Parents – Educators – Media Literacy. Parents and Educators on the Intersection of Acquisition and Teaching of Media Literacy

Edited by Thorsten Naab, Alexandra Langmeyer, Ruth Festl and Sarah Malewski

Please submit your abstract until 30 September 2020 at https://www.medienpaed.com/about/submissions ein. Please also find the author guidelines there.
Call for Papers as PDF

Without a doubt, media are now important in almost all private and public areas of children and young people’s lives. Nearly all households have extensive media equipment and the use of a wide variety of media offerings is one of the most popular leisure activities among children and young people (Feierabend, Rathgeb, and Reutter 2019). In school and vocational training, media play an increasingly important role in integrating them into everyday learning (Bock and Macgilchrist 2019) and an examination of children’s use of media also takes place in the context of early education (Otterborn, Schönborn, and Hultén 2019; Knauf 2018).

There is a broad consensus in the existing research literature that parents and educators can make a significant contribution to controlling media influences through media education and media literacy (Hobbs 2017; Pfetsch 2018; Süss, Lampert, and Trültzsch-Wijnen 2018). Numerous researchers are concerned with the individual media competences of children and young people (Hobbs 2017) as well as the conditions and consequences of the practices and rules of media use lived in everyday life (Livingstone et al. 2017). Other research projects focus on the monitoring and evaluation of media-pedagogical inventions and materials (Potter and Thai 2019) or examine social and structural conditions of media competence promotion, for example with regard to media-pedagogical training of educators (Müller and Prange 2017) or the development of technological infrastructure (Bertschek et al. 2018).

In the context of these discussions, researchers also describe the challenges that media change poses for parents and educators.

With the present call for papers we would like to focus on this area of tension between the acquisition and communication of media competence and ask how this influences the media-pedagogical actions of parents and educators. We therefore invite submissions of theoretical reflections, concrete media-pedagogical concepts and empirical studies that deal in particular with the following aspects:

• Which forms of parental and pedagogical appropriation and mediation of media and media competences can be found?

• What points of friction do parents and educators perceive when dealing with their own expertise, the validity of their knowledge and the accessibility of children’s media environment?

• What are the points of friction between parental and institutional media education?

• How are appropriation and mediation strategies negotiated in families and institutions with heterogeneous perspectives on media use and media competences (e.g. with regard to generational and interest diversity)?

• How stable are media competences and the practices of media competence mediation in terms of temporal constancy and cross-media validity?

• What opportunities, developments and consequences can be identified in the context of the Covid 19 pandemic with regard to homeschooling, digital school/childcare facilities and parental and educational media literacy?

We invite scientists, educational practitioners and media educators, to submit abstracts of up to 1.000 words plus references in electronic form by 30 September 2020 at: https://www.medienpaed.com/about/submissions. The editors will inform about the preliminary acceptance of the contribution by mid October 2020.

Full texts must be submitted by 15 January 2021 and will then be reviewed in a double-blind peer-review. The final decision will be sent out in Spring 2021. Contributions should be written according to the instructions for manuscript submission (http://www.medienpaed.com/about/submissions#authorGuidelines).

With the planned Special Issue, we want to reflect the discussion within the field of media literacy and media pedagogy. For this reason, we will ask for responses from colleagues for all accepted contributions and include them in the Special Issue. The publication of a subsequent response by the authors is expressly desired. Authors are given the opportunity to comment on this before publication.

Via:
https://www.medienpaed.com/about/submissions

Deadline for Abstracts: 30 September 2020

Publication:
Special issue of the journal MedienPädagogik

Note:
Please prepare full texts to timely submit upon notification.
Contributions submitted in English or German should be original and should not be under consideration elsewhere. The total character count should be less than 40.000 characters (including spaces, without abstract, and without references). A narrative abstract of 150–200 words briefly describes the main issues, significant results and conclusions. Contributions must be submitted with an English and German title and abstract.

In order to promote young scholars’ participation, we are awarding the best young scholar paper. It is intended to be awarded for particularly successful submissions by young researchers. Young scholars are considered to be persons who have acquired the right to pursue a doctorate, who are scientifically (research, teaching, applied science) engaged in subjects of communication and media science and who are not employed in permanent positions without the possibility of further qualification. These include in particular pre-doctoral candidates, doctoral candidates, post-doctoral candidates, junior professors, substitute professors and professors with tenure track. In order to participate in the best young scholar paper award, a young scholar must be the main or sole author of the submitted paper. Young scholarship should be indicated on the cover sheet of the submission.

