Date: November 1-2, 2018 Venue: Hong Kong Baptist University (HKBU), Hong Kong Conference Website: https://cemp.ac.uk/summit/2018/
About the Conference:
Each year the Media Education Summit (MES) is held in a different country. It
brings together a global network of media educators and media literacy
practitioners to share research, pedagogy and innovation in all aspects of media
literacy education and media technology education. In 2018, the MES will be held
in Hong Kong. The School of Communication at HKBU will co-organize the
MES with the Centre for Excellence in Media Practice (CEMP) of Bournemouth
University, UK.
This international conference will be one of the key events to mark the 50 th
Anniversary of the School of Communication at HKBU.
MES is convened annually by the CEMP and now is a global event, hosted in
Prague in 2014, Boston in 2015, Rome in 2016 and Segovia in 2017. In 2018,
MES will be held in Asia for the first time.
Media and information literacy (MIL) and media technology education have
become essential life skills in the emerging knowledge society. Educators around
the world are developing innovative media education programs for the youth.
Moreover, the field of media literacy has become a distinct academic field of
study. This conference will provide an opportunity for media literacy and media
education researchers and practitioners to exchange views across disciplines and
cultures on the latest developments in the field.
Thematic Editors:
Dr. Jesús Timoteo-Alvarez, Complutense University of Madrid (Spain)
Dr. Fabio Babiloni, Sapienza University of Rome (Italy)
Dr. Angel L. Rubio-Moraga, Complutense University of Madrid (Spain)
Last call: December 30, 2016
Applications from Neurosciences to other scientific fields and specifically to the social sciences have been done for over ten years. The best known are the investigations of Damasio on the ability of emotions to access and organize information, Lakoff‘s research on neurolanguage and its derivations to political action, Schreider’s neuropolitics or applications of mirror neurons to the voting decision process, or also experiments around the topic of “neuromarketing / neuroshopping”, and the relationship between brain, advertising and choice purchasing carried out in laboratories Iacoboni at UCLA, to name a few. The conclusions of neurosciences and related sciences are radically changing everything on access for individuals to information and knowledge. We are interested in the conclusions of these cutting-edge science regarding the basic organization of social communication: for example the idea that the environment is not a structure imposed from the outside but a creation of living beings themselves, or how the network model manifests and expresses a “distributed intelligence”, a “swarm intelligence” or “connective intelligence”, with its neural leads to the extent that the communicative act is not a simple message transfer but an interaction of codes with commonalities. This has exponentially been sponsored by the advent of Information and Communications Technologies (ICT). In fact, it would not be too much to say that the “connective intelligence” embodies the best way of thinking and relating in the new network society, because it establishes a simultaneous and significant connectivity between multiple users, according to CALL FOR PAPERS, 52 (2017-3) the diagrams “one-many”, “many-one”, or “many-many”, because it drives a playful interactivity between users, because it replaces the variable “geographical proximity” for that, typical of cyberspace, where the connection is established based on interests and shared preferences and because it seeks to accelerate the synergy of the decentralized knowledge processes. The objective of this CFP is to promote research that contributes to the understanding of how the social brain or connective intelligence affects the functioning of the process of creating an opinion, setting behaviors, changing perception, attitudes and habits, and as derivatives, understanding how public opinion is formed, how purchasing or voting decisions are established. Topics Access to channels of information and knowledge Formats derived on education and training The creation process of Public Opinion The configuration of behavior in current society The change of perception and the evolution of attitudes and habits The process of Purchase decision-making Mass Media and voting choice Entertainment and leisure channels in the hyper-connected society Uses and effects of Information and Communications Technologies in decision-making process Social Networking and opinion configuration process New strategies and trends in the field of Neurocommunication and Neuromarketing Neuropolitics and new communication strategies in the electoral field Research proposals in the context of applications of neuroscience to Social Sciences (Economics, Psychology , Education, Politics, Law … ) As priority, research papers on communication and education are requested, especially the intersection of both: media education, media and educational resources, educational technology, computer and telematic resources, audiovisual technology… and also reports and studies on these same subjects are accepted.
