Calls for Papers (special): International Journal of Mobile and Blended Learning (IJMBL)


Special Issue On: Understanding digital literacy in resource-constrained contexts

Submission Due Date
10/31/2021

Guest Editors
Dr. Cheryl Brown, University of Canterbury, New Zealand.
Dr. Nompilo Tshuma, University of Stellenbosch, South Africa.

Introduction
In higher education globally there has been an exponential growth in the use of various technologies, particularly for teaching and learning. This growth has been fueled by the marketisation of higher education and the need to compete on a global scale, perceptions of the potential of technology to change the structure and process of learning and the desire to equip students with life-long learning skills in order to prepare them for an ever-changing knowledge economy. While these lofty ideals may have been the driver for innovation and increased access to technology and information in higher education, there is now a growing realisation that students need to be socialised into a digitally mediated society. In this book we explore why, as citizens of the global economy, there is a need to focus on contextualised digital literacies. As technology has become more pervasive, our understanding of digital literacy is shifting from those who “have” or “have not” to those who “can” and “can-not” (MacIntyre 2014, Dolan 2016). Over the past six years, digital divide research has moved beyond what is termed first level divides (access) to second- (skills and uses) and third- (outcomes) level digital divides (Schreeder, van Deusen et al 2017). Digital literacy is moving beyond access and skills towards “knowledge of how to effectively use digital technologies for valued social economic and political practices.” (McIntyre 2014: 92). According to UNESCO (2013), disparities are likely to increase not only between those who have and those who do not have access to information and media, but also between those who are able and unable to find, analyse and critically evaluate and apply information and media content for decision-making (p. 12). This is especially relevant in the higher education context. Our view of digital literacy is that it is a socially situated practice. This means practices associated with digital literacy are not “fixed,” nor do they occur in isolation; rather, they evolve in relation to the social, cultural, economic and political changes of a given context. In addition, we do not see digital literacy as a neutral concept but instead ideologically charged, subject to the relations of power and politics.

Objective
This special issue therefore proposes to offer a unique and critical perspective about digital literacy in higher education from countries and contexts with a relative lack of technical, social and/or economic resources, rather than the more dominant technology saturated contexts. The authors will focus on what we can learn from research questions being posed in these contexts, the way digital literacy is being defined and theorised and the practices which are emerging.

Submission Procedure
Researchers and practitioners are invited to submit papers for this special theme issue on Understanding digital literacy in resource-constrained contexts on or before October 10th, 2021. All submissions must be original and may not be under review by another publication. INTERESTED AUTHORS SHOULD CONSULT THE JOURNAL’S GUIDELINES FOR MANUSCRIPT SUBMISSIONS at http://www.igi-global.com/publish/contributor-resources/before-you-write//. All submitted papers will be reviewed on a double-blind, peer review basis. Papers must follow APA style for reference citations.

All inquiries should be directed to the attention of:
Dr. Cheryl Brown,
Dr. Nompilo Tshuma

Guest Editors
International Journal of Mobile and Blended Learning
Email: cheryl.brown@canterbury.ac.nz; ntshuma@sun.ac.za

Special Issue On: Selected Papers from the 20th World Conference on Mobile, Blended, and Seamless Learning (mLearn 2021)

Submission Due Date
11/30/2021

Guest Editors
Dr. Mart Lampare, Tallinn University, Estonia.
Dr. Terje Valjataga, Tallinn University, Estonia.
Dr. Kai Pata, Tallinn University, Estonia.

Introduction
In association with the Editors-in-Chief, this Special Issue will contain selected papers from those presented at the 20th world conference on Mobile, Blended, and Seamless Learning.

Submission Procedure
Researchers and practitioners are invited to submit papers for this special theme issue on Selected Paper from the 20th World Conference on Mobile, Blended, and Seamless Learning on or before November 30th, 2021. All submissions must be original and may not be under review by another publication. INTERESTED AUTHORS SHOULD CONSULT THE JOURNAL’S GUIDELINES FOR MANUSCRIPT SUBMISSIONS at http://www.igi-global.com/publish/contributor-resources/before-you-write//. All submitted papers will be reviewed on a double-blind, peer review basis. Papers must follow APA style for reference citations.

All inquiries should be directed to the attention of:
Dr. Mart Lampare,
Dr. Terje Valjataga,
Dr. Kai Pata.

Guest Editors
International Journal of Mobile and Blended Learning
Emails: martl@tlu.ee; terjev@tlu.ee; kpata@tlu.ee