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Focus: Kaiser Family Foundation reported that young people in the U.S. spent 7.38 hours on media daily, and that they packed a total of 10 hours and 45 minutes worth of content media into 7.38 hours of media use (Rideout, Foehr, and Roberts, 2010). This media multitasking phenomenon has captured the attention of both popular media and scholarly communities, with some people excited about the possible new cognitive abilities and social skills (e.g., Prensky, 2001), while others are concerned about the possible lack of focus, attention, or self-regulation (e.g., Carr, 2010; Jackson, 2008). "New technologies such as blogs, wikis, massively multiplayer online games, social networking technologies and video- and music-dissemination technologies have rapidly spread, by means of the Internet, each with additional, new literacy forms and functions that are reshaped by social practices…literacy has now come to mean a rapid and continuous process of change in ways in which we read, write, view, listen, compose, and communicate information." (Coiro, Knobel, Lankshear & Leu, 2008, p. 5). Literacy scholars and educational technologists are trying to understand whether and how new media and technologies are impacting young people’s cognition, emotion, and behaviors. Do children growing up in a wired environment learn differently? To what extent are the behaviors associated with new media contributing to or interfering with meaningful and purposeful learning? How can educators reach tech-savvy learners, motivate them for lifelong learning, and help them develop expertise and skills that advance the healthy growth of human beings and our society? Various dimensions including but not limited to time, technology, brain capacity, attention, self regulation, cognitive load, and individual differences contribute to the complexity of understanding issues related to new media literacy. With is special issue, we invite researchers, scholars and practitioners to contribute research findings and discussions on issues such as
Reference: Carr, N. (2010). The Shallows: What the Internet Is Doing to Our Brains. NYC: W.W. Norton & Company. Coiro, J., Knobel, M., Lankshear, C., & Leu, D. (2008). Central issues in new literacies and new literacies research. In J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of Research on New Literacies (pp. 1-21).New York: Lawrence Erlbaum Associates. Jackson, M. (2008). Distracted: The erosion of attention and the coming dark age. Amherst, NY: Prometheus Books. Prensky, M. (2001). Digital game-based learning. Columbus, OH: McGraw-Hill. Rideout, V.J., Ulla G. Foehr, and Donald F. Roberts. 2010. Generation M2 Media in the lives of 8- to 18 year-olds. Menlo Park, CA: Kaiser Family Foundation. Who May Submit: Submissions are welcome from researchers, teachers, professors, librarians, trainers, administrators, and graduate students. Please identify your submission with keyword: MEDIA-9 Submission deadline: On-going submission requests with cut-off date set by issue publication month. See Regular and Short submission deadline. Submission Procedure: http://rapidintellect.com/AEQweb/rufen1.htm 14 PROMOTION VENUES know to this journal |