ECREA WEEKLY digest ARTICLES

Deadline: December 1, 2019

Launch : Issue #1 - April 2020

• ZINES is an international peer journal dedicated to studies of amateur and do-it-yourself media of any kind, from fanzines to webzines, perzines to science zines, artzines to poezines, etc.
• ZINES is multi-disciplinary and opened to all scientific disciplines, from social sciences to medical sciences, art and design, media studies, etc. The first aim of the journal is to study the involvement of amateurs in the production of mediascapes, from printing form to cybermedia. It also addresses the impact of zine making for personal or collective sociabilization, especially in closed environments such as carceral or medical centres. The second aim is to examine the production of new form of communication by amateurs leading to the publication of media with a strong DIY ethos, including scholars who invent new forms of dissemination of scientific knowledge.
• ZINES accepts original contribution from academics, zine librarians and non-academic zinesters who want to share personal experiences or react to published papers. Articles published in ZINES are peer reviewed by scholars. The ZINES reviewers are assigned to articles based on their academic interests and scholarly expertise.
• ZINES accepts the following types of contributions: articles, book reviews, thematic reviews of zines, in-depth interview with zinesters. We also welcome thematic issue proposal or zine conference proceedings. We accept papers in English, French and Spanish. However, French and Spanish papers must include an extensive abstract (2 pages) in English presenting methods, main results and discussion.

Because zines are intimately anchored in personal bricolage, ZINES also encourages papers submitted in unconventional format (e.g. collages, paste-up or other innovative editing, etc.) providing that every paper submitted to ZINES will be evaluate by reviewers and must fit in the final printed format (21*21 cm).

Full paper submission: 1st December 2019.

Samuel Etienne, zinesjournal@gmail.com

Edward Brennan

This book explores the question of how society has changed with the introduction of private screens. Taking the history of television in Ireland as a case study due to its position at the intersection of British and American media influences, this work argues that, internationally, the transnational nature of television has been obscured by a reliance on institutional historical sources. This has, in turn, muted the diversity of audience experiences in terms of class, gender and geography. By shifting the focus away from the default national lens and instead turning to audience memories as a key source, A Post-Nationalist History of Television in Ireland defies the notion of a homogenous national television experience and embraces the diverse and transnational nature of watching television. Turning to people’s memories of past media, this study ultimately suggests that the arrival of the television in Ireland, and elsewhere, was part of a long-term, incremental change where the domestic and the intimate became increasingly fused with the global.

Monographic section of DÍGITOS JOURNAL (sixth issue)

Deadline: December 15, 2019

Monographic section coordinators: Raquel Tarullo (Centro de Investigaciones y Transferencia del Noroeste de la provincia de Buenos Aires) Dra. Agnese Sampietro (Universitat Jaume I de Castelló)

Mobilisation and activism that are deployed on digital spaces have opened a spectrum of possibilities for people who are trying to find their participation place on social media. Whether social media promote political participation and mobilisation, creating new spaces of political expression and debate or, on the contrary, they have just motivated slacktivism, is still under discussion (Breuer & Farooq, 2012; Morozov, 2011). On one side, the ones with a technoptimistic view (Waisbord, 2015, p.76) consider that social media have facilitated the debate about political agenda issues to those who didn’t have access to these topics before (Howard et al., 2011; Shirky, 2011; Zuckerman, 2014). On the other side, there are authors who affirm that digital participation demands a minimal effort compared to the one that mobilisation requires in the real world. Moreover, authors with a more pessimistic position argue that these digital practices are carried out in an easy and comfortable manner, and this panorama is congruent with the almost null effects and consequences that these practices bring to the offline world of politics (Fuchs, 2017; Gladwell, 2010). However, not all the political participation activities can be evaluated following the same scheme: thus, some of these behaviours can be observed as participation patterns that generate mobilisation and activism that can influence the political decisions that are made in the formal spaces of power, others just circulate outside of these spaces (Christensen, 2011).

Beyond these discussions, digital context allows a wide spectrum of different performances to the vehiculization of activism and mobilisation. On one hand, social media promote the visibilization of struggles that used to be tied to traditional media interests; then, they bring together the participation of global communities with similar identity interests; and last but not least they contribute to a sweeping and continually changing range of tools, resources and symbols that give activists new ways of telling their struggles. Thus, content is tailored according to the objective pursued, and this flows throughout digital spaces, creating new and innovative digital formats of struggles, that are alluded as new forms of citizenship in an environment of constant and fluid interaction (Papacharissi, 2015). If in the urban space of streets and squares, poster, graffiti, banners, balloons, hypes, bonds, t- shirts, umbrellas, scarves and bandanas are the symbolic expressions of activist groups and communities, social media promote and collaborate with this scenario but not only with their reproduction (Martín Rojo, 2012, 2016), but also the digital architecture of these platforms support the creation of other and new symbols that, with traditional manifestations, are part of the storytelling of collective and organization struggles.

