Go to CAM's own website.
In the past decades, children and adolescents have become the defining users of many entertainment media and media technologies. Despite a booming media industry specifically aimed at children and young people, relatively little is known about the contents, uses, and implications of these media productions. The rapidly developing changes in young people's media environment provide an important raison d'etre for a this division within ICA that specifically focuses on the role of different media in children's and adolescents' lives.
The Children, Adolescents, and the Media (CAM) division strives to be a fruitful intellectual forum for academics from all over the world who study the role of media in the lives of children and young people. It aims to facilitate the exchange of ideas among scholars of different backgrounds and disciplinary orientations, informed by a variety of theoretical and empirical approaches.
CAM aims to cover all media and technologies aimed at and/or used by children and young people: It focuses on the production, content, uses, and reception of both print and electronic media. CAM's orientation is interdisciplinary: It attempts to draw on and contribute to communication theory, but also to psychological, sociological, cultural and critical theories. CAM's approach is multi-methodological: It welcomes all theoretical and empirical studies based on quantitative and qualitative research methods.
New information that is relevant for the CAM membership will be updated soon. If you'd like to share calls for papers, vacancies, or other information with CAM members, please email Karin Fikkers (CAM secretary).
Call for Papers:
Exploring News Literacy:
Preparing future journalists—and citizens—for engagement in global digital culture
Special Issue of Journalism Education
Paul Mihailidis, Emerson College, Boston, USA
Stephanie Craft, University of Illinois, USA
This special issue of Journalism Education is devoted to the emerging field of news literacy. It aims to provide new understanding, approaches, and foundations for how we understand the competencies that future journalists – professionals and citizens alike -- need to effectively report news stories that demand attention in digital culture today.
Contributions to this special issue will identify and critique a range of factors that are facing journalism and media educators. In recognizing the pedagogical challenges engendered by the destabilization of traditional models for news, this issue calls for theoretical treatments of the term ‘news literacy’ as a productive basis for rethinking media literacy and public engagement in civic life.
Research examining news literacy in primary, secondary or higher education contexts is welcome. Possible topics include:
• How best to define news literacy?
• News literacy as a response to a destabilizing industry
• Evolving forms and practices of news media pedagogy
• Students’ uses of social media for engagement with news
• News literacy in connective networks and sharing culture
• Training citizen journalists
• Curation as news pedagogy
• Storytelling as news literacy
• Teaching reporting in an “everything is free” culture
• How best to keep up with the changing demands for teaching about news and journalism?
• Innovation and experimentation in news education in digital culture
• Ethical responsibilities in producing, curating, disseminating and consuming news
Prospective authors should submit an abstract of approximately 250 words by email to Paul Mihailidis (firstname.lastname@example.org). Following peer-review, a selection of authors will be invited to submit a full paper in accordance with the journal’s ‘Instructions for authors.’ Please note acceptance of the abstract does not guarantee publication, given that all papers will be put though the journal’s peer review process.
Deadline for abstracts: 15 December 2014; deadline for submission of full papers: 1 April 2015. Final revised papers due: 15 June 2015. Publication: Volume 9, Number 4 (September 2015).
Paul Mihailidis is an Assistant Professor of Media Studies in the school of communication at Emerson College and Associate Director of Emerson’s Engagement Lab. He also Directs the Salzburg Academy on Media and Global Change. He newest book is titled Media Literacy and the Emerging Citizen: Youth, Engagement and Participation in Digital Culture (Peter Lang, 2014).
Stephanie Craft’s is an Associate Professor of Journalism in the College of Media at the University of Illinois. Her research, focusing on news literacy, press practices and journalism ethics, has appeared in Journalism & Mass Communication Quarterly, Journal of Mass Media Ethics, Communication Law & Policy, Mass Communication & Society, Journalism: Theory, Practice & Criticism, and Journalism & Mass Communication Educator. With Charles Davis, she is author of the textbook Principles of American Journalism, published by Routledge. Before earning a PhD, Craft worked as a newspaper journalist in California, Washington and Arkansas.
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