Category Archives: Adult Education

Journal of Play in Adulthood”

The new “Journal of Play in Adulthood” now has an open call for papers!
This new diamond open access journal (free to read and publish in) would welcome papers from information literacy practitioners and researchers. Research based articles are subject to double blind peer review, but we also welcome articles from practice, extended essays, and reviews that might be of interest to our readers.
Key topics of interest to the journal include the role of play in learning, work, our social and cultural lives, the benefits to individuals and society, and the interrelationship between play and other areas of adult life. The focus of this journal is on play in adulthood to explicitly distinguish it from children’s play, and to highlight that the motivations, contexts, and forms of play are, in many cases, different. In summary, it covers playful living, playful working, and playful learning.

Contact:

Andrew Walsh MSc MCLIP FHEA FRSA IFNTF

University Teaching Fellow, National Teaching Fellow

Academic Librarian for Education and Professional Development.

Editor of the Journal of Play in Adulthood

https://www.journalofplayinadulthood.org.uk

I

Playing and Pedagogy: The Theory and Practice of Teaching with Video Games

Hello all,

I’m writing to announce a call for contributions for a special feature in Films for the Feminist Classroom.

Playing and Pedagogy: The Theory and Practice of Teaching with Video Games

Video games and films—both genres increasingly share tropes in their design, aesthetic, and reliance on narrative plots. Video games often use a short film to introduce players to the rules and characters, and action films can rely so much on computer generated imagery that it’s not clear where the computer ends and the “real world” begins. Moreover, films and video games at some times (re)produce status quo norms and hierarchies and at other times offer a path toward radical social justice. In this sense, both serve as forms of entertainment and instruction, pleasure and discomfort. And both can be useful for teaching skills, ideas, and content for educators in various settings.

Considering these similarities, Films for the Feminist Classroom (https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fffc.twu.edu%2F&data=02%7C01%7Cdxf19%40psu.edu%7Cc25907b16bef4499101708d687b5658e%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C0%7C636845610496606759&sdata=runjDjANceZsx4HP1F4%2BLaLWlopbYQp8OaGDFDbUyys%3D&reserved=0) is developing a special feature about intersections of gaming/film/video media and pedagogy for an upcoming issue. We are looking for contributions that explore gaming in relation to pedagogy and that in some way critically engage or address hierarchies of power and privilege. We also ask contributors to consider topics relevant to gender, sexuality, race, ethnicity, ability, socioeconomic class, religion, and other social, biological, and cultural influences.

We are interested in short essays (1500-2500 words), game reviews, and lesson plans that offer resources for educators who might consider using gaming in their teaching. Proposals are welcome from a range of theoretical and methodological frameworks, that span a range of fields and disciplines, and that explore various media forms, topics, and content. Educators at a variety of phases of their careers—graduate students to retired faculty—and at a variety of locations, including primary and secondary schools, colleges and universities, and community centers, as well as from different countries, are encouraged to submit a proposal.

Proposals may address but are not limited to the following areas:
— crafting a syllabus and/or a unit within a syllabus about gaming
— incorporating game design in lesson plans
— gaming assignments and/or activities that educators could use
— how different educational settings affect the media and pedagogical strategies we use
— rethinking education material and approaches with gaming
— explicitly pedagogical games
— pairing film/video media and readings
— deconstructing and analyzing video games as a class activity
— the cultural dimensions of gaming
— gamergate threats and harassment and the effect on student’s perception of gaming communities
— gender, race, class, sexuality, ability, religion, etc. in relation to video games
— social justice in gaming narratives
— the rhetoric of video games
— experimental or avant garde video games
— pairing film/video media and readings
— how video games can reinforce and disrupt norms
— the relationship between gaming and other participatory and social media platforms

Proposals should be 150-200 words and cite the specific short media you will discuss in the essay. The deadline for submitting proposals is February 20, 2019. If accepted, completed contributions will be due April 15, 2019.