2. Comunicar 51 (2017-2): E-Innovation in Higher Education
Thematic Editors: Dr. Ramón López-Martín, University of Valencia (Spain)
Dr. Paulo Dias, Open University of Lisboa (Portugal)
Dr. Alejandro Tiana Ferrer, The National Distance Education University Madrid (Spain)
Last call: September 30, 2016
3. Comunicar 52 (2017-3): The Social Brain and Connective Intelligence
Thematic Editors:
Dr. Jesús Timoteo-Alvarez, Complutense University of Madrid (Spain)
Dr. Fabio Babiloni, Sapienza University of Rome (Italy)
Dr. Angel L. Rubio-Moraga, Complutense University of Madrid (Spain)
Last call: December 30, 2016
Subject editors Dr. Ramón López-Martín, Universitat de València, Spain Dr. Paulo Dias, Universidade Aberta of Lisbon, Portugal Dr. Alejandro Tiana Ferrer, National Distance Education University, Spain
Starting from the premise that it is education that makes innovation possible, the development of the ‘learning to learn’ competency is the key to understanding how to innovate. At a time when communication and exchange of information via new digital technologies are subject to immediacy, good educational practices are needed to enhance pertinent, excellent learning within the higher education setting. On the implementation of the European Higher Education Area (EHEA), the university opted for a competency-based learning approach focused on the student. The idea that one-way transmission of knowledge exclusively taught on campus was no longer enough. Human knowledge can only be enhanced by making the transition from education focused on teaching to education focused on learning, which has consolidated the use of a teaching methodology using information and communication technologies – virtuality – tools facilitating the learning process. In this context, overcoming past misgivings and having surpassed the old controversy that emerging technologies entail, per se, good innovative practices or the depletion of the entire richness of innovation, it seems appropriate to contemplate which tools are the most suitable to boost teaching quality. Now is the time for those responsible at all levels of this process to reflect on the application of these web tools and on whether their use has led to the creation of a digital education culture, modifying our own teaching habits. Are we truly heading in that direction? Education organisations should provide feedback from ongoing changes in current contexts, placing value on the need to undertake a planned process capable of introducing changes and improvements in individuals. Taking into account the emerging newlybuilt digital classroom, both education policy makers and university educators should provide the university with leadership for students within the parameters of governability and social responsibility in the university. In this regard, this monograph wishes to re-examine educational e-innovation from a strategic role to be fulfilled, without forgetting the demand of its application from the university standpoint. The search for good practices means, without a doubt, curiosity, renovation, creativity and being at the cutting edge; that CALL FOR PAPERS, 51 (2017-2) is to say: innovation, including new developments (new methods or services), change and transformation, or benefits and progress. The aim is to collect and disseminate research showing results of innovation already demonstrated, which affect the behaviour of individuals, their communication and organisations in which they participate and take part. In summary, discovering which organisational strategies and methodologies are the best in order to respond to the need of adaptation and change that society is expecting in the university context.
Descriptors
ICT and innovation in higher education.
E-governability in the university setting.
E-training for teaching staff.
Good practices in e-innovation.
Communicating innovation: university responsibility in the e-society.
Closing date for submitting articles: 30 September 2016 Date of publication of this issue: Pre-print version: 1st quarter 2017 Print version: 2/2017: April 2017
Thematic Editors:
Dr. Kris Buyse, KU Leuven (Belgium)
Dr. M.Carmen Fonseca-Mora, University of Huelva (Spain)
Deadline: May 30, 2016
In this era of technological revolution, we welcome the fact that technologies and their proper use and consumption, as well as the ability to communicate in one or more languages, contribute to connecting users in this globalized world. Our communicative spaces have expanded exponentially and therefore require appropriate training. Digital media can promote independent learning of modern languages both inside and outside the classroom, but they always require the guidance of an expert. Communicative competence in several languages -especially English, Spanish and Chinese- and digital competence are essential skills that open access and mobility within the job market in the 21st century. The use of educational technology in learning a foreign language has evolved considerably. Initially, computer-aided programs for learning languages involved the possibility of individual and independent work to reinforce gaps and find solutions on the go, but now the focus has switched to a collaborative learning guided by experts. On the other hand, knowing a second language -especially English as the international language of academia- can help anyone to expand their information skills by searching for content on internet and databases. Currently, the use of ICT increases interaction and collaboration with other native or non-native speakers beyond the classroom. Users have become not only prosumers, receivers and consumers, but also creators of digital content and oral and written messages. Digital resources available for teachers and students are, among others, Blogs, wikis, emails, Facebook, twitter, Skype, hangouts, podcasts, video games, video clips, virtual platforms. In addition, the ubiquity of mobile devices (Tablets, iPads, phones, laptops, etc.) allows and facilitates communication anywhere and anytime. However, we still have much to learn about its true impact on second language teaching and acquisition, and about how this possibility of global communication impacts on the transformation of ethical, responsible and critical citizens into true global citizens.
Thematic Editors:
Dr. Jaume Sureda-Negre, University of the Balearic Islands (Spain)
Dr. Karl O. Jones, Liverpool John Moores University, (United Kingdom)
Dr. Rubén Comas-Forgas, University of the Balearic Islands (Spain)
Media Education around the World: Curriculum & Citizenship/ La educación en comunicación en el mundo: currículum y ciudadanía
Thematic Editors:
Dr. Alexander Fedorov, Rostov State University of Economics (Russia)
Dr. Jorge Abelardo Cortés Montalvo, Universidad Autónoma de Chihuahua (Mexico)
Dr. Yamile Sandoval Romero, Universidad Santiago de Cali (Colombia)
Descriptors
· Problems and challenges in media education and literacy in today’s world.
