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• ECREA European Media and Communication Doctoral Summer School 2026

  • Start
    03.08.2026
  • End
    09.08.2026
  • Location
    Södertörn University, Sweden

  ECREA European Media and Communication Doctoral Summer School brings together members of the European research community to this summer school in order to debate contemporary issues in media, communication and cultural studies. The summer school aims to provide a supportive international setting where doctoral students can present their ongoing work, receive feedback on their PhD-projects from international experts and meet students and academics from other countries, establishing valuable contacts for the future. 

  
  

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• Methods in Motion: Navigating Complexity, Participation and Simulation in Contemporary Communication Research

  • When
    07.09.2026
  • Location
    Brno, Czech Republic

  Method Preconference Stream 1
  

  Room U42, Faculty of Social Studies, Brno (Czech Republic)

  
  

  9:30–11:00
  

  Workshop 1: Analyzing Social Media Texts through Co-occurrence Analysis
  This workshop provides an introduction to conducting co-occurrence analysis using the programming language R. Automated approaches to text analysis are essential for managing large corpora and o=er crucial insights that can complement or precede manual interpretation (Günther & Quandt, 2016). Co-occurrence analysis can be broadly understood as a largely unsupervised, automated method for measuring distance, relationships, and dependencies between words that appear within the same text document, corpus, or defined window (Momtazi et al., 2010).

  As an inductive approach, co-occurrence analysis enables researchers to extract patterns from the material itself. It identifies how words (or hashtags) appear together within predefined text segments and models these relationships systematically. In this workshop, participants will learn how to conduct co-occurrence analysis step by step: from cleaning and preparing textual data, to creating co-occurrence matrices, to visualizing results as networks, in which words function as nodes and their co-use is represented as weighted edges, and finally to interpreting these structures.

  From a data-driven perspective, co-occurrences provide empirical predictions of a word’s “neighborhood.” Linguistically, they often reflect syntactic or grammatical relations, such as idiomatic expressions (Evert, 2009). In communication studies, co-occurrences are typically interpreted as associative or interpretive frames (van Atteveldt, 2008). Adopting a perspective rooted in critical communication studies, this workshop treats social media text as a network of meaning. This approach enables researchers to not only analyze large-scale processes of meaning-making, but also, identify attitudes, emotions, and sentiments toward political issues, and interrogate questions of power relations, antagonism, and alignment (Makhashvili, 2024).

  Presenter and Bio:
  Ana Makhashvili (she/her) is a postdoctoral researcher in media and communication studies. She currently works at the Collaborative Research Center Affective Societies at Freie Universität Berlin on the research project “Contested Order of Emotions: (Anti-)Feminist Discourses on Social Media.” Her research focuses on the role of affect and emotions in far-right and anti-feminist mobilizations on social media. Her methodological expertise lies in mixed-methods research designs, combining network analysis, automated text analysis, and critical discourse analysis.

  11:00–11:15
  Coffee break (provided)

  11:15–13:00
  Workshop 2: Using machine learning/AI methods for text classification in communication research
  Automated text classification has been a rapidly growing trend in the communication sciences, allowing researchers to scale up content analysis research designs to increasingly large samples. This trend has accelerated with the popularity and accessibility of generative language model such as ChatGPT, meaning that automated text classification has lower barriers in relation to computational methods knowledge or requirements labelled training datasets (zero-shot). However, use of these models also raises new questions regarding validity, reliability, reproducibility, and digital autonomy in content analysis research. This workshop will bring together communication researchers interested in text classification to share best practices and use-cases, as well as discuss the challenges of machine learning/AI classification for content analysis.

  The workshop has two parts. Part 1 (~75 minutes) focuses on practice: participants briefly present a current or planned classification task (research question, unit of analysis, categories), then we compare methodological choices (supervised vs. zero/few-shot; dictionaries vs. embeddings/LLMs) and discuss best practices for documentation, prompt/model selection, reliability (e.g. output validation vs. intercoder reliability), and bias/robustness checks. In the second part (~30 minutes), João Gonçalves will share the findings of his NWO Veni research project on data quality and language models for text classification in communication research, which, together with the outputs of the first part, will result in a curated resource document and contact list for workshop participants.

