Please note that the deadline for the following CFP has been extended to September 20th.
Currents in Electronic Literacy (ISSN 1524-6493) is now accepting submissions for a special issue--"Whose Web Is It Anyway?"--to be published in the fall of 2002. Completed articles for this issue are due September 20,2002.
The surge in the use of technology and the Internet in education and more generally in society has had an enormous impact on those who learn and those who teach in a wired culture. The changes in technology over thepast decade have left an enduring footprint that has altered the landscape of education and other cultural forms. This transformation raises important questions related to Currents' interest in the intersections of technology with literary and cultural studies, writing, teaching, and literacy. Among these questions are the following:
How has the proliferation of new multi-media forms affected interaction among people, including the dialogue in the classroom?
What changes in education will be required in order to bridge the
"high-tech generation gap"--the cultural differences between those who grew up "high-tech" (more and more students) and those who are learning as they go (most academics)?
How does the Internet limit or offer new possibilities for different groups of people, including those with low incomes, those with disabilities, and others?
How has the Internet and the increase in collaborative Web publishing affected authorship and ownership and our conception of these ideas, and what challenges does the Internet raise for academic publications?
What role does technology play in cultural memory and cultural literacy?
Currents is seeking articles on all aspects of these intersections among technology, literacy, education, and culture. We also welcome articles that address literary, critical, theoretical, aesthetic, and teaching issues, as well as authorship, ownership, programming, and visual literacy. While our focus for the Fall 2002 issue will be these issues, we also welcome submissions on any aspect of electronic literacy for this issue.
Currents is a semi-annual electronic journal published by the Computer Writing and Research Lab of the Division of Rhetoric and Composition at The University of Texas at Austin. Currents' purpose is to provide for the scholarly discussion of issues pertaining to electronic literacy, widely construed. In general, Currents seeks work addressing the use of electronic texts and technologies in reading, writing, teaching, and learning in fields including but not restricted to the following: literature (in English and in other languages), rhetoric and composition, languages (English, foreign, and ESL), communications, media studies, and education.
You can visit Currents' Fall 2001 issue and our archives at the web address below.
Currents is particularly interested in work which takes advantage of the hypertext possibilities afforded by our World Wide Web publication format,as well as articles concerning the use of emergent electronic technologies. To this end, we gladly accept articles with graphics, sound, and hyperlinks submitted as HTML documents. We ask, however, that such submissions adequately consider reader-access issues. For instance, we ask that submissions incorporate such accommodations as the inclusion of tags in any image and the use of content tags (e.g., citation and emphasis tags) instead of the corresponding physical markup tags(e.g., italics and bold tags) whenever possible. For detailed information about making Web documents accessible to people with disabilities, please refer to the World Wide Web Consortium's Web Content Accessibility Guidelines 1.0 at http://www.w3.org/TR/WAI-WEBCONTENT/.
Currents is also pleased to publish essays in more traditional formats. Please submit these essays either in HTML format, Word 97/98 and 2000 format, or Rich Text Format (RTF). We accept electronic submissions by email at email@example.com as well as on 3.5" floppy or Zip disks by post to the address below.
All submissions should adhere to MLA style guidelines for citations and documentation. Currents reserves all copyrights to published articles and requires that all of its articles be housed on its Web server.
If you have any questions, please contact the Currents editorial staff at the email address below.
Currents in Electronic Literacy
c/o Computer Writing and Research Lab
Parlin 3, University of Texas at Austin
Austin, TX 78712
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