· Responsibility of media education in children and youth: families, professionals, media outlets, institutions…
· Communication education in formal and non-formal education.
· Citizen training through communication media.
· The Curricula of Media Education Literacy in different educational stages.
· Research experiences in media literacy in diverse social and educational contexts.
· Media education training plans and programs for media teachers and professionals.
· Student evaluation in media education and literacy: strategies and methods.
· Legislation and regulation in media education and literacy.
· Analysis of media texts and production for media literacy.
· On-line and virtual training on media education and literacy.
· Media education and literacy integrated with various subjects.
Prompt publishing, our maximum period to inform you about acceptance is three months.
World-wide, multidisciplinary audience and high visibility due to our presence in 211 international data bases, journal impact assessment platforms, selected directories, specialized portals and hemerographic catalogues
«Comunicar» publishes four issues a year (forty articles per year) and has two sections, five papers in each: 1) Dossier: monograph section, previously organized, with call for papers, and coordinated by experts in the topics such as editors. 2) Kaleidoscope: varied contributions within the general subject of publication. The Editorial Board will assign the manuscript to the appropriate section. Authors may submit manuscripts for evaluation at any time, although for the purpose of entry, manuscripts will be considered as received on the last day of each quarter. Monographs are closed six months before the publication of the journal.
Thematic Editors:
Dr. Eloísa Nos Aldás, Universitat Jaume I de Castellón (Spain)
Dr. Matt Baillie Smith, Northumbria University Newcastle (United Kingdom)
Dr. Eloísa Nos Aldás, Universitat Jaume I of Castellón, Spain
Dr. Matt Baillie Smith, Northumbria University Newcastle, United Kingdom
Focus: The injustices and inequalities taking place worldwide have moved thousands of people to claim their rights through social movements. Especially since 2011, citizens protests have revived globally with the Arab Spring, the 15M in Spain, Occupy in the United States and other countries such as Greece, Turkey, Chile or Brazil, that have also seen several social movements unfolding. In this context, the present special issue addresses matters that intersect with communication, civil society and social change. The edition of this issue has been conceived from a perspective of empowerment and agency with the objective of exploring peaceful communicative proposals and alternatives that, from civil society, could contribute to transform social injustices and inequalities. We refer to good practices and communicative innovations that foster people’s political engagement. Therefore, the publication will delve into the study of the influence of communicative models of structured and non-structured civil society (social movements and NGOs of social justice) to identify and mobilize citizens for their causes. This includes the analysis of indicators for evaluation and criteria of success of grassroots communication. Civil society has increased its opportunities of resistance with the emergence of digital networks. From a communicative perspective, we face the loss of influence of a unidirectional model and the appearance of a digital and non-digital proactive citizenship that rely on tools 2.0 (spaces and applications such as YouTube, CALL FOR PAPERS, 47 Wikipedia, Flickr, Myspace, Facebook, Twitter, Blogger, TitanPad, Mumble, or Telegram, among others), that have democratized information and media, allowing interaction among diverse transmitters and receivers (interlocutors) at transnational level. This evolution towards a collective creation of knowledge is one of the features of the so called cyberculture (Levy, 2007), Self-Mass communication (Castells, 2009), Technopolitics (Toret, 2013), or Networked Fourth Power (Sampedro, 2014), where people can create their own information and communication systems, as well as influence political configuration and re-appropriate democracy. Following the above statements, this issue will analyze the influence that these processes of digital citizenship through the Web 2.0 have had on the visibility, deliberation, and organization of civil society, mainly in the recent social movements such as 15M and Occupy. It also seeks to cover the study of different expressions and proposals sprung from civil society which contemplate contents and discourses that confront logics of power and control. Especially, it sets as a goal to analyze the main factors of success in the communication for social change through the discussion of possible social indicators for its evaluation, or criteria for its systematization.
Descriptors
Cultural efficacy of the communication of social movements and NGOs of social justice Indicators of cultural efficacy of the communication of social movements and NGOs of social justice
From victims to indignant: discourses, representations and empowerment
Communication of social movements, emotions and nonviolence
Representation of protest and nonviolence Impact of networks and digital logics on the communication of civil society
Transmedia narratives, activism and social change Activism and protest NGOs, communication and social change
Citizen journalism and social change
Communicative practices of the 15M and other recent communicative movements
Guidelines and submission of proposals: www.grupocomunicar.com/index.php?contenido=normas&idioma=en
Proposals for the Special Issue through the OJS RECYT platform http://recyt.fecyt.es/index.php/comunicar/login Important dates