  Presenter: João Gonçalves, PhD, Associate Professor AI and Digitalization, Rotterdam / The Netherlands

  13:00–14:00
  Lunch
  While lunch isn't provided, you'll find a great variety of dining spots just a short walk away. Whether you're looking for a quick bite or a sit-down meal, there are plenty of choices nearby—including excellent vegan options.
  Explore these local favourites within easy walking distance:

  Naše Vaše Bistro (4 min walk)
  https://nasevasebistro.cz/

  Vegan AF Ramen Brno (3 min walk)
  https://veganaframen.cz/

  Desi Dhaba (Indian, 2 min walk)
  https://www.instagram.com/desidhaba.cz/

  Blue Demon Bistro (Mexican, 3–4 min walk)
  https://www.facebook.com/bluedemonbistro

  Zdravý Život (4 min walk)
  https://www.zzbrno.cz/

  14:00–16:00
  Workshop 3: Simulating Chaotic Information Environments
  At this simulation workshop we will explore how to use simulations for data collection in various academic disciplines. Serious games can be used to mimic complex, sometimes chaotic real-life scenarios that are otherwise difficult for researchers to measure or reach. We will also shortly discuss and exemplify how to simulate qualitative metrics (aka pseudoquantification, and how to replace sensitive (e.g. personal) or difficult-to-access data with synthetic data. In addition, we will learn the use of large language models in the design of dynamic and challenging simulation scenarios.

  In two hours, we will first dedicate approximately 45 minutes to go over the theoretical basis of simulating communication – a phenomenon brutally simple, yet incredibly complex to measure without total control of the environment. However, control of the environment is not necessarily essential if we know exactly what to measure, and what that measure tells us. For this workshop simulation, our central measure will be the perceived situation awareness. After the introduction we’ll divide the participants into role-based groups and play through a dynamic crisis scenario, parallelly showcasing the tools needed for collecting research-grade data and facilitating a communication simulation. The remainder quarter hour is for wrap-up, cooldown and reflections.

  Presenter: Dr. Sten Torpan, Lecturer in Crisis Sociology, University of Tartu, Estonia. sten.torpan@ut.ee
  https://www.researchgate.net/profile/Sten-Torpan

  Bio: His work bridges classical sociology and communication research with computational social science in the domain of disaster research and communication studies. He’s focused on developing training methods and scientific simulation methodologies to improve risk and crisis communication practice.

  16:00–16:15
  Coffee break (provided)

  16:15–17:45
  Workshop 4: Bridging participatory filmmaking and film studies: Applications, challenges and future paths
  This workshop explores how participatory filmmaking (PF) can be strengthened through analytical and conceptual tools drawn from film studies by highlighting its cinematic capacities as a mode of knowledge production. Participatory filmmaking, or participatory video (PV), is a set of methods that involve a group or community in shaping and creating their own film (Lunch and Chris Lunch, 2006). It has a long genealogy in education, health, development studies, agricultural extension, and applied research. While this history has enabled powerful forms of speaking “with” instead of “about” communities (Lenette, 2019), it has also contributed to PF being treated primarily as an instrument for policy-oriented communication. As a result, both the filmmaking product (films) and process (workshops) are often under-theorised, the former as narrative and aesthetic form, and the latter as a sequence of cinematic decisions.

  This workshop responds to this methodological gap by bringing PF into dialogue with film studies and understanding participatory films as an embodied and relational method than engage with blocks of time and space through which knowledge is organised, sensed, and communicated. It offers a reflexive, methods-oriented toolkit for researchers who use (or plan to use) PF within qualitative inquiry. It addresses key challenges raised in critical scholarship such as the gap between participatory ideals and practice; the balance between collaborative and identity work; authorship, ownership, and consent; visibility versus exposure; extractive dynamics within asymmetric structures; and the tendency to privilege process over output. Rather than abandoning PF’s ethical commitments, the workshop proposes a combined stance: (1) a processual perspective attentive to collaboration and power relations; and (2) a textual/aesthetic perspective attentive to narrative, framing, sound, performance, and montage. The session is primarily conceptual and discussion-based, supported by short examples and a brief, optional smartphone exercise. It concludes with practical guidance for strengthening PF research designs that expands its cinematic and analytical potential not only as a representational tool, but also as a powerful epistemological tool.

