27.5014, FYI: Call for Chapter Proposals

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LINGUIST List: Vol-27-5014. Thu Dec 08 2016. ISSN: 1069 - 4875.

Subject: 27.5014, FYI: Call for Chapter Proposals

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Date: Thu, 08 Dec 2016 13:02:23
From: Elisabet Arno [multingual.writing.book at gmail.com]
Subject: Call for Chapter Proposals

Cooperation on Multilingual Writing in Global Virtual Learning Environments

A book edited by Birthe Mousten, Sonia Vandepitte, Elisabet Arnó, Bruce

To be published by IGI-Global  


Since the beginning of the new millennium, networks in universities and
between universities have been set up, formally and informally, both within
fixed social structures and hierarchies and across traditional boundaries.
Already in the 1600s, the way toward entering into networks was paved by
philosophers like Comenius, whose name has been used as a title of a European
Union (EU) programme for mobility in learning today and who was the instigator
of such concepts as natural, gradual movement in learning from simple to
comprehensive concepts, as well as lifelong learning.

Virtual learning networks draw heavily on experiential learning. The related
approach of learning-by-doing has many origins, among them Dewey, Freinet, and
Steine - each of them with their own approach. Another, more recent,
influential learning approach is Kolb’s Experiential Learning Model (ELM),
which explores the connection between learning, work and knowledge. The
adoption of virtual learning networks has not only benefitted the exchange of
teaching and research goals, methods and topics in universities; the insights
from practising social and professional skills in a virtual environment
already during university studies have also paved the way for similar
professional practices in students’ professional lives afterwards.

Based on these virtual networks in academia and education, this book will
offer guidelines from successful experiences with virtual networks and their
advantages for universities and university students in the domains of writing,
translation and usability testing. The editors of this volume have all gained
experience through the Trans-Atlantic & Pacific Project (TAPP) network, which
started around 2000 with a virtual exchange between a writing class in the US
and a translation class in Belgium and which has continued and grown to cover
over two dozen universities in Europe, North America, Africa and Asia. As a
grassroots network, the lecturers involved have examined the didactic and
educational considerations behind such collaborations.

In contrast with the TAPP’s grassroots arrangement, the European Master of
Translation (EMT) network relies on formal and official collaborations between
universities with the aim to align translation training with translation
sector requirements and get highly skilled translators in the EU. With its
membership of 22 European countries under the auspices of the EU, the EMT also
has experience in establishing virtual networks among staff and students.

Numerous other networks in translation and writing contexts could be
described, whether they are informal or formal, or whether they are
long-lasting or only temporary in nature.  What they hold in common is their
practice of functioning across languages and national barriers with the
purpose of promoting dialogue and understanding across cultures and languages.
The aim of this book is to present guidelines for networking in writing,
translation, editing and usability testing to emerging networks within these
fields of work.

Objective of the Book:

Without the knowledge of languages, histories, cultures, sciences, media and
ethics, we will not be prepared for a future in which communication is of
paramount importance. However, the setup of such a network can be a great
challenge and raises many theoretical and practical questions. For this book,
we therefore invite contributions that can range from research or case studies
drawing on participants’ experience to educational projects based on a sound
rationale, involving teacher and researcher networks between writers,
translators, editors, and usability testers. The contributions may cover such
diverse network issues as trust, cooperation, educational issues, syllabus
planning, writing and translation practices, usability testing procedures and
editing and revision processes and results. Chapters may take their starting
point in educational contexts but must be network-related. The guidelines that
are developed and described in the chapters must reach beyond academic circles
into methods and practices that can be incorporated into professional work as
well as in educational contexts. Long-term network results are preferred.

Target Audience:

Academics, researchers, university professors, advanced-level students,
technology developers, government officials, funding institutions, and trade
and industry professionals will find this text useful in furthering their
research exposure to pertinent topics in the training of professionals for the
future job market as well as assisting in furthering their own research
efforts in education, training and practice.

Recommended topics:

The topics for the book will include, but are not limited to, the usefulness
and challenges of learning networks, such as:

- Philosophies and pedagogies in writing:

-- What philosophical and pedagogical guidelines can be drawn up for writing,
translation, editing, or usability testing activities in a given network?
Which guidelines can be given to deal with power structures?
-- How do individuals see themselves in a network context? What types of roles
do instructors and students take in their projects (i.e., teaching-learning,
advisor, project manager, subject-matter expert?)
-- Which network theories could be postulated for writing and translation
contexts to support a sustainable network structure? Do they have to reflect a
social network or a purely professional network? Would social theory along the
lines of Mitchell and Boissevain be used? Or would an actor-network theory,
with relationships as the core element, as proposed by Latour, be more
appropriate? Or is the Bourdieusian explanation better suited for the
explanation of practices as a function of the authors’ position in their
field? Or might an entirely different theory and practice be the lynchpin of
networks and their purposefulness as guidelines for work practices in writing,
translation, editing and usability testing?

- Networks and collaborative writing and translation:

-- What motivations lie behind an instructor’s decision to join a virtual
learning network? What skills are needed to manage a collaborative network
-- What motivations do learners bring to such collaborative projects? What
skills should learners possess for successful engagement in such projects? How
can student motivation be fostered?
-- What do learners expect from their participation in a network? Which
learning results are achieved? How do students evaluate their experience (from
multiple perspectives, such as satisfaction, subject specific skills,
transversal skills, etc.)?
-- Which criteria can be used to evaluate success or failure in a network?
What makes successful collaboration within a learning network?
-- What makes a project or a class eligible for participation in a learning
network? What common characteristics can be identified in such projects? How
can such projects be connected to existing university curricula and/or future
workplace skills?

- Technologies used for collaborative writing and networks:

-- How is technology used in virtual learning networks? What are the
affordances and drawbacks of each type of technology?
-- What guidelines can be given to new participants for the setup of a new
-- What do learning network teachers do to improve their online education?
What do learning network teachers do to increase the societal impact of their
-- Which tools and cases can future networks refer to for establishing
networks, work communities, online communities, process-oriented work, etc.?

- Impact of virtual network:

-- How can the networks be researched, both with regard to process and
results? What impact will network research have for future professionals?
-- How can the challenges involved in cross-disciplinary research, methods,
and practices be addressed?
-- How can the added value of networks to students, staff, and universities be
-- What makes a project or a network sustainable over time? What guidelines
can be derived from case stories of success or failure?

Submission Procedure:

Researchers and practitioners are invited to submit on or before January 16,
2017, a 2–3 page chapter proposal (500-800 words) clearly explaining the
setting, purpose of the chapter and research design, case, or proposed
educational project. Authors of accepted proposals will be notified by
February 24, 2017 about the status of their proposals and sent chapter
guidelines. Full chapters are expected to be submitted by May 31, 2017. All
submitted chapters will be reviewed on a double-blind review basis.
Contributors may also be requested to serve as reviewers for this project.

Important Dates:

January 16, 2017:Proposal Submission Deadline

February 24, 2017: Notification of Acceptance

May 31, 2017: Full Chapter Submission

July 14, 2017: Review Results Returned

September 1, 2017: Final Chapter Submission

Linguistic Field(s): Applied Linguistics
                     Language Acquisition



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