Please submit proposals and direct any questions to ffc@twu.edu or to Agatha Beins at abeins@twu.edu / 940-898-2117. More information about submitting proposals can be found here: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fffc.twu.edu%2Fcall_4_proposals.html&data=02%7C01%7Cdxf19%40psu.edu%7Cc25907b16bef4499101708d687b5658e%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C0%7C636845610496606759&sdata=ZVoFyFUcufriihsokghoYDfse01FmRHnZm5ni%2FlDr6o%3D&reserved=0.

Agatha Beins
Associate Professor
Department of Multicultural Women’s and Gender Studies
Texas Woman’s University
Editor, Films for the Feminist Classroom

Library Instruction Tennessee Annual Conference 2019

Monday, June 3, 2019
Austin Peay State University, Clarksville, TN

libraryinstructiontn.wordpress.com

You are cordially invited to submit a session proposal for the 2nd Annual Library Instruction Tennessee (LIT) conference. The conference is organized by the LIT Steering Committee and will take place at Austin Peay State University’s Morgan University Center on Monday, June 3rd, 2019.

LIT will be a one-day conference with an all-inclusive registration fee of $25.00. The theme for this year’s conference is “Connected, Mindful, Active.” We encourage you to submit your innovative ideas, successes (or failures!), and goals for library instruction so we can share them with the larger library instruction community.

Topics of interest:

Engagement & Outreach

Assessment

Pedagogy/Andragogy

Technology

Reflective Practice & Self Care

…or any other topics you’d like to propose!

Guide for presenters:

Deadline for submissions: February 8th, 2019.

Submit your proposal via the LIT Proposal Submission Form.

Also, please join the conversation on our social media platforms. We encourage sharing information, stories, ideas, and even frustrations. See the links below.

Important Dates

Deadline for submission: February 8th, 2019

Notification of acceptance: March 4, 2019

LIT Conference: June 3, 2019

If you have any questions, please contact:

Email: libraryinstructiontn@gmail.com

Twitter: https://twitter.com/libinstructtn

Facebook: LIT Library Instruction Tennessee

        

We look forward to seeing you at LIT 2019!

Sincerely,

LIT Steering Committee:

Aaron WimerColumbia State Community College

Ashley Roach-FreimanUniversity of Memphis

Becca DeckerRoane State Community College

Jenny HarrisAustin Peay State University

Laura SheetsVolunteer State Community College

Sarah SmithVolunteer State Community College

Global Learn

Princeton-Mercer, NJ

July 10-12, 2019

Proposals due: March 15, 2019

Global Conference on Learning and Technology is an online conference, organized by the Association for the Advancement of Computing in Education (AACE).

This annual conference serves to further the advancement and innovation in learning and technology. As the educational world becomes increasingly global, new ways to explore, learn, and share knowledge are needed. Global Learn is a means to connect and engage creative educators, researchers, consultants, training managers, policy makers, curriculum developers, entrepreneurs, and others in the topics and fields in which they are passionate. Global Learn offers an opportunity to meet and discuss their ideas, findings, and next steps.

Global Learn, the premiere international conference in the field, spans all disciplines and levels of education and is expected to attracts many leaders in the field from 70+ countries around the world.

We invite you to attend Global Learn and submit proposals for presentation.The Conference Review Policy requires that each proposal will be peer-reviewed by for inclusion in the conference program, proceedings book, and online proceedings available on LearnTechLib–The Learning and Technology Library.

TOPICS

The scope of the conference includes, but is not limited to, the following major topics as they relate to Learning and Technology. Sub-topics listed here.

  1. Advanced Technologies for Learning and Teaching
  2. Assessment and Research
  3. Educational Reform, Policy, and Innovation
  4. Evaluation and Quality Improvement Advances
  5. Global Networks, Partnerships, and Exchanges
  6. Innovative Approaches to Learning and Learning Environments
  7. Open Education
  8. Technologies for Socially Responsive Learning
  9. Virtual and Distance Education

Proceedings

Accepted papers will be published in the Proceedings as well as in LearnTechLib, The Learning and Technology Library. These publications will serve as major sources of information for the community, indicating the current state of the art, new trends and new opportunities.