  Presenter: Dr. Irene Gutiérrez-Torres
  Echo, Vrije Universiteit Brussel and Tecmerin, University Carlos III of Madrid
  Irene.Gutierrez.Torres@vub.be
  https://orcid.org/0000-0003-0563-9295

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• Rethinking research ‘failure’: What and how we can learn from things that don’t go as planned?

  • When
    07.09.2026
  • Location
    Brno, Czech Republic

  Method Preconference Stream 2

  Room U43, Faculty of Social Studies, Brno (Czech Republic)

  Media studies research relies on many different methodologies and approaches, often portrayed as successful in untangling the relationship between media production, distribution, and reception. Failure, understood as the researchers’ inability to reach the onto-epistemological ideals to which they aspire in their empirical engagements with communities and participants (Ross & Call-Cummings, 2019) plays a pivotal role in these dynamics. Yet, little is discussed about ‘methodological failures’ - what does not work, why, what we can learn from it and how we can integrate these experiences into our research. Echoing Limes-Taylor Henderson and Esposito (2019) and Ross and Call-Commings (2020), we advocate for using and facilitating discussions on methodological ‘failure’ and its experiences. We also believe that these are crucial for the development of a researcher within an ethic of care and (self-)reflexivity.
  

  Organizers: Deborah Castro and Claudia Minchilli (University of Groningen), Eduard Ballesté and José M. Tomasena (University of Barcelona)

  Bio:

  Dr. Deborah Castro, Assistant Professor, University of Groningen, d.castro.marino@rug.nl
  Her main research interests lie in the fields of television and audience studies. In 2020, she received a Marie Skłodowska-Curie Individual Fellowship (European Commission) to investigate film tourism in Spain from the residents’ perspectives. Her work has appeared in journals such as European Journal of Cultural Studies, Convergence, and Television and New Media. She is vice-chair of the Television Studies Section at the European Communication Research and Education Association and chair of the Erasmus Knowledge Centre for Film, Heritage and Tourism. More information: https://deborahcastromarino.wordpress.com/

  Dr. Claudia Minchilli, Assistant Professor, University of Groningen, c.minchilli@rug.nl
  Her research focuses on the intersection of migration, digital media and social class dynamics that she approaches through a postcolonial and feminist lens. Her work has been published in Global Networks, Media and Communication and Journal of Intercultural Studies. Her doctoral thesis, ‘Localizing Digital Diaspora: Diasporic Digital Networking among Somali, Romanian, and Turkish Women in Rome through the Lens of Social Class,’ has been recognised with the Ted Meijer prize 2022 by KNIR (Royal Netherlands Institute Rome).

  Dr. Eduard Ballesté, Serra Húnter Assistant Professor, University of Barcelona
  His research focuses on three main areas: youth studies, examining unequal social positions and power relations based on age, class, ethnicity, and gender differences; social movements, exploring forms of youth political participation and accepted/unaccepted forms of militancy; and social inequalities, urban poverty, marginality, gangs, structural violence, and resistance to these conditions. He has focused his research on the application of qualitative methodologies, particularly with an ethnographic approach. His work has been published in journals like Ethnography, Journal of Youth Studies, Critical Criminology, Social Analysis, among others. He is also the President of Research Committee 37 on Youth Studies of the Spanish Federation of Sociology.