Thus, we ask: Which are the symbols of digital activism? How are symbols of mobilisation and participation expressed on social media? Which are the roles of these symbols? Are they new forms of political expressions of a digital citizen? How do these symbols interact with the offline symbolic representation? This special issue proposes to analyse the use of these and other symbols in digital activism and mobilisation through interdisciplinary perspectives: linguistics, communication, political science and sociology. The proposed approach is to study the symbols that are deployed on the digital scenario, its relationship with the symbolic resources that occur in the urban space and the role of these digital performances in the reproduction and resignification of these urban manifestations.

Besides, the dialogue and encounter of both these symbolic sets in the stories that circulate on digital platforms and their effects in the real world can be another approach to the topic of this issue. The cases of study can include research about offline reproduction symbols (banners, mobilisation symbols, slogan circulation, campaign posters) and online ones (hashtags, images, videos, memes) that are spread in any type of mobilisation: gender collectives, feminist organizations, workers organizations, students unions, environmental activism, religious groups, independentist movements, human rights organizations, political mobilisation, organizations in defence of immigrants and refugees, cultural, ethnic or linguistic minorities, political activism in electoral campaign periods, among others. Taking this as a starting point, we accept articles that address the theme of symbols in digital context as deployment and/or promotion of digital activism, as well as symbolic manifestation in the urban space and its flows through digital spaces in potential interactions with the new resources and tools that social media allow.

Dígitos will give priority to articles addressing the following topics:

• The reproduction in digital spaces of mobilisation symbols that are used in the offline world and the urban space

• The role of hashtags on mobilisation promotion

• The use of memes on digital mobilisation

• Methodological approaches to the study of mobilisation symbols in the digital space

• Theoretical notions about the use of symbols for digital mobilisation and activism

• The reproduction of symbols in digital spaces as a mobilisation strategy

• The media coverage of mobilisation and activism on social media

• Strategies in the use of symbols in digital spaces

• Visualization strategies in political and social mobilisation on social media

Open Section: articles on any topic related to the magazine’s general field of study (digital communications).

Reviews: critiques of research articles and doctoral theses in the field of digital communications published during the last few years.

Journal URL: http://revistadigitos.com

Author registration for sending article or review proposals: http://revistadigitos.com/index.php/digitos/user/register

Author guidelines for Dígitos: http://revistadigitos.com/index.php/digitos/about/submissions#authorGuidelines

• Article length: 3.000-10.000 words (for the Monograph and Open Section)
• Review length: 800-1500 words

CICANT - Un. Lusófona, Lisbon

Deadline: October 31, 2019

COFAC, Cooperativa de Animação e Formação Cultural crl, hereby opens a competition to recruit a PhD researcher, corresponding to position 49 of the Single Remuneration Table, under the terms of the applicable legislation, with an Open-Ended Employment Contract, within the scope of programme contract between Fundação para a Ciência e Tecnologia, I.P., and the above mentioned Cooperative, supported by national funds inscribed in the budget of the Foundation for Science and Technology (FCT) – and carried out in the Research Unit CICANT – Centre for Research in Applied Communication, Culture and New Technologies.

1 – Main Duties

CICANT – Centre or Research in Applied Communication, Culture and New Technologies aims to recruit a Coordinating Researcher for its “Media, Society and Culture” area. The work plan to be carried out aims to:

• Contribute to the implementation of ongoing projects in the unit in the field of media literacy;
• Foster publication in reference journals in the field of the results of the research;
• Foster the creation and reinforcement of a R&D team in the area of media literacy;
• Foster the integration of the unit in national and international forums of the field;
• Foster links and joint projects with different public and private entities operating in this field;
• Foster the organization of scientific events which contribute to the increased awareness of the unit in this field and to knowledge sharing and creation.
• Ensure a new impetus for the area as well as its international development fostering, namely and in line with the unit’s strategic plan, the supervision of within the scope of the European programme H2020. The goal is to recruit a researcher with an excellent publication rate and management of projects in this field of communication studies, with proven experience in leadership and management, in particular at international level.