Selected papers may be invited for publication in may be invited for publication in AACE’s respected journals.

Please note that reviewers may reject submissions if the written product shows exceedingly poor grammar or structure. For this reason, all papers and presentations—especially those written by non-native English speakers—should be proofread or copyedited prior to submission.

Paper Awards

Papers present reports of significant work or integrative reviews in research, development, and applications. All presented papers will be considered by the Program Committee for Outstanding Paper Awards. There will also be an award for Outstanding Student Paper (therefore, please indicate with your submission if the primary author is a full-time student).

See previous award papers featured in LearnTechLib, The Learning and Technology Library.

To request further information and keep informed about the Global Learn Conference, click here.

If you have a question about the Global Learn Conference, please send an e-mail to AACE Conference Services

Supporting Lifelong Learning: How Your Library Can Better Serve Adult Learners (LIRT Preconference)

At ALA Annual 2019 in Washington, D.C., the Library Instruction Round Table (LIRT) will host a preconference exploring how libraries of all types can best serve adult learners. We are seeking volunteer panelists for this program. Three sessions will explore different aspects of libraries’ service to this community. If you are interested in presenting, please submit an abstract (of no more than 150 words) indicating in which session you would be interested in participating and explaining what you would plan to present. Please also include the name of the library location where you work. Please submit your abstract by January 25th, 2019 via email to the respective committee member indicated below.
Please note: if you’ve already received a confirmation email from the committee, there is no need to resubmit your abstract.
Session #1: Secret Lives of Online Learners. Panel of 2 librarians who support online/distance learners, as well as 2 actual adult learners enrolled in online courses. Please submit abstract to both Mark Robison and Bridget Farrell (mark.robison@nd.edu and Bridget.Farrell@du.edu).
Session #2: Designing Instruction That’s Right for Adults. Panel of 3 librarians and/or instructional designers who can speak to specific lesson plans and activities that they have used with adult learners. Will also include a workshop component, where participants can get feedback on real lesson plans or instruction ideas. Please submit abstract to both Ted Intarabumrung and Mandi Goodsett (tintarabumrung@rcc.mass.edu and a.goodsett@csuohio.edu).
Session #3: TREMENDOUS! 3 Big Ideas for Marketing Library Services to Adults. Panel of 3 librarians (outreach librarians; subject liaisons; etc.) who can talk about engaging adult patrons with successful programming or about marketing strategies. Please submit abstract to both Bridget Farrell and Mark Robison (Bridget.Farrell@du.edu and mark.robison@nd.edu).
Abstracts will be reviewed by the LIRT Adult Learners Committee.  Finalists will be notified by February 15th, 2019.
Further details about the preconference are provided below.
*****************
Supporting Lifelong Learning: How Your Library Can Better Serve Adult Learners (LIRT Preconference)
Fri, June 21, 2019 – 12:30 PM – 4:00 PM
Location: Walter E. Washington Convention Center
Libraries of all types are seeing increased usage from adult learners.  As these numbers continue to rise, cultivating effective information literacy practices in these learners is becoming increasingly critical.  In this preconference, you will learn how libraries can best support adult learners.
Over the course of this half-day workshop participants will learn:
Firsthand perspectives of adult learners in digital learning environments as well as strategies librarians can employ to develop these learners’ research skills
Methods for designing lesson plans and learning activities for adult learners
Tactics for engaging adult patrons through successful programming and marketing strategies.
This preconference will be of interest to librarians in both public and academic libraries as well as librarians working in any setting with adult learners. The preconference will include speakers from a variety of library settings, sharing their perspective on supporting adult learners. Refreshments will be provided.
This preconference is presented by the LIRT Adult Learners Committee.