  Dr. José M. Tomasena, Assistant Professor, University of Barcelona, jmtomasena@ub.edu
  His research about reading and writing practices on social media, influencer cultures, digital ethnography and media literacies has been published in Social Media and Society, Convergence, The Information Society, Information, Communication and Society, OCNOS and Cuadernos.info. His doctoral dissertation, based on a digital ethnography of Spanish-speaking booktubers, won the Larramendi Foundation Prize from the Spanish Royal Academy of Doctors in 2001. He is also a fiction writer and teaches script and creative writing. jmtomasena.com

  
  

  9:30–10:00
  Opening and Introduction:
  This session opens with a guided reflection on what ‘failure’ means in participants’ own research trajectories, emphasizing ‘failure’ not as an exception but as a constitutive element of knowledge production. Three guest researchers (names to be announced soon) will be present throughout the morning and afternoon providing their own experiences as we explore different dimensions of methodological ‘failure’.

  10:00–11:00
  What is methodological ‘failure’?
  We will engage with this question by discussing the experiences of the presenters looking at ‘failure’ in qualitative, quantitative and mixed-methods studies, and in negotiating the alignment (or misalignment) between theory and methodology. This session will also address how epistemological assumptions shape what is recognized as ‘failure’ and how methodological challenges prompt creative adaptations and alternative ways of knowing.

  11:00–11:15
  Coffee break (provided)

  11:15–13:00
  What is methodological ‘failure’? continues

  13:00–14:00
  Lunch

  While lunch isn't provided, you'll find a great variety of dining spots just a short walk away. Whether you're looking for a quick bite or a sit-down meal, there are plenty of choices nearby—including excellent vegan options.
  Explore these local favourites within easy walking distance:

  Naše Vaše Bistro (4 min walk)
  https://nasevasebistro.cz/

  Vegan AF Ramen Brno (3 min walk)
  https://veganaframen.cz/

  Desi Dhaba (Indian, 2 min walk)
  https://www.instagram.com/desidhaba.cz/

  Blue Demon Bistro (Mexican, 3–4 min walk)
  https://www.facebook.com/bluedemonbistro

  Zdravý Život (4 min walk)
  https://www.zzbrno.cz/

  14:00–16:00
  Who defines methodological ‘failure’?
  Building on the morning discussion, this session examines failure beyond individual projects, situating it within institutional structures, academic norms and political pressures that shape what can be researched, funded, published, or recognized as ‘successful’. The session will be structured in groups, each led by one of the speakers and organizers, and focused on a different level or type of ‘failures’. We will explore collectively how ‘failure’ is produced, managed and experienced, and how engaging with it critically can open new avenues for research and reflection.

  16:00–16:15
  Coffee break (provided)

  16:15–18:00
  From discussion to co-creation
  In light of insights from the morning and early afternoon sessions, we will work together in drafting a set of guiding principles and/or provocations that capture both the challenges and productive potentials of methodological ‘failure’. This collaborative exercise aims to create a tangible outcome that reflects the diversity of experiences and positions in the room, and that can be further developed as part of a special issue the organizers are editing.

  Overall, the workshop seeks to foster a more transparent, critical, and resilient culture within media research, while identifying practical ways to integrate these conversations into our research pra

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• ECC2026: YECREA conference fee waiver

  • Start
    08.09.2026
  • End
    11.09.2026
  • Location
    Brno, Czech Republic

  Registration is closed

  ECREA and its Young Scholars Network (YECREA) invite applications from early-career scholars whose presentations have been accepted for ECC 2026 and who lack sufficient funding opportunities. 
  

  We offer 10 grants for early-career scholars in the form of conference fee waivers. At least 5 grants will be awarded to applicants from low- and middle-income countries (see the list here: https://ecrea.eu/Low-income-and-Middle-income-counries).

  To apply for YECREA Conference Fee Waiver, click on the Register button on the left.

  Conditions for applying

  • Conference acceptance: The grants will be awarded only to early-career scholars whose presentation has been accepted to the conference programme. Applications will not be reviewed in terms of academic quality. However, applicants should preferably have submitted abstracts as first authors to the ECC conference programme.
    
  • Career stage: Eligible applicants are PhD students and scholars within one year after completion of their PhD.
    
  • Membership: The grants are intended for YECREA members. Information on how to become a member is available at https://yecrea.eu/membership. 
    