Keywords: Media Literacy; Media Technology; Society and Communication

More information here.

Application deadline: October 31, 2019

Routledge Media Companions Series

Deadline: October 14, 2019

Editors: Professor Mia Lindgren, Swinburne University of Technology, Melbourne, Australia and Associate Professor Jason Loviglio, University of Maryland, Baltimore County, USA

We are calling for abstracts for the new Routledge Companion to Radio Studies, to be published in 2021.

This Routledge Companion to Radio Studies will be a valuable reference source for the expanding field of radio, audio and podcast study. It will bring together 40-50 original essays to conceptualise the multidisciplinary field of radio studies. We welcome entries from early career researchers to emeriti scholars using theories and methods from media studies, historical studies, politics, communication, journalism, sociology and anthropology. We are looking for work that spans national boundaries and historical periods to present a coherent argument for understanding radio as a synecdoche for and a key agent in the creation of the last hundred years of technological, psychological, and cultural innovation and experience.

We are looking for abstracts that correspond to the themes below. We are especially interested in comparative work that generates insights and questions through historical and national juxtaposition. However, deep dives into particularly compelling objects of study are also welcome.

Understanding radio - multidisciplinary approaches to studying radio, audio and podcasting.

Radio Histories. Chapters addressing radio’s improvisational and reflexive history; its national address and international reach; its democratic promise and utility for propaganda, its technological appeal and affective tug, along with other tensions and contradictions.

Radio Publics and Markets. Chapters considering radio’s role, historically and today, in constituting new publics and new markets and with the disruptions and innovations that ensue.

Formats, genres and aesthetics. Chapters focusing on the development of specific radio forms as well as those that investigate radio’s role in remediating and being remediated by other media.

Case Studies: Radio Voices, Cultures, and Identities. We invite case studies of specific radio programs, stations, performances that illuminate issues of voice, culture, and identity. While the specific objects may not be universally known or distributed, we hope that they will touch on questions and themes that are broadly engaging and applicable.

Podcasting. Chapters exploring innovations in podcast programming and practice, as well as those that explore emerging industrial process and relationships in podcasting. We especially welcome abstracts for chapters that explore podcast programs, reception, and production outside the West and in languages other than English.

Industries, Technologies and Platforms. We invite chapters that focus on technological developments, industrial practices, and corresponding policies within the industries related to podcasting, radio broadcasting, and related sound-based media.

Timelines:

Chapter entries should be concise (around 4,000-5,000 words). All contributions should be new pieces: we will not publish reprinted material

• Abstract (approx. 300 words) and author bio (100 words) due Monday 14 October 2019 (email both Mia Lindgren mlindgren@swin.edu.au and Jason Loviglio loviglio@umbc.edu)
• Author confirmation 30 November 2019
• Chapter due 30 April 2020

Comunicar Journal

Deadline: February 28, 2020

Thematic Editors

• Dr. Bartolomé Rubia Avi (University of Valladolid, Spain)
• Dr. Jennifer C. Greene (University of Illinois, USA)
• Dr. Iván M. Jorrín Abellán (Kennesaw State University, Georgia, USA)

Scope

This special issue analyses the transformations in educational and social interactions, and concomitantly in research, that have been generated by advances in digital technologies in the fields of Education and the Social Sciences. Today, our educational and social spaces are inhabited by digital technologies that can record people’s macro actions, as in political demonstrations or mobs, alongside micro-processes, such as reading or writing. These technologies can digitally capture people’s opinions and knowledge claims, the intersections of people’s public and private lives, and the dynamics of social and material consumption, including the dynamics of movement, mobility, and displacement. In research, classic data collection tools –direct observation, video recordings, open– and closed-ended questionnaires, interviews– can now be supplemented or even replaced by digital technology that is able to capture key social and cognitive processes that are integral to meaningful education and social well being.

The digitization of educational and social science data collection and analysis has been developing for more than 20 years, accompanying the Web 2.0 development processes. But, the extension of the Semantic Web and the new Big Data systems have significantly advanced the process of configuring profiles as ways to document educational and social trends. In schools, this process is helping to generate new ways of understanding the creation of technological resources; and enabling dynamics inside and outside the classroom that have catalysed changes in pedagogical methodologies, educational proposals, as well as new forms of evaluation. Thus, learning processes continue to be regulated by teacher-led activities, yet also by student-led activities, enacted through the use of digital resources in students’ private spaces both inside and outside the school. So today, researchers can develop teacher training programs in digital applications that acknowledge the value of student learning both in the classroom and in the spaces created by where the student lives, travels, and plays. This has also led to a new way of investigating educational and social processes, because the use of automatic information inevitably leads us to quantitative analyses that can complement or converge with qualitative research processes.

