Call for papers Rivista “Media Education. Studi, ricerche, buone pratiche”
La rivista «Media Education. Studi, ricerche, buone pratiche» (http://riviste.erickson.it/med/) invita docenti universitari, ricercatori, dottori di ricerca e dottorandi, di qualsiasi ambito disciplinare, nonché insegnanti, educatori e operatori del settore interessati a inviare contributi in italiano e/o in inglese per il prossimo numero della rivista.
È possibile inviare contributi delle seguenti tipologie:
- articoli di ricerca (circa 40.000 caratteri, spazi inclusi)
- buone pratiche (circa 15.000 caratteri, spazi inclusi)
- recensioni di libri (circa 5.000 caratteri, spazi inclusi)
Le proposte vanno inviate entro il 28 febbraio 2017, all’indirizzo firstname.lastname@example.org, email@example.com e firstname.lastname@example.org, in accordo con le norme per la pubblicazione reperibili sul sito della rivista (http://riviste.erickson.it/med/proponi-un-contributo/). Tutti i contributi verranno sottoposti al giudizio di due revisori. La pubblicazione del numero è prevista per la primavera del 2017.
Consultare le seguenti linee guida per gli autori:
February 23th, 2016
Associazione Italiana per l'Educazione ai Media e alla Comunicazione
Italian Association of Media Education (MED)
Direzione scientifica / Editors
Prof. Dr. Gianna Cappello, Università di Palermo
Prof. Dr. Alberto Parola, Università di Torino
Prof. Dr. Maria Ranieri, Università di Firenze
Special Issue of the Journal – Media Education: Studi, Ricerche, Buone Pratiche
Editors of the special issue
Piermarco Aroldi, Università Cattolica del Sacro Cuore – Milano, Italy email@example.com
Giovanna Mascheroni, Università Cattolica del Sacro Cuore – Milano, Italy firstname.lastname@example.org
Young Children, Touchscreens and Literacy Practices
Most research recently developed in Europe has shown that younger children (0-to-8-yearolds) grow up in media-rich homes and (pre)school contexts. Among this age group, access to digital media mainly happens through touchscreen devices, such as tablets and smartphones, which can be used in a more intuitive way than a PC, before the child learns to read and write, thus allowing highly individualized internet access. Since the first years of life, drivers for internet use are favourite kids’ TV content and games. By using touchscreens, young children engage in emergent literacy practices (that is, knowledge of reading and writing skills), develop digital skills, and are socialised to online communication and entertainment. Both the family (parents and siblings) and the (pre)school context (teachers and peers) can scaffold younger children’s emergent literacy and digital literacy. As a consequence of being embedded into everyday life activities, digital literacy is more and more a matter of informal, instead of formal, learning. On the other side, however, digital media use at a very young age poses a number of concerns, from the commodification of childhood, to the exposure to inappropriate content.
We invite theoretical, methodological, and/or empirical/practitioner contributions that address the following topics:
- the role of parents, siblings, peers and teachers in scaffolding children’s digital skills and emergent literacy;
- the market pressures;
- the quality and safety of the most popular apps;
- the gender stereotypes promoted by apps and digital content for younger children;
- the specific digital skills and competences that children gain through the use of touchscreen devices;
- and the effects of children’s engagement with touchscreen devices on the traditional literacy and numeracy.
The issue aims to investigate all the above mentioned topics, focusing on the digital literacy of young children (0-to-8-year-olds) in the everyday life contexts -home and (pre)school- which are increasingly saturated with touchscreen mobile devices. Different theoretical and methodological approaches are welcome, as well as examples of best practices, policy implications and recommendations.
The Italian Journal «Media Education: Studi, Ricerche, Buone Pratiche» is an open access journal, structured in 2 sections: one includes 5 to 6 scientific papers and the other focuses on 5 to 6 examples of educational practices. Scientific articles shall have a maximum length of 8,000 words, while best practices or practitioner papers shall have a length of about 3,500 words. Papers are expected in English and Italian.
Peer Review Policy
All articles in this journal undergo rigorous peer review, based on initial editor screening and anonymous refereeing by at least two scholars.
Acceptance of the abstract does not guarantee publication of the paper, which will be subject to peer review.
- 300-words abstract by March 27, 2016. Please send abstracts to both email@example.com and firstname.lastname@example.org
- Invitation by the editors to write the paper by the beginning April 2016;
- Full paper by June 15, 2016;
- Review and feedback for final version by July 30, 2016;
- Final version of the paper by September 30, 2016;
- Launch of the Special issue in November, 2016.