[I-LanD Research Centre] Call for Papers I-LanD Journal - Special Issue (2021, n. 2): "Insights into Diversified Communication, Research and Education during COVID-19: Changing Times"

Sun Jan 17 09:34:31 UTC 2021

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I-LanD Journal - Identity, Language and Diversity
International Peer-Reviewed E-Journal

Call for Papers for the Special Issue (2/2021)

Insights into Diversified Communication, Research and Education during
COVID-19: Changing Times

This special issue of the I-LanD Journal will focus on COVID-19 discourse
representation and its role, impact and consequences within education,
research and communication. It will be edited by Siria Guzzo (University of
Salerno, Italy), Simon McGrath (University of Nottingham, United Kingdom)
and Roxanne Holly Padley (University of Salerno, Italy).

Submission of abstracts
Authors wishing to contribute to this issue are invited to send an extended
abstract of their proposed article ranging between 600 and 1000 words
(excluding references) in MS Word format to the three editors by the 14th
February 2021. Proposals should not contain the authors' name and
academic/professional affiliation and should be accompanied by an email
including such personal information and sent to:  <mailto:sguzzo at unisa.it>
sguzzo at unisa.it,  <mailto:simon.mcgrath at nottingham.ac.uk>
simon.mcgrath at nottingham.ac.uk and  <mailto:rpadley at unisa.it>
rpadley at unisa.it. Please indicate "I-LanD Special Issue 2/2021 – abstract
submission" in the subject line and include the Journal e-mail address (
<mailto:ilandjournal at unior.it> ilandjournal at unior.it) by using the Cc
option.

In order to meet the editorial process, the most important dates to remember
are as follows:
- Submission of abstracts: 14th February 2021
- Notification of acceptance/rejection: 28th February 2021
- Submission of chapters: 23rd July 2021

Description 
COVID-19 has brought about unprecedented change to academia, education and
modes of communication. Research projects have undergone major redesign
through a forced remote evolution to survive. International collaboration
has the potential to be fostered in such environments generating connections
beyond the academic world, however, building online communities is no easy
feat. Such communities currently aim to embrace both education and research,
and inclusive provisions are needed for the dawn of the global campus, no
longer an idea of the future but the reality of today (UNESCO, 2020b;
McGrath 2020b). This crisis is far-reaching and the idea of frontline is
applicable to both eLearning as well as new modes of communication bringing
many considerations for new resilient, inclusive and sustainable education
and communication modes with new learning dynamics, new capacities and a new
vision for such landscapes (McGrath, 2020a; UNESCO, 2020a;2020b).

Diversified COVID-19 discourse(s) and analyses are already underway,
reframing the language and communication used (Lancaster University, 2020;
Rafi, 2020). COVID-19 corpora are being amassed personifying it, collocating
it and dramatizing it (OED, 2020a; 2020b), while there is growing attention
to vulnerable categories who are shielding from COVID-19 and their mediatic
representation (Grzelka, 2020). The dissemination of COVID-19 information as
well as the role of the media and/or social media for key medical
information impacts substantially on pandemic management, and the
effectiveness of such communication to the general public is more relevant
than ever (Garrett, 2020; Majumder & Mandl, 2020; Sahu, 2020). 

Considering the significance and time-sensitivity of such a topic along with
the importance of interdisciplinary studies for the production of new
knowledge in this era of educational institutions without borders (UNESCO
2020b), the current call for papers aims to broaden the discussion on the
diversified evolution of COVID-19 discourse and how it manifests itself and
impacts on education and interaction. Authors are encouraged to explore
appropriate theoretical and methodological approaches to these issues,
including, but not limited to, (critical) discourse analysis, corpus
linguistics, sociolinguistics, interactional sociolinguistics, ethnography
and (intercultural) communication studies, as well as multimodal discourse
analysis. The questions researchers are called upon to consider, analyse and
debate may include the following:
- How has COVID-19 discourse developed within the educational field and
within diverse contexts? 
- What types of cross-culture and sociolinguistic discourses can be found in
relation to COVID-19? 
- How are the identities of vulnerable (shielding) groups addressed and
explored during this time of pandemic? 
- What are the new multimodalities of COVID-19 communication? 
- How is COVID-19 represented in varied discourse communities of practice
(media, healthcare, business, legal, educational)?
- How are online COVID-19 identity communities being built and represented? 
- How are we reimagining and reframing research grounded in human
interactions when these very modes have evolved? 
- How is international research collaboration envisioned and evolving when
faced with extensive travel restrictions? 

We welcome papers which explore the following points, though other pertinent
submissions will also be considered: 
- COVID-19 and education in diverse contexts: challenges and future
prospects 
- COVID-19 discursive representation and how it morphs and adapts 
- Online COVID-19 communities and the construction of new identities 
- Multimodalities of COVID-19 communication 
- Dissemination of COVID-19 healthcare discourse 
- COVID-19 discourse in social media 
- COVID-19 discourse and the resulting digitalised cyberworld
Researchers are invited to propose contributions from diverse fields of
enquiry including, but not limited to, linguistics, education studies,
cultural studies, health humanities and sociology. 