These recent technology developments can offer important contributions to research, along with significant threats. Regarding contributions, new digital technologies can enable a process of analysis and interpretation that is closer to the actual experiences of people in a given educational or social setting. These technologies can address the question: In digital networks, how purposefully or "quasiunconsciously" do people participate in the social processes of work, notably in interaction, communication, collaboration, coordination, shared or group work, interdependencies, and social engagements. Regarding threats, on the other hand, the loss of anonymity in social actions, and therefore also in educational ones, opens up the possibility of observing human and social action from the position of a kind of "Orwellian Big Brother". In a way where the unconscious action of people can serve to identify vital processes, intentions and human interactions that can be interpreted in a deeper way than was usual before the digital and technological era.

Therefore, for this special issue of the Journal ‘Comunicar’, we invite contributions from people working with digital technology in the domains of Education and Social Science. We welcome contributions that thoughtfully engage the debate on how to constructively analyse and use the potential of developing technologies both in our fields and in our research.

Descriptors

• Data analysis from the digital technology perspective in Education and Social Sciences.
• Research from mixed perspectives mediated by digital technology.
• Research designs in technological environments with a mixed methods approach.
• Mixed methodologies as a basis for social analysis in the framework of Big Data.
• Mixed research models in the fields of Educational Research and Social Sciences.

Questions

• How have research models in education changed with the integration of technology?
• What has technology contributed to our knowledge of social processes and how?
• What research in technologies uses mixed designs and how are those inquiry processes planned?
• Is digital technology having an impact in the mixed-methods paradigmatic framework?
• How do mixed design research models influence the definition of social research where digital technology is the basis of human interaction?
• What kind of rationality in interpretation processes can be developed with the mediation of digital technology and "Big data"?

Thematic Editors Profile

Dr. Bartolome Rubia-Avi, University of Valladolid (Spain)

ORCID: https://orcid.org/0000-0002-4963-4552

PhD from University of Valladolid (Valladolid-Spain) specializing in Curricular Design and Educational Research and Associate Professor in the Department of Pedagogy of that University, specializing in Educational Technology. Previously, Dr. Rubia-Avi graduated from the University of Granada in Philosophy and Educational Sciences. He is a member of the Intelligent & Cooperative Systems Research Group at the University of Valladolid (GSIC-EMIC: www.gsic.uva.es). This group is comprised of teachers and researchers who focus their work in the field of Technology for Education, basically within the framework of Computer Supported Collaborative Learning (CSCL) studies. He is currently Director of the Centre for Transdisciplinary Research in Education (CETIE-UVA http://www.cetie.uva.es). He is also a founding member of the Educative Technology Network (RUTE), a Spanish association that brings together teachers, researchers and people close to the world of educational technology for schools. In this network, he served a board member from its foundation until 2012. His work has focused on the use of technology in collaborative learning environments, developing, within his research group, more than 40 European, National and Regional projects in this field. He has also worked on different research projects on educational innovation in university education, especially in the process of evaluating such experiences. He is currently focusing on the following topics: Technologies for body cognitive learning; Analysis of cognitive styles and their involvement in learning; Emotional education in disadvantaged educational contexts.

Dr. Jennifer C. Greene, University of Illinois, Urbana-Champaign (USA)

ORCID: https://orcid.org/0000-0002-7244-7819

Jennifer C. Greene is a professor of Educational Psychology at the University of Illinois at Urbana-Champaign. She received her BA in psychology from Wellesley College and her PhD in educational psychology from Stanford University. Prior to Illinois, Greene held faculty positions at the University of Rhode Island and Cornell University. Greene’s work focuses on the intersection of social science methodology and social policy and aspires to be both methodologically innovative and socially responsible. Greene’s methodological research has concentrated on advancing qualitative and mixed methods approaches to social inquiry. In the field of evaluation, she has contributed both theoretical and practical scholarship in democratic and values-engaged approaches to evaluation. Greene has held leadership positions in the American Evaluation Association and the American Educational Research Association. She has also provided editorial service to both communities, including a sixyear position as co-editor-in-chief of New Directions for Evaluation, and current positions as an associate editor of the Journal of Mixed Methods Research and series co-editor for the series Evaluation and Society. Her own publication record includes a co-editorship of the Sage Handbook of Program Evaluation and authorship of Mixed Methods in Social Inquiry. Greene is the past president of the American Evaluation Association (https://education.illinois.edu/faculty/jennifer-greene).