Dear colleagues,

At ALA Annual 2019 in Washington, D.C., the Library Instruction Round Table (LIRT) will host a preconference exploring how libraries of all types can best serve adult learners. We are seeking volunteer panelists for this program. Three sessions will explore different aspects of libraries’ service to this community. If you are interested in presenting, please submit an abstract (of no more than 150 words) indicating in which session you would be interested in participating and explaining what you would plan to present. Please also include the name of the library location where you work. Please submit your abstract by January 25th, 2019 via email to the respective committee member indicated below.

Session #1: Secret Lives of Online Learners. Panel of 2 librarians who support online/distance learners, as well as 2 actual adult learners enrolled in online courses. Please submit abstract to Mark Robison (mark.robison@nd.edu).

Session #2: Designing Instruction That’s Right for Adults. Panel of 3 librarians and/or instructional designers who can speak to specific lesson plans and activities that they have used with adult learners. Will also include a workshop component, where participants can get feedback on real lesson plans or instruction ideas. Please submit abstract to Ted Intarabumrung (tintarabumrung@rcc.mass.edu).
Session #3: TREMENDOUS! 3 Big Ideas for Marketing Library Services to Adults. Panel of 3 librarians (outreach librarians; subject liaisons; etc.) who can talk about engaging adult patrons with successful programming or about marketing strategies. Please submit abstract to Bridget Farrell (Bridget.Farrell@du.edu)

Abstracts will be reviewed by the LIRT Adult Learners Committee.  Finalists will be notified by February 15th, 2019.

Further details about the preconference are provided below.
Supporting Lifelong Learning: How Your Library Can Better Serve Adult Learners (LIRT Preconference)
Fri, June 21, 2019 – 12:30 PM – 4:00 PM
Location: Walter E. Washington Convention Center
Libraries of all types are seeing increased usage from adult learners.  As these numbers continue to rise, cultivating effective information literacy practices in these learners is becoming increasingly critical.  In this preconference, you will learn how libraries can best support adult learners.
Over the course of this half-day workshop participants will learn:
  • First-hand perspectives of adult learners in digital learning environments as well as strategies librarians can employ to develop these learners’ research skills
  • Methods for designing lesson plans and learning activities for adult learners
  • Tactics for engaging adult patrons through successful programming and marketing strategies.

This preconference will be of interest to librarians in both public and academic libraries as well as librarians working in any setting with adult learners. The preconference will include speakers from a variety of library settings, sharing their perspective on supporting adult learners. Refreshments will be provided.

This preconference is presented by the LIRT Adult Learners Committee.

Makerspaces for Innovation and Research in Academics (MIRA)

CALL FOR PROPOSALS NOW OPEN!!!

Submit proposals here: https://goo.gl/forms/lBf3NchJGU98pelJ3

The Makerspaces for Innovation and Research in Academics (MIRA) conference planning Committee seeks proposals for its second annual conference at University of La Verne, La Verne, CA on July 10-11, 2019.

The MIRA Conference seeks to bring together a group of makers, librarians, educators and practitioners for a day of presentations, workshops, discussions and networking. We encourage participation from all types of libraries, institutions and organizations.

Sessions can include, but are not limited to, the following areas:

·         How to set up a makerspace (costs, safety, staffing, training, location, value and buy-in, etc.)

·         How universities and schools are facilitating learning through making (hands-on training, integration into the curriculum, etc.)

·         Role of makerspaces in libraries and museums

·         How makerspaces inspire innovation and entrepreneurship (prototyping, disruptive technologies)

·         Future directions of makerspaces in education

·         Maker projects and concepts relating to machine learning, artificial intelligence, virtual reality and augmented reality

·         Environmental effects of makerspaces and systems put in place to reduce impact

·         Assessment of makerspaces and making

·         Using makerspaces to create partnerships

·         Civic and community engagement in makerspaces

Session Types (Active learning and interactive sessions are encouraged):

·         Pre-Conference Workshop (3 hours): An in-depth, interactive, hands-on, deeper and thorough exploration of a topic. Presenter will need to

bring their own equipment and supplies.