The editors will decide on the awarding of the Best Young Scholar Paper Award on the basis of the reviews of the submissions. The funding amount of 450 Euro is to be used for a proof-reading of the submission accepted for publication.

• Thorsten Naab (German Youth Institute),
• Alexandra Langmeyer (German Youth Institute),
• Ruth Festl (Knowledge Media Research Center)
• Sarah Malewski (Frankfurt University of Applied Sciences)

Bertschek, Irene, Wolfgang Briglauer, Daniel Erdsiek, Reinhold Kesler, Thomas Niebel, Johannes Bersch, Julia Bartel, Marcus Klein, und Martin Reinhard. 2018. «Metastudie zur Bestandsaufnahme des Digitalen Ökosystems NRW: Für das Ministerium für Wirtschaft, Innovation, Digitalisierung und Energie des Landes Nordrhein-Westfalen». ZEW-Gutachten und Forschungsberichte. Mannheim: Zentrum für Europäische Wirtschaftsforschung (ZEW). http://hdl.handle.net/10419/180898.

Bock, Annekatrin, und Felicitas Macgilchrist. 2019. «Mobile Media Practices of Young People in ‹safely Digital›, ‹enthusiastically Digital›, and ‹postdigital› Schools». MedienPädagogik: Zeitschrift Für Theorie Und Praxis Der Medienbildung 35 (Oktober): 136–56. https://doi.org/10.21240/mpaed/35/2019.10.23.X.

Feierabend, Sabine, Thomas Rathgeb, und Theresa Reutter. 2019. KIM-Studie 2018. Kindheit, Internet, Medien. Basisuntersuchung zum Medienumgang 6- bis 13-Jährige. Herausgegeben von Medienpädagogischer Forschungs-verbund Südwest (mpfs). Stuttgart: mpfs. https://www.mpfs.de/fileadmin/files/Studien/KIM/2018/KIM-Studie_2018_web.pdf.

Hobbs, Renee. 2017. «Chapter 13 - Measuring the Digital and Media Literacy Competencies of Children and Teens». In Cognitive Development in Digital Contexts, herausgegeben von Fran C. Blumberg und Patricia J. Brooks, 253–74. San Diego: Academic Press. https://doi.org/10.1016/B978-0-12-809481-5.00013-4.

Knauf, Helen. 2018. «Die Nutzung digitaler Medien in der Kita entdramatisieren: Replik auf den Beitrag von Fröhlich-Gildhoff und Fröhlich-Gildhoff in Frühe Bildung, 6 (4)». Frühe Bildung 7 (2): 114–16. https://doi.org/10.1026/2191-9186/a000374.

Livingstone, Sonia, Kjartan Ólafsson, Ellen J. Helsper, Francisco Lupiáñez-Villanueva, Giuseppe A. Veltri, und Frans Folkvord. 2017. «Maximizing Opportunities and Minimizing Risks for Children Online: The Role of Digital Skills in Emerging Strategies of Parental Mediation: Maximizing Opportunities and Minimizing Risks». Journal of Communication 67 (1): 82–105. https://doi.org/10.1111/jcom.12277.

Müller, Antje, und Mathis Prange. 2017. «Medienkompetenz multiplizieren? Entwicklung eines Multiplikator/-innenkonzepts im Lehramtsstudium». MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 28 (Februar): 74–84. https://doi.org/10.21240/mpaed/28/2017.02.28.X.

Otterborn, Anna, Konrad Schönborn, und Magnus Hultén. 2019. «Surveying Preschool Teachers’ Use of Digital Tablets: General and Technology Education Related Findings». International Journal of Technology and Design Education 29 (4): 717–37. https://doi.org/10.1007/s10798-018-9469-9.

Pfetsch, Jan. 2018. «Jugendliche Nutzung digitaler Medien und elterliche Medienerziehung – Ein Forschungsüberblick». Praxis der Kinderpsychologie und Kinderpsychiatrie 67 (2): 110–33. https://doi.org/10.13109/prkk.2018.67.2.110.

Potter, W. James, und Chan L. Thai. 2019. «Reviewing Media Literacy Intervention Studies for Validity». Review of Communication Research 7 (1): 38–66. https://doi.org/10.12840/ISSN.2255-4165.018.

Süss, Daniel, Claudia Lampert, und Christine W. Trültzsch-Wijnen. 2018. Medienpädagogik. Ein Studienbuch zur Einführung. 3. Aufl. Wiesbaden: Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-19824-4.