References

Garrett L. (2020) COVID-19: the medium is the message. Lancet (London,
England), 395(10228), 942–943. 
Grzelka, M. (2020) Attitudes toward Vulnerable Populations in the Time of
COVID-19: Critical Discourse Analysis of Gazeta.PL Online Comment Sections.
Society Register. 4(2): 121-132.
Lancaster University. (2020) Beyond the battle, far from the frontline: a
call for alternative ways of talking about Covid-19. [Online] [Accessed
18.06.2020] Available from:
https://www.lancaster.ac.uk/linguistics/news/beyond-the-battle-far-from-the-
frontline-a-call-for-alternative-ways-of-talking-about-covid-19
Majumder, M. S., & Mandl, K. D. (2020) Early in the epidemic: impact of
preprints on global discourse about COVID-19 transmissibility. The Lancet.
Global health, 8(5), e627–e630. 
McGrath, S. (2020a) Education after Covid-19. [Online] [Accessed 19.05.2020]
Available from: https://www.nottingham.ac.uk/vision/education-after-covid-19
McGrath, S. (2020b) The Challenge of Maintaining International Research
Partnerships under Covid-19 In Insights into Education & Research. [Online]
[Accessed 23/06/2020] Available from:
https://www.youtube.com/watch?v=r6S9E_UlvTM
Oxford English Dictionary. (2020a) Corpus Analysis of the Language of
Covid-19. [Online] [Accessed 21/06/2020] Available from:
https://public.oed.com/blog/corpus-analysis-of-the-language-of-covid-19/#
Oxford English Dictionary. (2020b) Circuit breakers, PPEs, and Veronica
buckets: World Englishes and Covid-19. [Online] [Accessed 30/05/2020]
Available from:
https://public.oed.com/blog/circuit-breakers-ppes-veronica-buckets-world-eng
lishes-covid-19/
Rafi, M.S. (2020) Language of COVID-19: Discourse of Fear and Sinophobia.
Social Sciences and Humanities Open [Ahead of Print] SSHO-D-20-00276. DOI:
http://dx.doi.org/10.2139/ssrn.3603922
Sahu, P. (2020) Closure of Universities Due to Coronavirus Disease 2019
(COVID-19): Impact on Education and Mental Health of Students and Academic
Staff. Cureus, 12(4), e7541. 
UNESCO (2020a) UNESCO'S support: Educational response to COVID-19 [Online]
[Accessed 15/06/2020] Available from:
https://en.unesco.org/covid19/educationresponse/support
UNESCO (2020b) Build back Better: Education must change after Covid-19 to
meet the climate crisis. [Online] [Accessed 19/06/2020] Available from:
https://en.unesco.org/news/build-back-better-education-must-change-after-cov
id-19-meet-climate-crisis

More about the I-LanD Journal

Editors in chief:
Giuditta Caliendo (University of Lille) and M. Cristina Nisco (University of
Naples Parthenope)

Advisory board:
Giuseppe Balirano (University of Naples "L'Orientale")
Marina Bondi (University of Modena and Reggio Emilia)
Delia Chiaro (University of Bologna)
David Katan (University of Salento)
Don Kulick (Uppsala University)
Tommaso Milani (University of Gothenburg)
Oriana Palusci (University of Naples "L'Orientale")
Paul Sambre (KU Leuven)
Srikant Sarangi (Aalborg University)
Christina Schäffner (Professor Emerita at Aston University)
Vivien Schmidt (Boston University)
Stef Slembrouck (Gent University)
Marina Terkourafi (University of Illinois at Urbana-Champaign)
Girolamo Tessuto (University of Campania "Luigi Vanvitelli")
Johann Unger (Lancaster University)

The I-LanD Journal (http://www.unior.it/index2.php?content_id=15279
<http://www.unior.it/index2.php?content_id=15279&content_id_start=1&titolo=i
-land-journal&parLingua=ENG>
&content_id_start=1&titolo=i-land-journal&parLingua=ENG) reflects a
commitment to publishing original and high-quality research papers
addressing issues of identity, language and diversity from new critical and
theoretical perspectives. All submissions are double-blind peer-reviewed. In
fulfillment of its mission, the I-LanD Journal provides an outlet for
publication to international practitioners, with a view to disseminating and
enhancing scholarly studies on the relation between language and
ethnic/cultural identity, language and sexual identity/gender, as well as on
forms of language variation derived from instances of
contamination/hybridization of different genres, discursive practices and
text types.

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I-LanD Research Centre

Università di Napoli "L'Orientale"
Palazzo S. Maria Porta Coeli
Via Duomo, 219 - 80138 Naples
Room 1.23 
ph. +39 081 6909861
website: http://www.unior.it/ateneo/14038/1/i-land-research-centre.html

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