Media in the Classroom- Genre, Resource and Practice
The rapid acceleration of communication technologies and its easy accessibility in the new millennium have ensured that media has become a ubiquitous presence in our contemporary lives. The so-called ‘medial turn’ and the growing importance of film, television and the internet in the last two decades has radically transformed the humanities and has challenged the way we think about literature. It is now justifiably being given its due as a genre distinct from other forms of literary cultures and material practices. Media as a category includes films, documentaries, commercials, billboards, radio and television programmes, videos, graphic narratives, websites, blogs, social media in its varied manifestations available across a plethora of platforms, and more.
As such, it is only natural that media is now making righteous claims for being part of the curricula or as a pedagogical tool whether at the school or the college level. Youngsters today are not only active consumers of media but also strive to be its creators. Enabling media literacy and engagement in the classroom helps students become participants in their own culture. Hence it is imperative that curricula at all levels acknowledge media as a valid form of literature in its own right and utilise it effectively both as a genre and as a resource. This fact has also come home in the era of the pandemic where the process of teaching and learning itself has been forced to adopt the online mode. Besides, the phenomenal growth of the education technology industry has proved that creativity and innovation are the need of the hour. In many ways, the media has stepped in to fulfil this need.
We invite research papers along the following suggested, though not restricted to, trajectories.
Media/multi-media as Resource
The literature of Social Media
The pedagogy of cinema and OTT content as literary adaptation
Teaching Graphic Narratives/ Comics
Writing for media
Impact of educational technologies
Learning Management Systems (LMS) and the ‘real’ classroom
Impact of MOOCS on pedagogy
Integrating audio-books and podcasts as a textual form
Apart from the theme area, articles of general and wider interest to teachers of English language and literature are also welcome.
Fortell, a peer-reviewed journal of the Forum for Teachers of English Language and Literature, is published bi-annually in January and July by FORTELL, New Delhi. Copyright for the individual contribution rests with the author. However, Fortell should be acknowledged as the original source of publication in a subsequent publication. Fortell retains the right to republish any of the contributions in its future publications or to make it available in electronic form for the benefit of its members.
GUIDELINES FOR SUBMISSION
Soft copies of research papers (not exceeding 4000 words inclusive of abstract, key words and references), book reviews (750-1000 words), reports (500-750 words), language games/activities (400-500 words) should be sent along with a brief bio-note of about 30 words to the Coordinating Editor at firstname.lastname@example.org. Each article should include an abstract of 100-150 words and 5-6 keywords. Articles should conform to the 7th edition of the APA style sheet in format, citations and bibliography. Please look up the website https://www.fortell.org/ regarding guidelines for submission of the manuscript.
The contributors should also give a declaration (as per the Contributor’s Declaration Proforma) that the paper is original and does not violate the copyright law and it has not been published in any form elsewhere before. The contributors should clearly indicate their name, email address, mobile number and complete mailing address with the pin code.
Last date for submission: July 31, 2022
Mona Sinha, Associate Professor, Department of English, Maharaja Agrasen College, University of Delhi.
Manjari Chaturvedi,PhD, Assistant Professor, School for Life, University of Petroleum and Energy Studies, Dehradun.