Dr. Iván-Manuel Jorrin-Abellan, Kennesaw State University (USA)

ORCID: https://orcid.org/0000-0002-8549-5924

He is Professor of Educational Research in the Department of Secondary and Middle Grades Education, at the Bagwell College of Education. He’s a passionate learner who loves teaching, research and innovation. He has expertise in qualitative research methods with extensive experience teaching and researching innovative uses of technology in Education. He has worked for twelve years (2001-2014) at the Intelligent & Cooperative Systems Research Group at the University of Valladolid (Spain), where He got him Ph.D in Educational Technology. Within this transdisciplinary team formed by engineers, computer scientist and educators, they developed a number of innovative technologies to support teachers in the complete lifecycle of collaborative learning environments. In 2009 after a two-year Fulbright scholarship at the University of Illinois at UrbanaChampaign, He founded the Center for Transdisciplinary Research in Education (CETIE) at the University of Valladolid. In 2014 He was hired by Kennesaw State University (Ga) where He has recently developed the Hopscotch Model; a theoretical model and a webtool based on Google technologies, to help novice researchers generate qualitative research designs. (http://facultyweb.kennesaw.edu/ijorrina/)

Guidelines for authors and submission of contributions

Editorial guidelines are available at: http://www.revistacomunicar.com/index.php?contenido=normas&idioma=en

Contributions to the Special Issue should be submitted through the OJS platform: https://revistacomunicar.com/ojs

Deadlines

Initial date for proposal articles: 2019-09-01

Deadline for submission of articles: 2020-02-28

Date of publication of this issue: Preprint: 2020-07-15

Printed edition: 2020-10-01

Journal website: http://www.revistacomunicar.com

Communicar Journal

Deadline: September 30, 2019

In 1979, the General Assembly of the United Nations adopted “The Convention on the Elimination of All Forms of Discrimination Against Women”, which recognizes that “the full and complete development of a country, the welfare of the world and the cause of peace require the maximum participation of women on equal terms with men in all fields”. Today, on the 40th anniversary of this Convention, the steps proposed in its Art. 10, relative to the role of education, says goals are still a pending subject for the education systems of even the most advanced countries. This problem becomes more poignant if we consider the new contexts of inequality arising from the media and technology revolutions as an obstacle to implement effective strategies and policies in educommunication, strategies which endeavour to fight discrimination and violence against women, educating in the principles of equality and diversity from a gender perspective.

Despite the “Beijing Declaration and Platform for Action” of 1995, the existing regional, national, and international policies, and the recommendations provided by UNESCO through The Global Alliance for Media and Gender (GAMAG), the last results of the “Global Monitoring Media Project (GMMP)” (2010) and the “Global Report on the Status of Women in the News Media” (2011) still confirm the urgent need to continue creating global policies regarding gender equality in the field of educommunication.

In 2012 UNESCO developed the “Gender-Sensitive Indicators for Media (GSIM)” in order to provide an effective framework for analysis to be implemented on a global scale. In addition, a network of universities integrated in “The International UNESCO UniTWIN Network on Gender, Media, and ICTs” was created to foster the aforementioned goals. Amongst the specific actions proposed in 2018 to promote gender equality practices in the field of educommunication, UNESCO-UniTWIN also developed the model curricula: “Gender, Media, and ICTs. New Syllabi for Media, Communication, and Journalism”.

Taking the proposals by UNESCO and UNESCO-UniTWIN as a reference point, this special issue endeavours to deepen the analysis and discussion of the theoretical and practical aspects of the introduction -total or partial- of said recommendations, tools for assessment, model curricula, and methodologies. A space for critical analysis based on empirical contributions and specific experiences of implementation in different geographical contexts within the fields of gender training media and ICTs in education and teacher training in these areas.

Descriptors

• Gender perspectives in the different levels of education.
• Gender perspectives in Communication and ICTs Studies.
• Teacher training regarding equality, diversity, and gender identity in higher education
• Innovative and transversal educational projects in gender, media, and ICTs.
• Gender-sensitive indicators for media and educommunication contexts.
• Experiences of implementation of the “Gender, Media, and ICTs New Syllabi”.
• Gender and educommunication within the UNESCO framework.
• Educational policies in equality and sexual diversity regarding media and ICTs.
• International collaborative networks in gender, media, and ICTs.
• Relationships between the university and the corporate world regarding gender equality and educommunication.
• The treatment of gender equality in digital media.

