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CFP: Social Media in Pedagogy and Practice: Networked Teaching and Learning

Call for Papers
May 2015 Special Issue of
Journal of Faculty Development

Guest Edited by:
Russell Carpenter, Eastern Kentucky University

Theme: Social Media in Pedagogy and Practice: Networked Teaching and Learning

While many forms of social media are no longer considered “new,” their instructional uses continue to both inspire and challenge faculty and students. A variety of social media permeate the classroom whether used for pedagogical or personal purposes. Many instructors also use social media in their personal lives, but its role and potential in the classroom are still evolving. While the dynamic nature of social media provides a number of pedagogical opportunities to engage students in productive ways, integrating social media into class sessions and projects also presents new challenges not faced with other instructional technologies. This special issue invites scholars to highlight the most successful and promising strategies for integrating social media into the classroom while also considering the challenges these technologies present for teaching and learning. Authors might consider the best practices for integrating social media into the classroom for instructional purposes, theories and principles that support the decision to incorporate social media into classroom settings, challenges faced and approaches for overcoming these challenges, and projects that incorporate social media along with learning outcomes. Submissions might also explore, theorize, and assess innovative concepts, approaches, and strategies for classroom instruction using social media.

Framing questions can include but are not limited to:

  • What classroom activities are best suited for implementing social media? What specific projects might incorporate social media and how were these projects assessed?
  • What are the best practices for using social media for instruction?
  • How might various forms of social media engage student learning outcomes? What factors should instructors consider when deciding whether to employ social media?
  • What are the theoretical frameworks for teaching with social media and how might they inform instruction? What training or professional development might benefit instructors exploring social media for classroom instruction?
  • What issues and challenges arise when incorporating social media into the classroom, including political, social, and institutional contexts and expectations? What boundaries, parameters, or guidelines are necessary for classroom use of social media and how might they present challenges, if at all?
  • What are the goals for incorporating social media into the classroom and how were these goals achieved, adapted, or revised? How might students contribute to these goals as they use social media in their own learning?

Please send 500-word proposals and questions to Russell Carpenter at Authors of accepted proposals will receive detailed guidelines for manuscript submission.


September 1, 2014: 500-word proposals due
November 15, 2014: Authors notified of review results
January 15, 2015: Full articles of 3,000 – 5,000 words returned to guest editor
February 15, 2015: Article revisions sent to authors
March 30, 2015: Final submissions due to guest editor

Russell G. Carpenter, Ph.D.
Director, Noel Studio for Academic Creativity
Assistant Professor of English
Eastern Kentucky University
859-622-7403 | @noelstudio