Call for Submissions: JITP General Issue

I’m excited to announce that I will co-editing the next General Issue of the Journal of Interactive Technology and Pedagogy!

The deadline for submissions is November 15, 2017. Please see the full CFS below:

The Journal of Interactive Technology and Pedagogy
General Issue

Issue Editors:
Laura Wildemann Kane, University of Tampa
Michelle A. McSweeney, Columbia University

The Journal of Interactive Technology and Pedagogy seeks scholarly work that explores the intersection of technology with teaching, learning, and research. We are interested in contributions that take advantage of the affordances of digital platforms in creative ways. We invite both textual and multimedia submissions employing interdisciplinary and creative approaches in the humanities, sciences, and social sciences. Besides scholarly papers, the submissions can consist of audio or visual presentations and interviews, dialogues, or conversations; creative/artistic works; manifestos; or other scholarly materials.

All work appearing in the Issues section of JITP is reviewed by the issue editors and independently by two scholars in the field, who provide formative feedback to the author(s) during the review process. We practice signed, as opposed to blind, peer review. We intend that the journal itself—both in our process and in our digital product—serve as an opportunity to reveal, reflect on, and revise academic publication and classroom practices. Additionally, all submissions will be considered for our “Behind the Seams” feature, in which we publish dynamic representations of the revision and editorial processes, including reflections from the authorial and editorial participants.

Research-based submissions should include discussions of approach, method, and analysis. When possible, research data should be made publicly available and accessible via the Web and/or other digital mechanisms, a process that JITP can and will support as necessary. Successes and interesting failures are equally welcome (although see the Teaching Fails section below for an alternative outlet). Submissions that focus on pedagogy should balance theoretical frameworks with practical considerations of how new technologies play out in both formal and informal educational settings. Discipline-specific submissions should be written for non-specialists.

As a courtesy to our reviewers, we will not consider simultaneous submissions, but we will do our best to reply to you within three months of the submission deadline. The expected length for finished manuscripts is under 5,000 words. All work should be original and previously unpublished. Essays or presentations posted on a personal blog may be accepted, provided they are substantially revised; please contact us with any questions at editors@jitpedagogy.org

For further information on style and formatting, accessibility requirements, and multimedia submissions, consult JITP’s accessibility guidelines and style guide.

Important Dates

Submission deadline for full manuscripts is November 15th, 2017. Please view our submission guidelines for information about submitting to the Journal.

JITP Issue 11 is now live!

The Journal of Interactive Technology & Pedagogy Editorial Collective is delighted to announce that our Eleventh Issue is now published and available on our website!

This Issue is my last as Managing Editor of JITP. I am extremely proud of everything that the Editorial Collective has accomplished these past two years, and I am thankful for having had the opportunity to work with such a fantastic group of scholars. I look forward to continuing on at the Journal of Interactive Technology & Pedagogy as a future Issue Editor and as an Editorial Collective member.

Please visit the Issue Eleven Table of Contents to view all of the articles.

Brooklyn Public Philosophers: Ask A Philosopher Booth

I’ll be sitting in the Brooklyn Public Philosophers Ask A Philosopher booth at the Union Square Greenmarket this Wednesday, May 17th from 12:00-2:00pm.

Come on by to ask a question, mull over a thought experiment, or talk about what’s going on in the world (and grab a bite to eat at the market, too)!

And be sure to check out the Brooklyn Public Philosophers podcast The Owl, where listeners can submit questions for local philosophers to discuss.

About Brooklyn Public Philosophers:

Brooklyn Public Philosophers is a forum for philosophers in the greater Brooklyn area to discuss their work with a general audience, hosted by the Brooklyn Public Library. Its goal is to raise awareness of the best work on philosophical questions of interest to Brooklynites, and to provide a civil space where Brooklynites can reason together about the philosophical questions that matter to them.

Update:

A photo of Laura at the Ask A Philosopher Booth.

New Publication: “Are Children Capable of Collective Intentionality?” in Childhood and Philosophy

My article, “Are Children Capable of Collective Intentionality?” has just been published in Childhood and Philosophy, Volume 13, No 27. The article is now available on the web, and can be found here: http://www.e-publicacoes.uerj.br/index.php/childhood/article/view/26958

