Special Issue of East-West Cultural Passage
Special Issue: Literacy in the Digital Age. June 2023
Deadline: 1 November 2022
The advent of the digital age has ushered in unforeseen possibilities in terms of resources and communication channels but also huge challenges related to cyber-security, citizen surveillance, virtual realities, hyper-uncertainty and increased volatility. E-mail messages, blogs, proliferating information resources in a variety of formats, as well as an incredible range of communication prospects and diverse social media are all inextricably linked to literacy. In a seminal article entitled “Reading, Writing and Thinking in an Age of Electronic Literacy,” W. Costanzo correctly argues that the new technologies are changing the way we read, write and even think, concluding that not only have “the tools of literacy … changed; the nature of texts, of language, of literacy itself is undergoing crucial changes” (11).
The concept of literacy has always had a deictic character, evolving and being comprehended differently, in keeping with its historical context. Nowadays, we no longer speak about literacy in the singular, but about various types of literacy, ranging from media, civic, cultural, network, discourse, personal, and visual literacies to multiliteracies and their pedagogies, which have emerged in response to realities generated by the new technologies. While individuals are required to master digital skills in order to effectively navigate and make use of online resources, engage in collaborative projects and even do their daily work online, there is concern that the emerging technologies destroy the vital sources of our humanity, creating a culture without moral foundation, undermining mental processes and social relations that make human life worth living. What is needed is a marriage between these technologies and the traditions of rhetorical education which would bring back the emphasis on the individual. In other words, what is needed is a careful and innovative reconsideration of ways of harnessing the new communication technologies to the task of inculcating literacy that is not only functional, but critical and rhetorical, that is, literacy that has the capacity to free the mind from bias and ignorance and demystify ideologies.
The COVID 19 pandemic has abruptly moved many activities online, contributing a significant digital and participative dimension to the meaning of literacy. Humanities specialists consequently feel compelled to revisit the definitions, functions and practices of literacy and to adapt traditional approaches to the task of explaining and coming to terms with the digital world. While the digital humanities have long been changing academic scholarship, research, teaching and publishing, the effects of the encounter of print-based and digital scholarship, of the material world with virtual and enhanced reality, of online and onsite teaching and learning, and of human memory with its extension into Cloud and international databases are still insufficiently studied. The very role of the digital humanities is shifting from repositories of texts and quantitative analyses to facilitators of interactive narratives and systemic analyses. This special issue of East-West Cultural Passage,therefore, proposes to look into the impact of the emerging technologies on literacy, and beyond, on ecology, and encourage enquiries into the ethics of literacy, as much as into cognitive and pedagogic aspects.
East-West Cultural Passage invites papers on:
▪ literature in the digital age
▪ cultures of literacy / cultures of reading
▪ reading (in) translation
▪ reading theories, reading practices
▪ reading in the ‘post-reading’ age: film adaptations, audiobooks, vlogs, text-to-speech generators etc.
▪ literacy and technology
▪ computer-generated and interactive digital narratives
▪ cognitive approaches to literacy
▪ literacy and the archival
▪ memory in the age of digital mnemotechnologies
▪ teaching critical literacy
▪ multiliteracies and multiliteracy pedagogies
▪ literacy and migration
▪ literacy and citizenship
▪ identity and literacy
▪ literacy as resistance
▪ the carbon footprint of literacy
▪ reading across disciplines
▪ access to literacy and the ethics of education
Articles will be subject to a blind peer reviewing process and must not be under consideration for any other publications. Please refer to the author submission guidelines on the East-West Cultural Passagewebsite, http://site.magazines.ulbsibiu.ro/ewcp/.
Submission guidelines: The first page of the manuscript should carry the title, author’s name, institutional affiliation, a 200-word abstract, and ten key words/ concepts. The article/ piece must be accompanied by a 200-word biographical note and must conform to MLA referencing (9th Edition). Please see further information and instructions on the journal’s guidelines at: http://site.magazines.ulbsibiu.ro/ewcp/.
The word limit for scholarly articles is 8500 words.
The word limit for creative pieces is 3000 words.
The word limit for reviews is 1000 words.
Please email enquiries and submissions marked “Literacy in the Digital Age” to Dr Alexandra Mitrea at firstname.lastname@example.org. and copied to Dr Anca-Luminița Iancu at email@example.com, before the closing date.