Questions

Some of the questions and considerations raised by the topics addressed in this special issue include the following:

• To which extent have educational institutions integrated a gender perspective in their communication and ITC curricula?
• What are the criteria and standards implemented in the design of specific curricula in gender, media, and ITCs?
• Following the introduction of the model curricula proposed in the UNESCO-UniTWIN “Gender, Media, and ICTs New Syllabi”, what results, conclusions, and evaluations (both theoretical and practical) have been reached?
• What is the level of education and training in gender equality and diversity amongst the teaching staff in the fields of communication and ITCs?
• To which extent are women present in educational institutions and other educational structures in the fields of communication and ITCs?
• What is the specific training in gender for communication and ITCs students at the different levels of education?
• What are the theoretical and practical applications for formal and informal education derived from the Gender-Sensitive Indications for Media recommended by UNESCO? What results, conclusions, and recommendations can be drawn after its introduction?
• What are the difficulties in specific contexts for the correct implementation of UNESCO recommendations regarding gender, media, and ICTs in the fields of education and teacher training?
• What networks, research groups, and cooperative actions operate at an international level to generate knowledge regarding the global situation of inequalities regarding gender, media, and ICTs? What is their scope of action and their main achievements and contributions for a necessary global alliance?

About the Thematic Editors

PhD Francisco-José García-Ramos

Professor at the Complutense University of Madrid (Spain), where he teaches in the degrees and Master’s Degree in Advertising and Audiovisual Commnication. He graduated in Information Sciences and also in Art History (Complutense University), and has a PhD in Art History. He is currently researching on the presence of women in the History of photojournalism. Widely expertised in the fields of creativity and audiovisual culture, both within advertising and film and TV. He has undertaken research in gender within the framework of various I+D+I projects by the History Institute-CSIC, in his research stays at King’s College London (United Kingdom), as well as within the Complutense Research Group GECA (Gender, Aesthetics and Audiovisual Culture). He has published numerous articles on gender issues, and he is member of the editorial boards of several journals. In addition, he is a researcher of the International UNESCO UniTWIN Network on Gender, Media, and ICTs and co-author of the “Gender, Media, and ICTs. New Syllabi for Media, Communication, and Journalism”.

ORCID: https://orcid.org/0000-0002-1805-650X

PhD María-Soledad Vargas-Carrillo

Director of the Master’s in Communication and the Postgraduate in Communication and Journalism at the Pontifical Catholic University of Valparaiso (Chile), she combines her role as director with her teaching at the School of Journalism. She graduated in Social Communication at the Playa Ancha University of Educational Sciences (Chile), and in Hispanic Philology and Literature at the Pontifical Catholic University of Valparaiso (Chile), and completed a Master’s in Journalism and Communicational Sciences at the Autonoma University of Barcelona (Spain), where she also finished her PhD in the same field. She is part of the editorial board of several journals, as well as a peer reviewer. Her publications focus on radio, press, and the History of Journalism from a gender perspective. She is one of the researchers integrated in the International UNESCO UniTWIN Network on Gender, Media, and ICTs, and co-author of the “Gender, Media, and ICTs. New Syllabi for Media, Communication, and Journalism”.

ORCID: https://orcid.org/0000-0001-7473-2296

PhD Alexandra Wake

Senior Lecturer at RMIT University in Melbourne (Australia), Alexandra Wake completed her PhD in Media and Communication at Deakin University (Victoria, Australia), and her Master of Arts at Queensland University of Technology (Australia). Her career as researcher and professor runs parallel to her extensive experience as a journalist in the Middle East and the Pacific Areas. Her main research interest focuses on training new journalists in emerging democracies and in the coverage of traumatic conflicts and indigenous and multicultural groups, a task she has also undertaken within the South African Broadcasting Corporation (South Africa) and, the Dubai Women's College (United Arab Emirates). She is part of the editorial board of several journals, where she is also a peer reviewer, and has published numerous articles and chapters regarding the quality of the training in the field of educommunication. She has been awarded grants by the Journalism Education and Research Association of Australia (JERAA) and the Ian Potter Foundation. As a researcher in the International UNESCO UniTWIN Network on Gender, Media, and ICTs she develops several international cooperative projects in collaboration with the Universidad Nacional Autónoma de México.