  • Access to financial resources: Applications will be evaluated based on several criteria, with the most important being the applicant’s access to financial resources (for example from their home university, third-party funded projects or national funding institutions).
    

  The applicants are allowed to combine conference fee waivers with the YECREA Travel Grants (information and application form here: https://ecrea.eu/event-6608245).

  If selected

  Successful applicants will be asked to send proof of acceptance to the conference by forwarding the acceptance email, as well as evidence of their PhD or postdoctoral status. This may include proof of enrolment, a letter from their institution, or a link to their university profile.
  

  Application deadline: 17 April 2026 (23:59 CEST). We will notify the applicants by May 30 2026. All grantees should confirm their attendance by 2 August 2026.

  Questions? Email us at yecreanetwork@gmail.com.

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• ECC2026: YECREA travel grant

  • Start
    08.09.2026
  • End
    11.09.2026
  • Location
    Brno, Czech Republic

  Registration is closed

  ECREA and its Young Scholars Network (YECREA) invite applications from early-career scholars whose presentations have been accepted for ECC 2026 and who lack sufficient funding opportunities. 
  

  We offer up to 5 travel and accommodation grants for early-career scholars. The travel grant reimburses travel and accommodation costs up to 310 EUR.

  To apply for YECREA Travel Grant, click on the Register button on the left.

  Conditions for applying

  • Conference acceptance: The grants will be awarded only to early-career scholars whose presentation has been accepted to the conference programme. Applications will not be reviewed in terms of academic quality. However, applicants should preferably have submitted abstracts as first authors to the ECC conference programme.
    
  • Career stage: Eligible applicants are PhD students and scholars within one year after completion of their PhD.
    
  • Membership: The grants are intended for YECREA members. Information on how to become a member is available at https://yecrea.eu/membership.  
    
  • Access to financial resources: Applications will be evaluated based on several criteria, with the most important being the applicant’s access to financial resources (for example from their home university, third-party funded projects or national funding institutions).
    

  The applicants are allowed to combine YECREA travel grant with the YECREA Conference Fee Waivers (information and application form here: https://ecrea.eu/event-6608234).
  

  If selected

  Successful applicants will be asked to send proof of acceptance to the conference by forwarding the acceptance email, as well as evidence of their PhD or postdoctoral status. This may include proof of enrolment, a letter from their institution, or a link to their university profile.

  For the travel grant, the relevant claim form together with digitized invoices and receipts documenting the actual costs must be submitted electronically to treasurer@ecrea.eu. The original documents must also be posted to the ECREA accountants at: RSM Belgium, Lozenberg 22 b3, B-1932 Zaventem, Belgium.

  Application deadline: 17 April 2026 (23:59 CEST). We will notify the applicants by May 30 2026. All grantees should confirm their attendance by 2 August 2026.

  Questions? Email us at yecreanetwork@gmail.com.

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• Beyond the Bans – Policies and Pedagogies in the Post-Digital Era of Restrictions

  • When
    15.09.2026
  • Location
    University of Innsbruck, Austria

  ECREA TWG Media Literacies and Communication Competencies (MLCC) and the Department of Media Education and Digital Literacy at the University of Innsbruck have the pleasure to invite doctoral students and junior scholars to a joint symposium on media literacy. 
  

  Call for Papers

  Interdisciplinary Symposium for Emerging Researchers: 
  Beyond the Bans – Policies and Pedagogies in the Post-Digital Era of Restrictions

  Organized by the ECREA TWG Media Literacies and Communication Competencies at the University of Innsbruck, Austria | One-day workshop | 15 September 2026

  Across Europe and beyond, debates are intensifying around age restrictions on social media for children and young people. Proposals to raise minimum age limits or strengthen age verification are often justified by concerns about online safety, mental health, distraction, exposure to harmful content, and the commercial pressures built into platform design. In various European countries, legal approaches to banning social media are being developed, while the European Commission (2026) recently published its plans to develop enforce age limits for social media. Moreover, schools are increasingly introducing restrictions or outright bans on learners’ use of mobile phones during the school day (Campbell et al., 2024; Grigic Magnusson, 2023). The policies of restriction are often justified by concerns related to distraction, wellbeing, academic performance, and the influence of digital media on young people’s social and cognitive development. Digital detox or sufficient use of digital tools is defined as a key factor, but their effects vary (see e.g. Radtke, 2022).

