Editorial

Thomas Apperley & Christopher S. Walsh

Published Online: December 15, 2012
Full Text: HTMLPDF (196 KB)

Editorial

Matthew Allen’s article “An education in Facebook” hones in on the contemporary debate on the role of Facebook in higher education. He maps educators’ initial enthusiasm and gradual disappointment with the social networking site, but suggests that its sheer ubiquity inevitably makes it part of the informal education experiences of students. Allen presents a summary of what Facebook affords for online communication and networking and analyses the way that the traditional understandings of university education and the relationships between teachers and students are challenged by Facebook.

The article “YouTube viral videos and HIV prevention among African-Americans: Implications for HIV prevention” by Jocelyn Patterson and Khiya Marshall focuses on the potential use of viral videos for HIV/AIDS prevention activism and education. Patterson and Marshall present a content analysis of YouTube member responses to viral videos featuring African Americans that had a theme of HIV/AIDS prevention. This detailed analysis of user comments suggests that the motivation to share and view such videos includes a spectrum of emotional responses, ranging from anger and frustration, to heartfelt encouragement and support.

Meryl Alper’s article “Promoting emerging new media literacies among young children with blindness and visual impairments” examines the challenges that are faced by young children with visual impairments when they learn how to use new digital technologies.  Alper earmarks the theoretical overlap between approaches to the early literacy education of children with blindness and visual impairments and the new media literacies framework developed by Henry Jenkins (and others) in order to account for how expanding notions of literacy and pre-literacy are enmeshed with the affordances of specific technologies.  The article focuses on how “transmedia navigation” manifests in an ongoing methodological, philosophical, and cultural debate regarding the role of technology in potentially contributing to declining Braille literacy rates in the US.

In “Rebranding the platform: The limitations of ‘platform studies’” Dale Leorke provides a critical account of Nick Montfort and Ian Bogost’s “Platform Studies” series on MIT Press. The article provides an overview of this intriguing, emerging approach, with a particular emphasis on two recent books in the series that focus on the Nintendo Wii console and the Commodore Amiga. Leorke outlines how these new additions contribute to the project, while suggesting that at the same time, they highlight the limitations of the series’ approach.

This issue also has reviews of Vilem Flusser’s Does writing have a future? by Emmet Stinson, and Ian Bogost’s How to do things with videogames, by Daniel Golding. This issue is rounded out by Michael Nycyk’s review of the 2011 CCA-EDCAUSE Australasia conference, held in Brisbane in December 2011.

This issue’s cover artwork was provided by The Hive, a consulting firm specialising in providing face-to-face and virtual mentoring and workshops in writing, branding, design and  creative refreshment to support busy researchers, designers and entrepreneurs improve their impact. A special thanks to Jesse Ko for his continued work as Line Editor for the journal’s final draft copies.

We would also like to thank the many anonymous reviewers who have contributed to DCE. Their commitment to high quality feedback and the vision of the journal have contributed significantly to the quality of the manuscripts we have published. We rely entirely on their dedicated and uncredited labour.


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Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal dedicated to the exploration of digital technology’s impacts on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.

We are interested in empirical and conceptual approaches to theorising globalisation, development, sustainability, wellbeing, subjectivities, networks, new media, gaming, multimodality, literacies and related issues and their implications for how we educate and why. We encourage submissions in a variety of modes and invite guest editors to propose special editions.

DCE is an online, open access journal. It does not charge for article submission or for publication. All manuscripts submitted to DCE are double blind reviewed. Articles are published through a Creative Commons (CC) License and made available for viewing and download on a bespoke page at www.digitalcultureandeducation.com

 

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The scale and speed at which digital culture has entered all aspects of our lives is unprecedented. We publish articles and digital works including eBooks (published under Creative Commons Licenses) that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. Scholarly reviews of books, conferences, exhibits, games, software and hardware are also encouraged.

All manuscripts submitted to Digital Culture & Education (DCE) are double-blind reviewed where the identity of the reviewers and the authors are not disclosed to either party.

Digital Culture & Education (DCE) does not have article submission charges. Read more


Manuscripts should include:
1. Cover sheet with author(s) contact details and brief biographical statement(s).

Instructions for Authors

Manuscripts submitted should be original, not under review by any other publication and not published elsewhere.
The expected word count for submissions to the journal is approximately 7500 words, excluding references. Each paper should be accompanied by an abstract of up to 200 words.  Authors planning to submit manuscripts significantly longer than 7500 words should first contact the Editor at editor@digitalcultureandeducation.com

All pages should be numbered. Footnotes to the text should be avoided and endnotes should be used instead. Sponsorship of research reported (e.g. by research councils, government departments and agencies, etc.) should be declared.

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Digital Culture & Education (DCE) invites submissions on any aspect of digital culture and education.  We welcome submissions of articles and digital works that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. For further inquiries and submission of work, send an email to editor@ digitalcultureandeducation.com