ORCID: https://orcid.org/0000-0001-6377-6779

Guidelines for authors and submission of contributions

Editorial guidelines are available at: http://www.revistacomunicar.com/index.php?contenido=normas&idioma=en

Contributions to the Special Issue should be submitted through the OJS platform: https://revistacomunicar.com/ojs

Deadlines

Deadline for submission of articles: 2019-09-30

Date of publication of this issue:

Preprint: 2020-02-15

Printed edition: 2020-04-01

Journal website: http://www.revistacomunicar.com

Data Justice Lab, Cardiff University (UK)

The DATAJUSTICE project explores datafication in relation to social justice, looking at data-centric technologies, practices and experiences in the areas of border control and migration, law enforcement and policing, and low-wage work. As the lead of the policy work package, you will work closely with the Principal Investigator to explore implications of the development, implementation and uses of data systems across these areas for social and economic rights.

This post is full-time and fixed term for 30 months (part-time applications will also be considered).

Salary: £33,199 - £39,609 per annum (Grade 6)

Deadline: Monday 30th of September, 2019.

Apply HERE.

Research Associate Post 9087BR

University of Toronto

Deadline: October 30, 2019

Number: 1903325

Job Field: Tenure Stream

Faculty / Division: University of Toronto Scarborough

Department: UTSC: Arts, Culture and Media

Campus: Scarborough

Job Posting: Aug 23, 2019

Job Closing: Oct 30, 2019, 11:59pm EST

Apply online here.

Description:

The Department of Arts, Culture and Media at the University of Toronto Scarborough (UTSC) invites applications for a full-time tenure stream position in Media Studies. The appointment will be at the rank of Associate Professor, and will commence on July 1, 2020 or shortly thereafter.

Applicants must have earned a Ph.D in Media and Communications or a related discipline with an exceptional and internationally-recognized record of excellence in research and teaching in the area of Global Media Economies, Methods and/or Cultures.

Candidates must have expertise in one or more of the following areas: software/platform studies, global political economy, media arts, comparative media studies, or Asian, Middle Eastern, African, South American, Caribbean, diasporic and/or Indigenous media. We welcome a candidate with expertise in interdisciplinary, collaborative research and the use of digital tools, methods, and frameworks. We are particularly interested in candidates who have extensive experience in program development and a successful record of administrative responsibility (i.e. chairing departments or programs). The candidate will be expected to undertake curriculum development, interdisciplinary administrative leadership, collaborative grant applications, and to foster research initiatives and collaborations.

We seek candidates who will complement and strengthen our existing departmental and Media Studies strengths in teaching and research. The successful candidate will have an established international reputation and will be expected to sustain and lead innovative and independent research at the highest international level and to have an internationally established, outstanding, competitive and externally funded research program. Candidates must provide evidence of research excellence as demonstrated by a record of sustained high-impact contributions and publications in top-ranked and field relevant journals, the submitted research statement, presentations at significant conferences, distinguished awards and accolades, and other noteworthy activities that contribute to the visibility and prominence of the discipline, as well as strong endorsements from referees of high standing.

Candidates must demonstrate ongoing excellence in teaching. We are particularly interested in candidates who demonstrate extensive experience with graduate student supervision. The successful candidate should also have the demonstrated ability to work within our interdisciplinary department, where horizontal connections among faculty of different fields are encouraged: see http://www.utsc.utoronto.ca/acm/acm-research-themes. Evidence of excellence in teaching will be provided through teaching accomplishments, the teaching dossier submitted as part of the application including a strong teaching statement, sample course syllabi, and the teaching evaluations, as well as strong letters of reference. Candidates are also expected to show evidence of a commitment to equity, diversity, inclusion, and the promotion of a respectful and collegial learning and working environment demonstrated through the application materials.

The University of Toronto offers the opportunity to conduct research, teach, and live in one of the most diverse cities in the world. The appointment is at the University of Toronto Scarborough, which is a research-intensive campus with an interdisciplinary commitment, a multicultural student body, and a modern campus. The Department of Arts, Culture and Media at UTSC is a unique multi-disciplinary research and teaching environment, with programs in Art History and Visual Culture; Arts Management; Curatorial Studies; Journalism (Joint Program); Media, Journalism and Digital Cultures; New Media Studies (Joint Program); Music and Culture; Studio Art; and Theatre and Performance: see http://www.utsc.utoronto.ca/acm/. In addition to being a full member of the Department of Arts, Culture and Media, the successful candidate is expected to hold a graduate appointment on the St. George campus at the Faculty of Information (https://ischool.utoronto.ca/).