Abstract

The family presents an interesting challenge to many conceptions of collective activity and the makeup of social groups. Social philosophers define social groups as being comprised of individuals who knowingly consent to their group membership or voluntarily act to continue their group membership. This notion of voluntarism that is built into the concept of a social group rests upon a narrow conception of agency that is difficult to extend beyond able-minded autonomous adults. Families, however, are often comprised of members who supposedly lack this developed sense of agency and are therefore considered incapable of consenting to join or remain in a group: infants and small children. So, the family seems to be an odd fit for the designation of social group, even though it is often heralded as a paradigm example of one. In this paper I argue that children and infants are in fact agents who are capable of collective intentionality, especially in the context of the family where they act cooperatively and reciprocally with their caretakers. In doing so, I present an understanding of the family as a social group that has degrees of voluntarism for all members in the forms of joint readiness and joint commitment. I argue for this in three steps. First, I employ Margaret Gilbert’s concepts of joint commitment and joint readiness as a framework for collective intentionality. Second, echoing Carol Gould, I argue that we ought to expand our understanding of agency beyond the ideal case. Third, I draw upon recent research from Michael Tomasello that demonstrate a child’s ability to act cooperatively and reciprocally. Together these steps provide a strong foundation for the claim that children and infants are agents capable of collective intentionality within families.

Upcoming Poster Presentation at the 2017 Pacific APA

I am very happy to announce that I will be presenting a poster of new research at the 2017 Pacific Division Meeting of the American Philosophical Association in Seattle! The poster presentation will take place on Friday, April 14th at the Westin, Seattle.

The poster is titled: “Are Children Capable of Collective Intentionality?”

Information about the conference can be found here: Pacific APA Online

And a program can be found here: 2017 Pacific APA Meeting Program

JITP Issue 10 is now live!

The Journal of Interactive Technology & Pedagogy Editorial Collective is delighted to announce that our Tenth Issue is now published and available on our website!

From the Issue Introduction by Anne Donlon, Amanda Licastro, and Dominique Zino:

“This tenth issue of JITP is a special issue on electronic portfolio platforms, commonly known as “ePortfolios.” Educational organizations increasingly embrace ePortfolios as tools for reflection on the learning process, for self-directed paths to degree completion, and for institutional assessment. In fact, as of 2013, 50% of colleges and universities across the country have already adopted an ePortfolio platform. We wanted to consider how JITP’s commitment to critical pedagogy and innovative, interdisciplinary scholarship could help develop an understanding of the scope of ePortfolios for academic work.”

Please visit the Table of Contents to view all of the articles.

CUNY Syllabus Project featured in a CUNYDHI Lighting Talk!

The CUNY Digital Humanities Initiative will hold its second annual “CUNY DHI: Building a Digital Humanities Community at the City University of New York” on Monday, November 7th. The event features a series of lightning talks on digital projects from across the CUNY campuses and presentations from graduate student winners of Provost’s Digital Innovation Grants.

The CUNY Syllabus Project will be featured as a lightning talk: a short presentation that highlights the mission and progress of the project. Please check out the event!

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PDF: cuny-dhi-program-2016

Upcoming Presentation for the New York Society for Women in Philosophy

I’m delighted to announce that I will be presenting my research for the New York Society for Women in Philosophy! The talk is being held on Tuesday, October 18th at 6:30pm at The Graduate Center, CUNY. More details can be found here: NYSWIP

 

Who Cares? Examining Needs, Care, and Responsibility for a More Caring Version of the State

Abstract

Social and political theories must take seriously the needs that persons have because all persons have needs. Likewise, care and caring activities must be taken equally seriously, as all persons require care throughout their lives to meet their needs when they are unable to do so themselves. I propose that we view needs and their corresponding care activities through a new lens that clarifies the role that the state plays in meeting a majority of the needs of its citizens. I sketch out a taxonomy of needs, and the corresponding caring activities that may successfully meet those needs, as the first step in determining who is responsible to provide care in different contexts. I propose that we think of needs as being either primary or secondary in nature, and that we think of the caring activities that meet these needs as being either direct (or indirect) primary caring activities or as secondary caring activities. I argue that family members are more effective primary caregivers and have a responsibility to perform primary caring activities. Similarly, I argue that the state has a responsibility to perform many secondary caring activities for citizens because of the unique way that secondary needs arise.

JITP Issue 9 is now live!

The Journal of Interactive Technology & Pedagogy Editorial Collective is delighted to announce that our Ninth Issue is now published and available on our website!

From the Issue Introduction by Carlos Hernandez and Tyler Fox:

“As a general issue, the topics and techniques the authors of Issue Nine employ are manifold. But perhaps the heart of our issue is the affordances and costs of digitally-enabled reflection. Digital tools offer collaboration, anytime access, and intuitive experiences (at times), and open new modes of analysis for both students and practitioners. Our authors offer a number of suggestions and modalities for teaching such practices: informal video reflection, collaboratively constructed learning environments, collaborative annotation, broad approaches to digital humanities, and an in-depth analysis of Twitter feeds from three conference panels. The breadth and depth of technical possibility is ripe for new forms of reflection. Yet, they also raise questions about the broader political economies that undergird these tools. Our authors employ various digital tools in order to encourage students to rethink the purpose of the classroom and confront the myriad design challenges that effort entails.”

Please visit the Table of Contents to view all of the articles.