted via email to either Audilio (audilio.gonzales at gmail.com ) or Francisco (fcpaletta at usp.br ). Submissions will be blind peer-reviewed. ***About the journal* Founded in 1983, Education for information (EFI) is a quarterly refereed academic journal publishing research articles on issues related to the teaching and learning of information scientists and professionals for an information society. EFI welcomes a broad perspective on issues related to pedagogy and learning in the information and communication disciplines (ICD) such as Library and Information Science, Communication and Media studies, Journalism, Archival studies, Museum studies, Psychology, Cognitive science and Digital Humanities. > *Twitter*: https://twitter.com/EducationforIn1 *Facebook*: > https://www.facebook.com/educationforinformation/ Subscribe to the > newsletter: > http://madmimi.com/signups/290d73e84d1f4b8badb5030a3d10e86d/join -- ----------------------------------------------------------------------------- Fidelia Ibekwe-SanJuan (Ph.D.) Full Professor (Professeur des Universit?s) School of Journalism & Communication (EJCAM) Aix-Marseille University - France. Homepage: http://fidelia1.free.fr/ Editor in chief Education for Information, IOS Press http://www.iospress.nl/journal/education-for-information/ ------------------------------------------------------------------------------ -------------- next part -------------- An HTML attachment was scrubbed... URL: