>
>
>CALL FOR PROPOSALS: NOVEMBER 1ST DEADLINE!!
>
>National Council of Teachers of English Assembly for Research
>
>Mid-Winter Conference
>
>Peabody College of Vanderbilt University, Nashville Tennessee
>
>February 23-25, 2007
>
><http://education.umn.edu/NCTEAR/default.html>http://education.umn.edu/NCTEAR/default.html
>
>What Counts as Literacy? Living Literacies of the Body and Image
>
>The Assembly for Research of the National
>Council of Teachers of English announces a
>conference on "What Counts as Literacy: Living
>Literacies of the Body and Image" to be held on
>Feb. 23rd-25th, 2007, at Peabody College of
>Vanderbilt University in Nashville. In recent
>years, interest in new literacy practices that
>involve the body and the image has rapidly
>increased among educators. Clearly, literacy has
>always involved material, embodied practices and
>disciplines, and even print texts involve visual
>and often aesthetic elements. Yet, the rapid
>expansion of new media, the possibilities of
>digitization to blend old and new visual forms,
>and the new and rapid circulations of
>multi-modal texts calls for theory building,
>research, and new forms of educational practice.
>At this conference, our plan is to further
>expand our research, teaching, and critical
>imaginations in relation to an expansive
>definition of literacy that includes visual
>texts, broadly defined (e.g., photographs,
>moving images, maps, digital game worlds,
>advertisements) and embodied performances and
>representations (e.g., drama, performance
>pieces, group interactions, representations of
>raced and gendered bodies, body art). We also
>welcome topics that examine how bodies are
>institutionally 'read' in ways that grant or
>deny access to particular forms of literacy over
>others.
>
>As we share theories, methods, and new practices
>for re-conceiving of literacy education as
>multi-modal and embodied, we wish to do so with
>a critical edge that interrogates such "new
>literacies." For whom are literacies of the body
>and image "alive" or accessible? Whom do such
>literacies serve? How do literacies of the body
>and image interrupt or reproduced social
>inequities? Whose bodies are viewed as literate
>in schools and other institutions? How might
>such practices and texts serve as mediational
>means for acquiring traditional literacy
>practices? Following the tradition of NCTEAR,
>such questions about equity and social justice
>will inform the core of our collective
>conversation around literacies of the body and
>image.
>
>We welcome conference proposals grounded in
>diverse theoretical and methodological
>perspectives, including, among others: semiotic
>analysis, sociocultural studies, performance
>theory, critical race theory, film theory,
>critical discourse analysis, poststructural
>analysis, historical studies, and others. We
>invite proposals that focus on empirical
>research, including teacher/action research, as
>well as conceptual/theoretical work.
>
>The following questions are offered as a guide
>to our collective dialogue and inquiry; we
>welcome proposals that address these or related
>issues:
>
>* How might social practices with bodies and
>images be used to scaffold literacy learning
>with traditional print texts? What are the
>problems inherent in taking such a scaffolding
>perspective that might be viewed as privileging
>print?
>
>* What are the current roles of visual and
>embodied literacies in the lives of socially and
>culturally diverse children, youth, and adults
>in out-of-school settings? What are the roles of
>such practices in school? The workplace?
>
>* What are the possiblities of current methods
>of investigation regarding embodied and visual
>literacies? How are such methods infused with a
>print perspective, and how might they be
>reconceptualized?
>
>* How do current literacy research methods, such
>as ethnography, include bodies and images in
>their modes of theory-building and
>representation? How might we re-imagine research
>representation? For embodied practices, what are
>the limits of representationalism?
>
>* How have visual and embodied literacies been
>incorporated into teacher education and what are
>the barriers to reconceiving teacher education
>in this way?
>
>* How does current educational policy (e.g.
>NCLB) affect literacy pedagogies that seek to
>incorporate multimodal and embodied literacies?
>
>* What embodiments of literacy are privileged in
>schools, families, community organizations and
>other sites, and what are the implications for
>our work as researchers and educators committed
>to social change.
>
>Keynote Speakers
>
>Brian Edmiston, Teaching and Learning, The Ohio State University
>Hilary Janks, Applied English Language Studies,
>University of Witwatersrand, South Africa
>Robert Jiménez, Language, Literacy, and Culture,
>Peabody College of Vanderbilt University
>Muziko Ito, Annenberg Center for Communication,
>University of Southern California and Keio
>University in Japan
>Walter Jacobs, Postsecondary Teaching and Learning, University of Minnesota
>Eva Lam, Learning Sciences and Asian American Studies, Northwestern University
>Jay Lemke, Educational Studies, University of Michigan
>Carmen Medina, Language and Literacy Education, University of British Columbia
>
>Workshop Presenters
>
>Maria Asp, Neighborhood Bridges, Minneapolis, Minnesota
>Julie Cheville, Literacy Education, University of Maine, Orono
>Hilary Janks, Applied English Language Studies,
>University of Witwatersrand, South Africa
>Charles Kinzer, Mathematics, Science, and
>Technology, Teachers College, Columbia University
>Margaret Sheehy, Reading, University at Albany
>
>
>Guidelines for Proposal Submission:
>
>Presentation Summary:
>Proposals should include a cover page
>(directions below) plus no more than 2
>single-spaced pages addressing the following:
>(1) Focus of the presentation/background of the
>problem; (2) connections to research and/or
>theoretical literature(s); (3) research
>question(s) and research methods/methodology;
>(4) findings/issues/questions for discussion, as
>well as how the research contributes to the
>conference conversation. If your paper is a
>conceptual/theoretical one, please describe your
>theoretical framework and argument and tell how
>it will contribute to the conference
>conversation. Please indicate in the opening
>lines of the proposal whether you intend to
>focus on empirical or conceptual/theoretical
>questions.
>
>Session Format:
>30-minute sessions in roundtable format. Please
>make an effort to plan for substantial
>interaction.
>
>Cover Page
>Include the following information for all presenters:
>Name(s)
>Affiliation(s)
>Mailing address(es)
>Telephone number(s)
>E-mail address(es)
>Title of presentation
>Abstract of paper (200 word limit)
>Indicate whether this is a round table or poster session.
>Audio-visual requests (overheads, TV/VCRs
>supplied without charge and upon request)
>Computers and LCD projectors equipment are not
>provided and must be brought by presenters.
>
>Review Process:
>Review criteria will include the quality of the
>proposal and the degree to which it addresses
>the conference theme.
>
>Submission
>Submit proposals via email to: Kristy Snyder at
><mailto:wardx311@umn.edu>wardx311@umn.edu
>Please include "NCTEAR Proposal" as the subject line.
>
>Proposals must be received by November 1, 2006.
>
>Address any questions to Conference Co-chairs
>Kevin Leander, Vanderbilt University
>(<mailto:Kevin.leander@vanderbilt.edu>kevin.leander@vanderbilt.edu)
>or
>Cynthia Lewis, University of Minnesota, Twin
>Cities (<mailto:lewis@umn.edu>lewis@umn.edu)
>
-- Kevin Leander, Ph.D. Associate Professor, Teaching and Learning NCTEAR Midwinter Conference, Feb. 23-25, 2007 Proposal Deadline: November 1, 2006 http://education.umn.edu/NCTEAR/default.html _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca
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