Call for Papers - Redes.Com 12


Editor of this issue: Dr. Alfonso Gutiérrez Martín (

Facultad de Educación de Segovia (Universidad de Valladolid)




The use of video, computer, Internet and ICT in general as didactic tools in order to help with teaching and learning, usually represents a first step towards integrating ICT and media in the classroom.

On first reading the title of this REDES.COM issue (“Education and Technologies”), the reader might easily think about media and technology as tools to improve education, teaching and learning standards. This is indeed a first group of contributions we expect to receive from colleagues who are interested in publishing with REDES.COM in response to this “call-for-papers”.

We are particularly keen in receiving articles addressing the following topics:

- Pros and cons of using ICT in the classroom

- Use of the Internet as a learning tool

- Didactic usesof blogs, social networks and other 2.0 applications

- Interactive whiteboard (IWB) devicesand other multimedia presentations

- LMS and other virtual platforms for teaching and learning

- Personal learning environments

- Interactivity and communication model of multimedia resources

- Informal, mobile, ubiquitous and invisible learning through information networks

- Educational TV, MOOC and other on-line courses and educational resources

As we have previously stated, besides using media for teaching and learning, school in the 21st century needs to incorporate critical analyses ofICT. Literacy at the information age, for the information society we live in, can no longer ignore the social and cultural influence of new media. Nowadays basic individual educationor literacy (understood as a preparation for life) must necessary be somehow “media education” or “media literacy”.

In this REDES.COM issuewe will also welcome a second group or articles focusing on media education, media studies, digital literacy, multiliteracies, transliteracy or what UNESCO names MIL (media and information literacy).

It is commonly accepted that education can be understood asan empowering process that prepares someone for his life. Media education could therefore be considered as a need which stems directly from the presence of media in our everyday routines, as media increasingly becomes part of our life.In fact, reading and writing did not become an educative need until the appearance of the printing press and the later popularization of movable types. The importance of written language generated the need to learn how to read and write, and literacy skills have been since then the key issue within educative systems.

Given the importance acquired by audiovisual language and media in general in the 20thcentury, it would seem logical to think that visual literacy would be added to the education curriculum. By visual literacy we understand the ability to read and write in images, to think and learn through images. Visual literacy has also been defined as the ability to interpret and create images in different media with the intention to communicate effectively.

The goal of media literacy is to help students to develop a critical understanding of mass media, the techniques they use, the way they make meaningand the impact they have. More specifically we speak of an education whose main objective is to improve the student´s levels of understanding and enjoyment of the media; to help them understand how the media make meaning, the way in which media industries operate. Not forgetting the skills and knowledge the students have to acquirein order to be able to create new media products themselves. Media literacy has also been defined as the ability to access, analyze and produce communication in several ways.

Sometimes (perhaps favoured bythe arrival of information digitalization and of increasingly complex technological devices) the study of media seems limited to simply examining how media devices and programs work. Furthermore, media education is sometimesmistaken for mere technical training in the use of ICT, digital networks and editing technology (for video, audio, image, text, etc.).Such technical training of media users has also been referred to as "digital literacy". Multimedia or digital literacy could be considered as the media literacy needed for the 21st century), but, of course, taken always for granted that digital literacygoes beyond the mere technical training of users and potential consumers of media products.

Authors interested in publishing in this special issue of REDES.COM can send articles about digital competence, media literacy, multimedia education, MIL (media and information literacy), multiliteracies, transliteracies, communication studies, information and digital competence, educative influence of mass media, significance of new media devices (mobile, tablets, consoles, etc) for the management and understanding of information, and, in general, all manuscripts which address possible relations between education, media and ICT.

Call for papers deadline: April 1st, 2015

Guidelines for submission and reception of articles:


ISSN: 2255-5919