Call for Chapters: Arts-Based Multiliteracies for Teaching and Learning
Editor: Beryl Peters, University of Manitoba, Canada
Proposals Submission Deadline: February 12, 2024
Full Chapters Due: April 15, 2024
Submission Procedure: Proposals are submitted through the IGI Global eEditorial Discovery® online submission manager: https://www.igi-global.com/publish/call-for-papers/call-details/7047
Introduction
In an ever-increasingly complex and multimodal world, traditional and narrow views of a single literacy limited to reading and writing print text are no longer sufficient for making and communicating meaning in schools and communities. Global changes in lifeworld and digital contexts have refocused attention on the importance of multiliteracies for educational practice, social justice, and learner agency (Kalantzis & Cope, 2023a). A pedagogy of multiliteracies as seminally conceived by the New London Group (1996) has evolved through the decades and is understood to be a diversity of variable and context-specific meaning-making practices, together with a range of interrelated, multimodal forms of meaning (Kalantzis & Cope, 2023b). These practices and forms, including oral, kinesthetic, audio, visual, spatial, and digital meaning-making, offer rich affordances and opportunities for complex, embodied learning, equity, and reconciliation in education. Arts literacies are imperative for expanded understandings of literacies in diverse contexts of teaching, learning, and research. This peer-reviewed, edited book will highlight a range of ways that arts-based multiliteracies such as Dance, Drama, Music, Visual Arts, and Multi-Media are “essential semiotic sign systems that afford a realm of unique and powerful resources for perceiving, for meaning making, and for communicating understandings about the self and world” (Peters & Mongeon-Ferré, 2023, p. 227).
Objective
This book will define arts-based multiliteracies and provide a compelling rationale for the vital importance of arts-based multiliteracies in teaching, learning, and research across a range of levels and curricular areas. The book aims to broaden thinking about the power and potential of arts literacies beyond activity extras and enhancements or tools for non-arts learning. The book will illustrate the greater promise of arts-based multiliteracies for empowering and enabling deep, personally relevant meaning-making, for fostering multiple and diverse perspectives, and for probing pivotal questions and issues of our times. The book is grounded in critical pedagogy (Freire, 1970; Kincheloe et al., 2018), critical constructivism (Kincheloe, 2005), complexity thinking (Davis & Sumara, 2006) and a theoretical pedagogy of multiliteracies (Kalantzis & Cope, 2023a; New London Group, 1996). The book strives to answer recent calls for educators and arts educator scholars to consider ways that arts education in varying school and community contexts, has global relevance, significance, and importance for inclusion, equity, agency, wellbeing, sustainability, human rights, decolonisation, and cultural resilience (UNESCO, 2023; Wilson et al., 2023).
For further information and recommended topics, please see attached and the IGI Global eEditorial Discovery® online submission manager: https://www.igi-global.com/publish/call-for-papers/call-details/7047
Submission Procedure
Researchers and practitioners are invited to submit on or before February 12, 2024, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of their proposed chapter. Authors will be notified by February 26, 2024 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by April 15, 2024, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Arts-Based Multiliteracies for Teaching and Learning. All manuscripts are accepted based on a double-blind peer review editorial process.