  At the same time, social media and smart devices play an important role in young people’s communication, identity formation, civic participation, and access to information. Smartphones, as everyday companions, are also a digital tool for all school subjects, but especially for media education. As a result, age restrictions on social media and bans of smartphones raise complex questions about how to balance protection and participation, how responsibility should be shared among families, schools, policymakers, and platforms, and what such measures mean for young people’s rights, agency, and inclusion in digital society.

  The doctoral symposium Beyond the Bans invites doctoral researchers to explore how post-digital educational systems (see e.g. Jopling, 2023) respond to restrictions and bans and how pedagogical practices evolve in their aftermath. The workshop seeks to foster dialogue on the broader implications of these policies and to examine how different European contexts approach the regulation of digital devices and platforms in schools.

  The symposium will take place as a one-day workshop at the University of Innsbruck in Austria and is designed as a collaborative forum where doctoral researchers can present and discuss emerging research. Contributions may be authored by doctoral researchers alone or co-authored with senior researchers or supervisors. The event aims to support early-stage scholarship and encourage comparative perspectives across countries and educational systems.

  Topics of interest

  We welcome contributions addressing questions such as:

  Policy perspectives

  • How have bans of digital infrastructure – e.g. mobile phones, social media – form school emerged and been implemented in different European contexts?
  • How do national or regional education policies frame the role of digital infrastructures in schools?
  • How do bans differ across European regions and what role do supranational policies and guidelines (e.g. from EU, UNESCO) or international research on existing bans (e.g. Australia) play in this?
  • What rationales and policy discourses underpin these restrictions?
  • What differences and similarities emerge in cross-country comparisons?
  • What are the blind spots in public and academic discourse, for example regarding the normalisation of technocapitalist developments?

  Pedagogical perspectives

  • How do teachers and schools adapt their pedagogical practices in response to mobile phone and/or social media bans?
  • What alternative pedagogical strategies emerge in classrooms where mobile devices are restricted?
  • How do schools balance digital literacy goals with device restrictions?
  • What educational implications arise from existing bans on social media, and what didactic and educational implications can be derived from them for European educational contexts?
  • What kinds of post-ban pedagogies are being developed to support fosterin critical media education and digital literacies?
  • How do bans affect media and information literacy (MIL) and digital competence education?
  • How can we deal with blind spots in post-ban pedagogies as well as in corresponding public debates, political reasoning/policy debates and in academic research?

  We particularly welcome comparative and cross-national contributions that examine differences between European regions or explore the relationship between policy frameworks and classroom practices. We will be able to host 20 participants at the maximum. Participants will be selected on the basis of relevance and scientific quality, while also aiming to ensure a balanced composition in terms of thematic focus, methodological approach, and gender representation among presenters.

  Format

  The doctoral symposium will consist of short paper presentations followed by structured discussion sessions. The workshop is intended as a supportive space for developing research ideas, sharing empirical findings, and building networks among doctoral researchers working on digital education, media literacy, and education policy. The symposium will be opened by a keynote lecture.

  In addition to peer feedback, participants will receive comments on their papers from senior scholars, either onsite or online. They are also encouraged to further develop their texts in dialogue with a senior scholar; where appropriate, we may suggest a potential senior collaborator, so that the event can also serve as an opportunity to initiate new academic collaborations.

  Submission guidelines

  Please send your submission to maarit.jaakkola@gu.se by 1 May 2026:

  • An abstract (250–300 words excl. references) outlining the research question, theoretical approach, and (if applicable) methodology and empirical material
  • Author information, including doctoral affiliation and supervisor(s)
  • Indication if the paper will or could be co-authored with a senior researcher

  Important dates

  • Abstract submission deadline: 1 May
  • Notification of acceptance: 1 June
  • Symposium at the University of Innsbruck: 15 September

  Practical issues

  The symposium is free of charge to the selected participants. Participants will cover their own travels and potential accommodation.