·         Workshop (45 mins): A hands-on training session. Presenter will need to bring their own equipment and supplies.

·         Lightning Talk (5 mins): A 5 minute session to share a quick overview of your ideas, experience, and programs.

·         Presentation (20/45 mins): A session that can include ideas, experiences, original research, engaging discussion questions or activities.

·         Roundtable Discussion (45 mins): A session that offers conversations in a casual, round table setting.

·         Panel Discussion (45 mins) : A session that brings together 2-5 presenters into a cohesive conversation intended to engage audience members.

·         Makerspace Exhibit (30 mins): A session that offers an opportunity to showcase your makerspace and its programming and services in an informal setting.

Proposal Submission Deadline: Feb 19, 2019

Notification of Acceptance: April 15 2019

Conference Registration Opens: Mar 18, 2019

If you have any questions, contact Vinaya Tripuraneni, Planning Committee Chair, atvtripuraneni@laverne.edu.

Educational Technology Research & Development Special Issues Proposals

General Call for Special-Issue Proposals — ETR&D

General Call for Special-Issue Proposals — ETR&D

Educational Technology Research & Development (ETR&D) is soliciting Special-Issue proposals.

This call is open, and all submissions will be reviewed quarterly. The Research, Development, and Cultural and Regional Perspectives Editors will manage the proposal review process.

We invite your proposal which should contain: (a) Guest Editor(s)’ name(s), 2-page CV(s), and contact information; (b) Special-Issue title; (c) Special-Issue focus, scope, and rationale; (d) likely authors (they need not be confirmed in a proposal) and/or a process for recruiting authors who can deliver good papers; (e) a sample publication or a potential contribution if available; and (f) likely reviewers and/or a process for recruiting reviewers who can deliver good reviews.

A Special Issue should consist of 8 to 12 papers (between 5000 and 7000 words including references). The Guest Editor(s) should contribute an introductory piece to the Special-Issue.
Authors and Guest Editors need not be members of AECT (Association for Educational Communications & Technology; see https://www.aect.org), which sponsors ETR&D, or have previously published in ETR&D. With oversight from an Editor, Guest Editors manage the review process, which takes place according to standard peer-review practice within the editorial management system (www.edmgr.com/etrd). This includes selecting reviewers from the standard pool of reviewers and possibly adding new reviewers (who need to be established scholars with strong publication records), submitting feedback to authors, and making a final recommendation of acceptable papers for the Special-Issue to the ETR&D Editor. All Special-Issues are subject to the standard double-blind review process, and initial submissions should not contain any author-identifying information (includes using only “author” and year of publication for any citations and references involving any of the authors). ETR&D follows APA-6 guidelines.

The General Special-Issue Proposal review process is as follows:

  • The General Special-Issue proposals are submitted to the ETR&D Editors online at the address: https://unt.az1.qualtrics.com/jfe/form/SV_d4gYA9D7JN8cS4B
  • ETR&D Editors conduct an initial review
  • Editorial Board assesses and votes on the special-issue proposals
  • ETR&D Editors notify results of review
  • Timeline set for selected Special Issues
  • Guest Editor(s) begins Special-Issue tasks including writing the introductory piece for the Special Issue

The General Special-Issue papers can and should span the full range of research, development, and cultural/regional issues addressed in the journal. It is desirable to have papers that represent multiple perspectives from a variety of research groups. Each paper should not have been submitted elsewhere or previously published, and must represent an original contribution. Please submit your proposal whenever it is ready at the ETR&D General Call for Special-Issue Proposals (https://unt.az1.qualtrics.com/jfe/form/SV_d4gYA9D7JN8cS4B)

