Edited Collection Call for Chapter Proposals

Emerging Pedagogies in the Networked Knowledge Society: Practices Integrating Social Media and Globalization 

Proposal Submission Deadline: August 30, 2012                 
Notification of Acceptance: September 15, 2012                  
Full Chapter Submission: December 30, 2012                      
Review Results to Authors: March 1, 2013                          
Revised Chapter Submission: April 1, 2013                         
Final Acceptance Notifications: April 15, 2013                                 
Submission of Final Chapters: April 30, 2013                                   
 

Ever since we began to exploit the digital technologies, our knowledge construction process is constantly shifting from analog to digital, industrial to information, local to global, point-to-point to networked, individual to more social, and vice-versa. The shifts have been new impetuses to the process of globalization and the creation of information-based societies and networked knowledge societies (NKSs). The NKSs advance the information-based societies into more involved societies by engaging people in creating, sharing, and discoursing knowledge. Currently, along with the rapid globalization, the emerging digital technologies, such as social media, in the advent of Web 2.0 and cloud computing, transform NKSs into infinite and complex networked knowledge communities (NKCs) in newer ways. This book is conceived to explore, understand, and critique the concepts, theories, and practices of the NKCs.

Briefly, in the NKCs, knowledge is generated, disseminated, and consumed from within the non-traditional ontological and epistemic spaces, the epistemic spaces of the crowd (of the everyday people) and their rhetorics. Further, the NKCs interweave the societies from around the world into a tiny global village making it an interactive, instantaneous, borderless, social, cross-cultural, and collaborative space/community. Concomitantly, the knowledge that is created in the NKCs are not bound in a universal or singular global pattern, but they can also be real, authentic, and individual.

The emergence of the NKCs has several important implications in education, pedagogy, communication, business, and engineering among others. The NKCs are impacting how we teach and learn, how we design and implement curriculum, how we practice writing and rhetorics, and so on.  In this context, this book re/imagines pedagogical possibilities, such as emergent classroom pedagogical practices (e.g. integrating social media in classrooms, cloud pedagogies, collaborative student engagement with Web 2.0/social media, etc.) and learning engagement within the perils and promises of the NKCs.

Objectives of the Book

The overall objectives of the book are:

• To explore and examine the NKCs within the framework of NKSs,
• To understand how globalization and pervasive social media, in the advent of emerging technologies, such as Web 2.0 and cloud computing, interweave global communities into infinite and complex NKCs in newer ways,
• To examine production, dissemination, and consumption of knowledge within NKCs in the context of 21st century webbed world,
• To examine pedagogical possibilities within NKCs in the light of global literacies, professional communications, cross-cultural communications, and cross-institutional classroom research,
• To offer new pedagogical insights for educators, trainers, scholars, researchers, and policymakers by highlighting the concepts of NKSs and NKCs, and
• To offer insights for business stakeholders (e.g. educational software engineers, developers, vendors, parents, etc.) of educational enterprises by promoting newer concepts and ideas of knowledge and information-based economy within NKCs.

Target Audience

Although this book richly offers intersectional and interdisciplinary perspectives (that can be useful) across disciplines, it, in particular, will provide newer perspectives of global literacies, multicultural pedagogies, critical pedagogies, new media/cloud literacies, cross-cultural and intercultural communications, professional communications, and classroom research. The book is conceived to offer insights for researchers, scholars, administrators, instructors, and graduate students on various fields, such as education, educational technology, rhetoric, etc. By highlighting the concepts and ideas of information and knowledge-based economy, this book will also be crucial (a springboard) for business stakeholders in educational enterprise.

Recommended Topics

The edited book is organized in five different parts. Recommended topics include, but are not limited to:

 PART I: Conceptual and Theoretical Frameworks of NKSs and NKCs

 This section may include topics, but are not limited to:

• Exploring and examining the concepts and theories of NKCs within the framework of NKSs
• Theories and concepts of NKCs in context of contemporary collaborative knowledge communities (e.g. learning community, community of practice, activity theory, etc.)
• Emergence of NKCs in the era of globalization and Web 2.0/Social media
• Theories and concepts of collaborative/networked knowledge construction processes, productions, and consumptions
• Conceptual/theoretical framework for newer pedagogical practices in the context of NKCs
• Conceptual/theoretical framework for harnessing NKCs for knowledge and information based economy

PART II: Dynamics/Dimensions of Network Knowledge Communities

Part II deals with various dynamics and dimensions of NKCs within pedagogical, literacies, communications, business, and research purposes. These chapters will synthesize and discuss the current literature and the state-of-the-art practices in the given domains and dimensions, such as learning communities, knowledge-based economy, ICT infrastructures, educational technologies, social interactions, and so forth.  This section may include topics, but are not limited to:

• NKCs, Web 2.0/social media, and networked interaction
• NKCs and social interaction
• NKCs and professional and intercultural communications within Web 2.0/social media
• NKCs and emerging pedagogies within Web 2.0/social media
• NKCs and global literacies within Web 2.0/social media
• Interweaving NKCs, educational enterprises, and business stakeholders

PART III: Networked Knowledge Communities in the 21st Century Classroom Practices

Part III offers research based (Qualitative, quantitative, mixed-methods, program evaluation, case studies, etc.; please see the author’s guidelines for detail) pedagogical practices in K-12 and higher education settings that utilize the similar concepts and theories of NKCs in teaching and learning processes. This section may include topics, but are not limited to:

• Emerging classroom practices in the contexts of globalization, NKSs, NKCs, and Web 2.0/social media penetration
• Classroom practices of (global) literacies and NKCs
• Connecting local and global professional and intercultural communication practices into classrooms
• Multicultural/Cross-cultural education and NKCs in classrooms
• Writing, rhetorics, and NKCs in classrooms
• Collaborative knowledge construction in classrooms

PART IV: Existing Sites, Issues, Challenges, and Perspectives in NKCs

Part IV presents contested ideas, concepts, and theories pertaining to NKCs with future implications. This part deals with the current sites, issues, challenges, and opportunities of NKCs within pedagogical, literacies, communications, and educational research terrains.

• Issues, challenges, and opportunities of NKCs in classrooms
• NKCs: A future perspective within pedagogical, literacies, communications, research, and educational enterprise purposes
• Promoting educational research in the field of NKCs: Envisioning research points

PART V: Conclusion (This part is not open to others. The editors will write the part V)

•   Conclusion

Submission Procedure

Researchers, scholars, and practitioners are invited to submit, on or before August 30, 2012, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by September 15, 2012 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by December 30, 2012. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in July, 2013.

Inquiries and submissions can be forwarded electronically (Word document) to:

Marohang Limbu, PhD
Department of Writing, Rhetoric, and American Cultures
Michigan State University, USA
245 Bessey Hall, East Lansing, MI 48824
Tel.: +517 355 2400 • Fax: +517 353 5250  •  Cell: +575 650 6708
Email: limbu@msu.edu
 

Binod Gurung, PhD (ABD)
Department of Curriculum and Instruction
New Mexico State University, USA
MSC 3N, PO Box 30001, Las Cruces, NM 88003-0014
Tel.: +575 676 3825 • Fax: +  575 646-4767 •  Cell: +575 650 3061
E-mail: binod@nmsu.edu