  Participants receive a certificate that can be used for validating 5 ECTS (recommendation) at the home institution. 

  The symposium is organized in collaboration with the Media Education Section of the Austrian Association for Educational Research (ÖFEB – Österreichische Gesellschaft für Forschung und Entwicklung im Bildungswesen), the Young Media Education Network of the Division for Media Education of the German Educational Research Association (GERA, DGfE – Deutsche Gesellschaft für Erziehungswissenschaft), and Network 06 of the European Educational Research Association (EERA).

  Contact

  For submissions and inquiries, please contact the organisers:
  
  Maarit Jaakkola
  Chair, ECREA TWG MLCC
  Associate Professor, Department of Journalism, Media and Communication
  University of Gothenburg, Sweden
  maarit.jaakkola@gu.se

  Petra Missomelius
  Associate Professor, Department of Media, Society and Communication
  University of Innsbruck, Austria
  petra.missomelius@uibk.ac.at

  Nina Grünberger
  Professor, Department of Subject Didactics, Research Group: Media Education and Digital Literacy
  University of Innsbruck, Austria
  nina.gruenberger@uibk.ac.at 

  References

  Campbell, M., Edwards, E. J., Pennell, D., Poed, S., Lister, V., Gillett-Swan, J., Kelly, A., Zec, D., & Nguyen, T.-A. (2024). Evidence for and against banning mobile phones in schools: A scoping review. Journal of Psychologists and Counsellors in Schools, 34(3), 242–265. https://doi.org/10.1177/20556365241270394

  Jopling, M. (2023). The postdigital school. In: Jandrić, P. (Ed.) Encyclopedia of postdigital science and education. Springer. https://doi.org/10.1007/978-3-031-35469-4_24-1

  European Commission (2026, March 17). The EU approach to age verification. https://digital-strategy.ec.europa.eu/en/policies/eu-age-verification

  Grigic Magnusson, A., Ott, T., Hård af Segerstad, Y., & Sofkova Hashemi, S. (2023). Complexities of Managing a Mobile Phone Ban in the Digitalized Schools’ Classroom. Computers in the Schools, 40(3), 303–323. https://doi.org/10.1080/07380569.2023.2211062

  Radtke, T., Apel, T., Schenkel, K., Keller, J., & von Lindern, E. (2022). Digital detox: An effective solution in the smartphone era? A systematic literature review. Mobile Media & Communication,10(2), 190–215. https://doi.org/10.1177/20501579211028647

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• ECC26 TWG MLCC online post-conference

  • When
    09.10.2026
  • Location
    Online

  Not able to travel to ECC2026 to Brno? We are pleased to invite you to the online post-conference of the ECREA Temporary Working Group (TWG) Media Literacy and Communication Competencies (MLCC), which will take place on 9 October 2026 at 13–17 CET!
  

  The online post-conference provides a space for scholars working on topics related to media literacy and communication competences to share ongoing research, exchange ideas, and strengthen collaboration within the field. It is inclusive, as it is free of charge and does not require any travelling. 

  We welcome paper submissions on topics that fall within the scope of the TWG MLCC. We are interested in different European approaches to media literacies and digital literacies among different groups of learners. Papers can deal with policies, pedagogies, didactics or practices, and especially cross-country comparisons are welcome.

  If you are interested in joining us, please submit your abstract (150–200 words excl. references) via this online form.

  • Submission deadline: 15 May 2026
  • Notification of acceptance: 1 June 2026

  The keynote speaker will be announced in May.

  In order to participate you do not need to be a TWG and an ECREA member. However, we hope that you will become one! Here you can take a look at the instructions regarding how an existing ECREA member can become a member of the TWG – you are basically just one click away.

  For inquiries, please contact Maarit Jaakkola, chair of the TWG MLCC: maarit.jaakkola@gu.se.

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