The Editors, ETR&D

Feminist Collaborations: Intersectional and Transnational Teaching & Learning

Co-editors Isis Nusair and Barbara Shaw are soliciting abstracts for
inclusion in an anthology that focuses on feminist collaborations and the
radical interconnectedness between pedagogy, theory and practice. We seek
cutting edge work that scholars-teachers-activists are engaging with that
goes beyond valuing collaboration abstractly to engaging it and linking
theory to practice in building feminist/women’s/gender/ LGBTQ+ communities.
This project emerges out of three women’s, gender & sexuality curriculum
institutes funded through the Great Lakes College Association (GLCA) and in
which contributors drew on and returned to the work of Richa Nagar,
AnaLouise Keating, Chandra Mohanty, Jacquie Alexander, Ann Russo, and
others to think through feminist-queer collaborations and pedagogies. Our
call for abstracts invites scholars-educators-activists broadly to focus on
the connection between theory and practice in the process of teaching and
learning, and how to develop strategies for doing collaborative work in an
expansive field of study within and across institutional boundaries. The
aim of the anthology is to fill a vacuum in pedagogy especially on how to
teach intersectionality and transnationalism. It will focus on theorizing
pedagogical approaches and providing resources (media and visuals, syllabi
and assignments) for teaching introductory, theory & method, capstone and
special topics courses in an expanding field. This will help in faculty
development and building local, regional, and transnational connections
that imagine its purpose beyond institutionalization and actively
contributes to socio-political change.

Please send 250-300 word abstracts to Barbara Shaw ( bshaw@allegheny.edu )
and Isis Nusair ( nusairi@denison.edu ) by December 20, 2018. Further
inquiries are welcome. Publishers have expressed interest in the volume and
we will be crafting the book proposal based on selected abstracts.

The Journal of Interactive Technology and Pedagogy

For more information go to https://jitp.commons.gc.cuny.edu/call-for-submissions/

General Issue Call for Submissions: Deadline November 15, 2018
Call for Submissions: Sections of the Journal

The Journal of Interactive Technology and Pedagogy
General Issue

Issue Editors:
Luke Waltzer, The Graduate Center, CUNY
Lisa Brundage, Macaulay Honors College, CUNY

Editorial Associate:
Teresa Ober, The Graduate Center, CUNY

 

The Journal of Interactive Technology and Pedagogy (JITP) seeks scholarly work that explores the intersection of technology with teaching, learning, and research. We are interested in contributions that take advantage of the affordances of digital platforms in creative ways. We invite both textual and multimedia submissions employing interdisciplinary and creative approaches in the humanities, sciences, and social sciences. Besides scholarly papers, the submissions can consist of audio or visual presentations and interviews, dialogues, or conversations; creative/artistic works; manifestos; or other scholarly materials, including work that addresses the labor and care considerations of academic technology projects.

All work appearing in the Issues section of JITP is reviewed by the issue editors and independently by two scholars in the field, who provide formative feedback to the author(s) during the review process. We practice signed, as opposed to blind, peer review. We intend that the journal itself—both in our process and in our digital product—serve as an opportunity to reveal, reflect on, and revise academic publication and classroom practices. Additionally, all submissions will be considered for our “Behind the Seams” feature, in which we publish dynamic representations of the revision and editorial processes, including reflections from the authorial and editorial participants.

Research-based submissions should include discussions of approach, method, and analysis. When possible, research data should be made publicly available and accessible via the Web and/or other digital mechanisms, a process that JITP can and will support as necessary. Successes and interesting failures are equally welcome. Submissions that focus on pedagogy should balance theoretical frameworks with practical considerations of how new technologies play out in both formal and informal educational settings. Discipline-specific submissions should be written for non-specialists.

As a courtesy to our reviewers, we will not consider simultaneous submissions, but we will do our best to reply to you within three months of the submission deadline. The expected length for finished manuscripts is under 5,000 words. All work should be original and previously unpublished. Essays or presentations posted on a personal blog may be accepted, provided they are substantially revised; please contact us with any questions at editors@jitpedagogy.org.

For further information on style and formatting, accessibility requirements, and multimedia submissions, consult JITP’s accessibility guidelinesstyle guide and multimedia submission guidelines.

Important Dates

Submission deadline for full manuscripts is November 15, 2018. Please view our submission guidelines for information about submitting to the Journal.