As research and practice within the field of children, adolescents, and media continues to grow, so do the opportunities for our CAM members. This page is regularly updated with information about relevant Call for Papers, position announcements, and other relevant information. If you have information that you would like to share with the CAM community, please Contact Us.
CfP – Emerging Technologies and New Media for Children – Multimodal Technologies & Interaction (MTI)
A Special Issue edited by Kiley Sobel and Emeline Brule
This Special Issue aims to explore emerging technologies and new media for children (i.e., those in early and middle childhood, tweens, and teenagers). Children’s abilities and needs change rapidly, which demands adapted approaches to the design and research of multimodal, multisensory technologies. To design the right technologies for early childhood, we first need to have a clear understanding of what types of interactions with technology and new media are appropriate and supportive of sensory-motor, social, and affective development. Less investigated in human–computer interaction, cognitive and social changes of adolescence are also impactful for multimodal technology design. Such investigations are especially important as physical distancing measures are being implemented widely, affecting billions of families across the globe. Many children are not physically attending school or other activities outside of their homes, limiting their opportunities to interact with their peers. Technologies and new media are currently among the few means available for children to play, learn, be entertained, communicate, socially connect and interact, collaborate, etc. at a distance. However, this also reshapes and brings to the forefront inequalities, digital and otherwise.
How might emerging technologies and new media harness embodiment, movement, touch, hearing, sight, smell, and taste for children’s positive engagements? How might multimodal technologies for children shrink gaps in equity divides, as opposed to widening them? How might they be designed to be safe, engaging, and beneficial to children’s social–emotional, cognitive, and physical development? How can they support and empower diverse children not only now, at home, while we are physically apart, but also beyond this current time?
We encourage authors to submit original research articles, case studies, reviews, theoretical and critical perspectives, and viewpoint articles on emerging technologies, new media, and children, including but not limited to:
- Theoretical or position papers: What do we know or need to know about children’s sensory needs and development that can affect what we design for them? Vice versa, how do new advances in interactive technologies influence how children’s sensory needs change and develop? How should multimodal interaction be designed to accommodate different sensory and material cultures?
- Critical engagement with specific technologies and new media approaches, such as virtual, augmented, mixed, and cross realities; sensing and machine learning systems; AI-tailored media content; transmedia entertainment systems; robotics; remote communication and collaboration tools; etc.;
- Exploration of methods or methodological approaches appropriate for designing and researching multimodal, interactive technologies and media for children (e.g., interaction, multimodal, and phenomenological analysis; participatory design; video-based studies; remote studies);
- Case studies on the design and research of emerging multimodal technologies and new media for children;
- Empirical studies on children’s use of emerging technologies and new media (individually, collaboratively, synchronously, asynchronously, at home, remotely, etc.);
- Emerging trends and potentials in the research and design of innovative multimodal technologies and media for children.
Of particular interest are articles that critically explore emerging technologies and new media for children that harness multimodality and multisensoriality, with integrative perspectives and methods, and that address issues of equity, inclusion, and/or accessibility, and help kids to play, learn, and grow.
The deadline for submissions is 30 November 2020. However, we’re hoping to gauge interest sooner. If you already know you’re interested in submitting, please let the guest editors know right away. Submissions can be peer-reviewed and published right away, so those interested can submit at their earliest convenience. Otherwise, expressions of interest will be collected until mid-July and abstracts by mid-September.
CfP – “Theoretical Consolidation and Innovation in Media Psychology” – Journal of Media Psychology
A Special Issue of the Journal of Media Psychology, Curated by the Editors Nicholas D. Bowman, Allison Eden, Jesse Fox, Christoph Klimmt, Özen Odağ, Ivar Vermeulen, and Catalina Toma
Background and Mission
Media psychologists constantly expand the range of domains, themes, and questions that they address in their research. Technological innovations – digitalization, mediatization, and dynamics of convergence in particular – motivate scholars to carry out many empirical studies on users, their processing, their experience, and (co-)production of messages, and related psychological outcomes. It is the mission of peer-reviewed journals such as the Journal of Media Psychology (JMP) to serve as chronicle of this progress and as archive of the knowledge produced.
