CALL FOR DIGITAL PRESENTATIONS
Participation, Equity and Inclusion: L2DL Digital Literacies (L2DL) Symposium
EXTENDED ABSTRACT DEADLINE: June 18th, 2018
Click here for a printable CFP [PDF]
Digital media have changed the ways in which we communicate and connect and thus have also pushed us to reshape how we teach and learn languages. Within discussions of second language learning/teaching and biliteracy development, the educational potential of digital media is often cast in celebratory tones. The 2018 L2DL symposium aims to contribute to and expand these discussions by considering the ways in which technologies can not only enable new forms of interaction, authorship, and access, but also the ways in which participation in digital spaces is rarely full and equitable, but is more often than not fraught with questions of access, legitimacy, and symbolic power.
With invited speakers:
Carol Brochin, University of Arizona
Susan Herring, Indiana University
Judy Kalman, Centro de Investigacion y Estudios Avanzados del IPN
Bonny Norton, University of British Columbia
Illona Vandergriff, San Francisco State University
This hybrid symposium is sponsored by the Center for Educational Resources in Culture, Language and Literacy (CERCLL, a Title VI National Language Resource Center in the College of Humanities at the University of Arizona) together with the Technology-Enhanced Language Learning Initiative and with support from other units at the University of Arizona. The 2018 L2DL symposium includes a week of online presentations and discussions and culminates on October 20 with a day of in-person/live streamed talks by invited speakers.
Digital presentations will be hosted online during the week of October 15. Asynchronous fora (discussion threads) will allow for question-and-answer during the entire week. Details on formatting, hosting, and submitting final presentations will be provided to accepted presenters. (See presentations prepared for the 2016 L2DL symposium for previous examples of this format.)
Research studies, theoretical think pieces, and exemplary practices are all equally welcome. We particularly encourage contributions to address this year’s special theme, Participation, Equity and Inclusion, but presentations that address other aspects of L2 Digital Literacies will be considered as well.
Possible topics for the special theme might include, but are not limited to the following:
- Critical interrogations and empirical investigations into how digital technologies shape and are shaped by social inequities
- The role digital literacies can play in designing autonomous and agentive learning as well as in creating spaces for inclusive and equitable participation in formal and informal learning
- New forms of participation enabled through technology-mediated communication in formal language learning contexts, such as language courses and study abroad programs
- Research methodologies and best practices for studying L2 digital literacies, as well as critical reflections on the blind spots of these same methodologies
- Teacher professional development and agency in relation to L2 digital literacies
Additionally, presentations might engage with broader discussions related to L2DL, including digital literacies…
- as multimodal
- as everyday and academic
- and informal learning
- and particular practices and platforms (i.e. digital gaming, social media, telecollaboration)
- and questions of agency, authorship, & identity
- and multilingualism
- research methods
- teacher education
To submit a proposal, please send an email with your name, title, institution, and a 350 word abstract describing your proposed presentation to email@example.com by the extended submission deadline of June 18, 2018.
Receipt of your proposal will be acknowledged by email within three business days. The symposium commitee will review these proposals and presentation acceptance status emails will be sent by July 6, 2018. Complete presentations will be due on September 28, 2018.
This event is funded by a grant from the US Department of Education that supports the Center for Educational Resources in Culture, Language and Literacy (CERCLL); and sponsored by the College of Humanities and College of Social and Behavioral Sciences at the University of Arizona.