Salary will be commensurate with qualifications and experience.

All qualified candidates are invited to apply online by clicking the link below. Applicants must submit a cover letter; a current curriculum vitae; a research statement outlining current and future research interests (1-2 pages); one recent publication (of no more than 30 pages); and a teaching dossier to include a teaching statement of 1-2 pages, sample course syllabi (no more than 2), and teaching evaluations.

Applicants must also arrange to have three letters of reference sent directly by the referee via email (on letterhead and signed) to MediaStudiesAssociateSearch@utsc.utoronto.ca by the closing date.

Submission guidelines can be found at http://uoft.me/how-to-apply. We recommend combining attached documents into one or two files in PDF/MS Word format. If you have any questions about this position, please contact MediaStudiesAssociateSearch@utsc.utoronto.ca.

All application materials, including reference letters, must be received by October 30, 2019.

The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from racialized persons / persons of colour, women, Indigenous / Aboriginal People of North America, persons with disabilities, LGBTQ persons, and others who may contribute to the further diversification of ideas.

As part of your application, you will be asked to complete a brief Diversity Survey. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see http://uoft.me/UP.

All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.

December 12-13, 2019

UNSW Sydney 

Deadline: September 13, 2019

The contemporary media landscape is shaped by increasing precarity and awareness of gendered issues. The global screen industry is grappling with the cultural and industrial shifts precipitated by the #MeToo and Time’s Up movements. For some, the Harvey Weinstein revelations and subsequent scandal resulted in a re-evaluation of the gendered operation of Hollywood. The industry has responded on the red carpet, through the media and in film festival juries. What role do – and can – forms of film feminisms (or cine-feminism) play within this context?

This symposium will explore questions around the state, place and forms of contemporary cine-feminisms. There is little question that women’s filmmaking is gaining new currency and profile in film festivals, in film funding and in academic publishing. Calls for greater gender equity in the film industry are resulting in shifts in the ways (some) film funding bodies allocate resources and in how (some) film festivals select and program work. Decades of lobbying by women working both within and on the margins of the film industry have been the driving force in creating these shifts, often in engagement with the long history of feminist film scholarship on the work of women behind the camera, in front of the camera, and in front of the screen. The recent commitments to greater gender equity in the film industry can also, of course, be understood as one way that the industry has responded to negative publicity (in particular, the high-profile cases of sexual harassment, sexual assault and gender-based discrimination that have captured public attention) and economic opportunity (targeting female viewers).

While this (re)newed interest in women’s filmmaking has been enabled by cine-feminisms to what extent and in what ways does – or can – it create opportunities for feminist teaching and research in the academy? What place does cine-feminism have in the academy today? When, where and how does it shape and inform how both film history and film theory are understood and taught and how questions of authorship, genre, performance, intermediality, and industry are explored? In the shifting university sector, are there particular issues that cine-feminist work bumps up against in terms of syllabus design, recognition of engagement and outreach, research funding and publications?

We invite proposals on any area related to cine-feminisms/film feminisms, including but not limited to:

• Contemporary and historical cine- and media feminisms
• Feminist screen theories and pedagogy
• “Doing” feminist screen studies
• Feminist cine-activisms – on screen, online, in press, on the streets
• Diverse feminist screen cultures in the digital age

Keynote will be delivered by Dr Anna Backman Rogers (University of Gothenberg, Sweden)

Dr Anna Backman Rogers is a Senior Lecturer in Feminism and Visual Culture at the University of Gothenburg, Sweden. She is the author of American Independent Cinema: Rites of Passage and The Crisis Image (Edinburgh UP, 2015) and Sofia Coppola: The Politics of Visual Pleasure (Berghahn 2018). She is also the co-editor with Laura Mulvey of Feminisms (Amsterdam UP, 2015) and the co-editor with Boel Ulfsdotter of Female Authorship and the Documentary Image: Theory, Practice and Aesthetics and Female Agency and Documentary Strategies: Subjectivities, Identity, and Activism (both with Edinburgh UP, 2017). Her current research is on the films of Lynne Ramsay and Barbara Loden’s WANDA.

CFP closes 13th of September 2019. Please send your proposals including a title, an abstract (250 words), and a short biography (80 words) to Dr Jessica Ford (jessica.ford@newcastle.edu.au) and Dr Jodi Brooks (j.brooks@unsw.edu.au) by 13th of September 2019.