32.297, Calls: Ling & Literature / TESOL Quarterly (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-32-297. Fri Jan 22 2021. ISSN: 1069 - 4875.

Subject: 32.297, Calls:  Ling & Literature / TESOL Quarterly (Jrnl)

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Date: Fri, 22 Jan 2021 16:01:26
From: Katie Stroble [kstroble at wiley.com]
Subject: Ling & Literature / TESOL Quarterly (Jrnl)

 
Full Title: TESOL Quarterly 


Linguistic Field(s): Ling & Literature 

Call Deadline: 31-Jan-2021 

Call for Papers: 

By digital literacies, we refer to ''the practices of communicating, relating,
thinking and 'being' associated with digital media'' (Jones & Hafner 2012, p.
13). In contrast to educational technology research that centers on digital
tools or learning platforms, this issue focuses on learning language to use
technology, that is, developing the communicative competence needed to
navigate and participate agentively in online spaces.

Aligned with New Literacy Studies that recognizes literacy as a social
practice, this issue acknowledges that digital literacies are never neutral:
they are contextualized, situated, and circumscribed by different
inequalities. As learners use digital media to achieve the social purposes of
performing multiple identities, consuming information and maintaining social
networks, communication has become more multimodal, hypertextual, translingual
and collaborative. Learners need to master the conventions of online genres,
recognize cultures-of-use (Thorne, 2016) and develop a communicative
competence that allows them to shift codes, registers and styles (Darvin &
Norton, 2015).

Aim: To help English language learners develop both functional and critical
digital literacies, teachers are confronted with three important questions:
what comprises these digital literacies, how can they be taught, and what are
the issues that surround them? This special issue responds to these questions
by including articles that: 1) demonstrate how theoretical constructs in
digital literacies research can be useful for language learning contexts, 2)
offer approaches to integrating digital literacies in the language classroom
and encouraging autonomous learning, or 3) discuss critical perspectives in
the teaching of digital literacies including issues of inequity and power.

Areas of Inquiry.: To achieve this aim, this issue is interested in articles
that provide specific insights that can fall within a range of topics:
- From functional to critical digital literacies: What are the language
learning components of building digital literacies? What constitutes a
critical understanding of these literacies?
- From the personal to the professional: How do learners use digital media to
perform their identities? How are digital literacies relevant to learners' and
teachers' professional practices?
- From structured to autonomous learning: To what extent can we structure the
integration of digital literacies in the language classroom, and how do we
enable autonomous language learning?
- From diversity to inequity: How do learners draw on their diverse digital
repertoires to participate in online spaces? To what extent does unequal
access to resources shape how learners and teachers invest in different
digital literacies?

You can send a 600-word abstract for a Full-length article (based on empirical
studies), or a 300- word abstract for a Research or Teaching Issue (which
discuss methodological issues of digital literacies research or practical
challenges teachers confront regarding digital literacies in specific
contexts). Contributions from all regions of the world are encouraged. Based
on the review of the
abstracts, authors will be invited to submit papers by 01 August 2021 for
possible inclusion in the special issue.

To submit: In an email to TQSI2022 at gmail.com 1. Indicate in the subject field
if you are submitting an abstract for a ''Full-length article'' / ''Research
issue'' / ''Teaching issue''; 2. Attach a PDF file that includes the abstract,
title, name(s) of the author(s), institutional affiliation, mailing address,
email address, telephone number and 50-word biographical statement. The
deadline for abstracts is 31 January 2021.




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