However, the strong research dynamics and persisting arrival of fresh empirical insights can only lead to a flourishing and effective academic field if theoretical work moves ahead as well. Much empirical work in media psychology is guided by existing general theoretical frameworks (e.g., from social psychology or cognitive psychology); other studies rest on field-specific theoretical approaches (e.g., parasocial interaction, narrative persuasion). But regardless the origin of the theoretical base that media psychologists build on, it is important for the field to accompany the empirical day-to-day research business by a reflection on where a given theoretical approach is standing.
The mission of the special issue that the Editors of JMP will be curating and that will appear in early 2021 is to catalyze such theoretical development by mobilizing authors’ efforts for either formalizing new models or theories in media psychology or for discussing prominent existing theoretical frameworks, their empirical validation, predictive usefulness, and potential needs for revision, extension, or even retirement. To serve the building of a community consensus over the key theoretical resources of the field, these discussions should therefore either focus on consolidation (i.e., review of existing works and debates around a theory or model) or innovation (i.e., propositions of extensions to or modifications of an existing theory or model, or even the development of entirely new conceptual approaches). We thus call for manuscripts that focus on a specific theory or model in media psychology. This theory or model is:
— either one that already exists and is “in use” and for which conceptual reviewing and knowledge consolidation or innovation/modification is indicated, or
— one that the authors develop as innovative addition to the inventory of theories and models of the field.
Such theoretical progress (through consolidation or innovation) will be most likely to materialize if authors team up who have been working on similar themes in the past but have not (yet) joined their theoretical perspectives. It is our explicit intention to inspire the formation of such new authorship networks, as we (a) want to increase the probability of actually new original thinking, and (b) want to avoid self-promoting review contributions of single researchers or research groups who essentially summarize and promote their own past (theoretical) work. The idea of forming new authorship teams is not mandatory, but strongly recommended in order to achieve effective theoretical consolidation or innovation.
Manuscript Preparation and Submission
Only theoretical contributions that comply with the mission statement will be considered for this special issue. Authors are kindly asked to submit their manuscripts as Special Issue Articles through JMP’s editorial management system at http://www.editorialmanager.com/jmp. However, deviating from normal principles, submissions to this special issue will be subject to a two-stage process. In the first stage, authors are kindly invited to hand in an extended abstract of the theoretical consolidation or innovation project that they intend to complete. These abstracts should summarize and describe the envisioned content of the future full paper, and enable readers to understand the focus of theoretical consolidation or innovation as well as the line of argumentation and architecture of reasoning. An outlook of how the full text will be organized and structured is also a mandatory element of the extended abstract.
These abstracts must not exceed 2,000 words (excluding references). In order to reduce the risk for authors, selection decisions will be made jointly by the entire team of JMP editors, based on external reviews of these abstracts. Only successful abstract submitters will be requested to hand in full manuscripts in the second stage. For these full submissions, publication in the special issue will be guaranteed, potentially after revision(s) according to editorial feedback and advice. All manuscripts should be prepared in accordance with the journal’s author guidelines for “Theoretical Articles”.
Revised and Extended Timeline
Responding to the unforeseen additional obligations that many scholars are facing during the SARS-COV-2 crisis, the timeframe of the special issue has been revised. The new deadlines have been set as follows:
— Submission of extended abstracts by June 30, 2020
— Invitations to authors of accepted abstracts to submit full papers by August 31, 2020
— Deadline for the submission of full papers November 30, 2020
The Editor-in-Chief will oversee the entire process of special issue operations and also respond to any author inquiries. Please direct your correspondence to Christoph Klimmt at firstname.lastname@example.org
CfP – Journal of Children and Media
The Journal of Children and Media is an international interdisciplinary and multi-method peer-reviewed publication that provides a space for discussion by scholars and professionals from around the world and across theoretical and empirical traditions who are engaged in the study of media in the lives of children and adolescents. It is a unique intellectual forum for the exchange of information about all forms and contents of media in regards to all aspects of children’s lives, and especially in three complementary realms: Children as consumers of media, representations of children in the media, and media organizations and productions for children as well as by them.
