29.4101, Calls: Language Documentation / Punctum (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-29-4101. Mon Oct 22 2018. ISSN: 1069 - 4875.

Subject: 29.4101, Calls:  Language Documentation / Punctum (Jrnl)

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Date: Mon, 22 Oct 2018 11:06:52
From: Evangelos Kourdis [ekourdis at frl.auth.gr]
Subject: Language Documentation / Punctum (Jrnl)

 
Full Title: Punctum 


Linguistic Field(s): Language Documentation 

Call Deadline: 31-Dec-2018 

Multimodality in Education:
Special issue of Punctum. International Journal of Semiotics
Editors: Maria Papadopoulou and Maria Avgerinou
Since the mid '90s when Gunther Kress introduced the term Multimodality in the
context of the seminal Multiliteracies project, new educational discourses
have emerged, evolved and impacted both theory and practice. Multimodality
foregrounded the notion that learning is not only a linguistic accomplishment,
but linked to the dynamic interrelationship among the different semiotic modes
of meaning, such as the linguistic, the visual, the gestural, the spatial or
the audio mode, which individuals can draw on to derive and produce meaning. 

During the last years, there has been an ongoing interest in applying
multimodality in educational practice. Developing multimodally literate
students has gradually been introduced in the school curricula in the areas of
language, history, arts, maths and sciences education, as it encompasses
nearly all subjects and areas. It has been used as a framework for the
analysis of textbooks, learning resources, and student's multimodal
productions, as well as for the understanding of classroom interaction and
many others. However, as learning occurs not only in educational settings but
in many other instances of everyday life, exploring the ways people learn
multimodally is not restricted in school classrooms. In formal and informal
educational contexts, from pre-primary to tertiary education, the attempts to
change the dominant linguistic paradigm and adopt a multimodal perspective
produced especially fruitful and even fascinating results.

Nevertheless, the aforementioned impact of multimodality on education is not
only far from being unanimously appreciated, but also not always recognized as
a quite different approach to learning. In many cases multimodality
constitutes just an 'extra', a minor component in the learning process,
without sufficiently challenging the dominant paradigm. Yet, multimodality
could be proven useful for bridging the school and the out-of-school
experience, that is, students' informal ways of learning and the formal
educational practices, thus enhancing students' autonomy and supporting their
active engagement in the learning process.

This special issue of Punctum aims to contribute to the investigation and the
understanding of the impact of multimodality on educational theory and
practice and the development of multimodally literate students. We welcome
contributions (case studies or theoretical articles) in one or more of the
below axes:
- Developing multimodal pedagogies
- Designing multimodal learning environments
- Assessing student's multimodal productions

Prospective authors should submit an abstract of approximately 300 words by
mail (punctum.mme at gmail.com) to the guest editors, Drs. Maria Papadopoulou and
Maria Avgerinou including their affiliation and contact information.
Acceptance of the abstract does not guarantee publication, given that all
research articles will be subjected to the journal's double peer review
process.

Timeline:
Deadline for abstracts: December 31, 2018
Notification of acceptance of the abstract: January 21, 2019
Deadline for submission of full papers: April 30, 2019
Reviewers' report: June 15, 2019
Final revised papers due: July 15, 2019
Publication: Volume 5, Number 1 (July 2019)




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