It is committed to the facilitation of international dialogue among researchers and professionals, through discussion of interaction between children and media in local, national, and global contexts; concern for diversity issues; a critical and empirical inquiry informed by a variety of theoretical and empirical approaches; and dedication to ensuring the social relevance of the academic knowledge it produces to the cultural, political, and personal welfare of children around the world.
Vikki Katz and Amy Jordan, the co-editors of the JOCAM, and Vicky Rideout, the Review & Commentary section editor, invite you to visit the journal’s website for more information about the journal and submission instructions. Taylor & Francis, the publisher of JOCAM has been a strong supporter of CAM from its inception, sponsoring receptions and offering discounted subscriptions.
Submission Deadline: Permanent Call
PhD in Communication Science ‘Virtual Assistants in Families’ – University of Amsterdam
The Amsterdam School of Communication Research (ASCoR) is the research institute for the Communication Science department at the Faculty of Social and Behavioural Sciences. ASCoR, together with College and Graduate School of Communication at the University of Amsterdam, has launched the ‘Digital Society Initiative’, which aims to foster research and teaching into digitalization and its societal implications. Part of this initiative is the start of four exciting PhD projects that focus on themes related to the Digital Society. Topics include virtual assistants, digital trace data and algorithms.
The PhD project In Rosie We Trust? Virtual Assistants in Families is focused on attaining a robust understanding of virtual assistants (i.e., applications that rely on AI to understand voice commands and carry out tasks for users) in families with young children. This involves (1) understanding families’ agency in the use of technology and (2) identifying ways to ensure adequate trust to mitigate potential threats and support human-centric AI.
You will address the following research questions:
- how do individual and contextual variables influence decisions to adopt and use virtual assistants? (cross-sectional study);
- how does differing use influence the perception and engagement with virtual assistants? (large-scale content analysis);
- how can we ensure that families place adequate trust in virtual assistants so as to avoid the consequences of disuse and misuse? (longitudinal data donation and literacy intervention).
- a (Research) Master’s degree (or close to obtaining one) in Communication Science, or a closely related field;
- a keen interest in the topic of the project;
- knowledge about and experience with quantitative research methods;
- a demonstrated interest in computational social science, especially on digital methods of data collection; experience with this methods is a plus;
- knowledge of Python and/or R or the willingness to learn these languages.
- excel academically, as shown in the grade transcripts and curriculum vitae;
- enjoy working in teams, and appreciate team collegiality and cooperation;
- are a good communicator and an excellent organizer;
- are proactive, reliable and independent;
- are fluent in written and spoken English.;
- are comfortable working with children and families.
The position concerns a temporary employment contract of 38 hours a week for a maximum term of 48 months. The initial contract is for one year. Following a positive assessment and barring altered circumstances, this term will be extended by a maximum of 48 months, which should result in the conferral of a doctorate. We will put together a curriculum which will also include the opportunity to attend training courses and both national and international events. You will spend 25% of your four-year term contract on teaching activities related to the Digital Society track in the bachelor Communication Science that is currently developed. The intended start date of the project is 1 September 2020. Your salary will be €2,325 gross per month in the first year and will increase to €2,972 in the final year, based on full-time employment and in keeping with the Collective Labour Agreement of Dutch Universities.
What else do we offer?
A challenging work environment with a variety of duties and ample scope for individual initiative and development within an inspiring organisation. The social and behavioural sciences play a leading role in addressing the major societal challenges faced by the world, the Netherlands and Amsterdam, now and in the future.
To work at the University of Amsterdam is to work in a discerning, independent, creative, innovative and international climate characterised by an open atmosphere and a genuine engagement with the city of Amsterdam and society.
You can apply for this job here no later than 13 May 2020.