Bilgen Başal Pekin, Ph.D. (Department of Public Relations) contributed with two chapters tittled “On-Line Media Planning and On-Line Media Common Measurement Currencies” and “Turkish Healthcare Industry Promotional Practices and Digital Era” to “Handbook of Research on Effective Advertising Strategies in the Social Media Age”, edited by Nurdan Öncel Taşkıran and Recep Yılmaz. The book is published by IGI Publications and can be ordered here.
BİLGİ TVRP Programı Araştırma Görevlisi Ayşegül Akaydın‘ın Zuhal Akmeşe ile birlikte hazırladığı “Milliyetçilik söylemi Bağlamında Dağ filmi Eleştirisi” adlı çalışma, editörlüğü Murat İri tarafından üstlenilen ve Derin tarafından yayımlanan “Medyanın Milliyetçiliği: Milliyetçiliğin Medyası” adlı kitapta yer aldı:
“Her ülkenin kendi tarihsel gelişimi içerisinde, yıllar boyunca biriktirdiği milli bilincin en çok görünür olduğu alanlardan biri medyadır. Kitle medyası sadece milliyetçi söylemler üzerinden milli aidiyeti korumakla kalmaz, evlerimize kadar girerek sıradan bir toplumsal pratik haline getirir. Bunu kimi zaman toplumsal süreçlere bağlı olarak yüksek sesle, kimi zaman ise ileride ortaya çıkarılmak üzere üstü örtülü bir biçimde yapar. Kitle iletişim araçları ile özel ve kamusal alanda kendisine yer bulan milliyetçi söylemler, var olan egemen ideolojinin milli bütünlüğünü sürdürmesini sağlar. Bu bütünlüğün dışında kalan unsurlar ise bastırılması ve hatta yok edilmesi gereken “öteki”lerdir. “Medyanın Milliyetçiliği: Milliyetçiliğin Medyası”; medya ve milliyetçilik arasındaki ilişkileri farklı araçlar üzerinden inceleyerek, medyanın milli kimlikler üzerinde ne kadar etkili olduğu sorusunun cevabını arıyor. Murat İri’nin derlediği kitapta Anıl Karaoğlu, Ayşegül Akaydın, Batu Anadolu, Gökhan Aşçı, Hasan Ramazan Yılmaz, Mehmet Ferhat Sönmez, Nalan Özde Köseoğlu, Taha Baran, Tebessüm Yılmaz ve Zuhal Akmeşe’nin yazıları yer alıyor.”
Asli Tunc, Ph.D. (BİLGİ Media School) authored the chapter “Twitter vs. Penguens on TV: #GeziParkProtests, Social Media Use, and the Generation Y in Turkey” for the book, The Eastern Mediterranean in Transition Multipolarity, Politics and Power. The book is published by Ashgate, listed within A-publishers (a few top-notch international publishers) of Sense Ranking of Academic Publishers.
Knowledge management (KM) has emerged as a key discipline to explain organizational learning and innovation (Quintane et al., 2011; Soto-Acosta et al., 2013). There is consensus in the literature about considering KM as a set of practices related to the use of knowledge as a crucial factor to add and generate value (Cardoso et al., 2012). KM practices are supported by ICTs (information and communication technologies) that help facilitate knowledge acquisition/creation, knowledge dissemination, and knowledge utilization (Jayasingam et al., 2012). Recently, with the advent of the Web 2.0, the term KM 2.0 has been coined to summarize new trends in knowledge management. KM 2.0 can be defined as the acquisition, creation and sharing of collective intelligence through social networks and communities of knowledge (Sigala and Chalkiti 2014).
Specific topics invited to provide submissions on:
- Web 2.0 technologies for knowledge management
- New ICTs for strategic knowledge management
- Collaborative technologies 2.0 for knowledge management
- Social networking and knowledge management
- Knowledge management in the cloud
- New ICTs for knowledge creation, capture and sharing
- Knowledge management 2.0 for social change and innovation
- Knowledge Management in the Enterprise 2.0
- Adoption and diffusion of New ICTs for knowledge management
- Web 3.0 technologies for knowledge management
- Web 2.0 communities for knowledge management
- Economic impact of new ICTs for knowledge management
- Sociology of new ICTs for knowledge management
- Cultural aspects of new ICTs for knowledge management
- Data mining and KM
Submission deadline: 1 June 2015. Go here to register/or log on to submit your paper to ScholarOne
Since the conception of the era of Web 2.0 there has been evidence of a steady adoption of social media tools used within higher education. Furthermore, advances in technology continue to permeate higher education. For example, the increased use of mobile devices to aid learning, the delivery of courses through MOOCs (Massively open online courses) to accommodate learners who are geographically dispersed and the use of social networking sites to establish learning communities continues to transcend the boundaries of where and how learning occurs initiating a pedagogical shift towards a learner-centred approach to education.
This special issue seeks the submission of manuscripts to tackle the subject of implementing social media tools in educational contexts in addition to investigating their effectiveness in longitudinal studies or when compared to more traditional methods of teaching. Contributions are invited that are empirical either by being experimental correlational, observational or conceptual and qualitative in nature. Preference will be shown to papers which perform analysis and discuss the results or interpretations of an intervention or case study. For example, papers adopting single or multiple case study approaches can include a wide array of analysis such as pre and post-test design if their research is experimental and quantitative in nature or they can employ the use of thematic or constant comparative analysis if they fall within the qualitative paradigm. This call for papers has been designed to be as broad as possible to encompass a wide range of social media tools in addition to concentrating on how they can be best implemented in educational settings.
The salient themes and primary foci that will be explored include some of (but are not limited to) the following:
• What factors affect the implementation of social media tools in educational settings?
• How much of an impact does course curriculum have on the adoption and uptake of social media tools in educational institutions?
• How effective are social media tools in enhancing the learning experience of learners?
• How generalisable are empirical studies associated with social media use in education?
• What role should educators adopt in aiding the transition towards the use of social media tools in their course curriculum?
• To what extent, if any, do different educational subject areas have an impact on the use of social media tools in the classroom?
• Is an ‘educator-driven’ or ‘learner-driven’ approach more pragmatic towards promoting and supporting the process of engagement with social media tools in the classroom?
• How do traditional approaches towards teaching compare in their pedagogical effectiveness against curriculum being taught with social media tools?
• Is there such a thing as a ‘best practice’ approach towards using social media tools in education?
• How relevant is a ‘blended learning’ approach towards accommodating the use of social media tools in the class room?
• How effective is mobile learning through social media use in terms of course delivery?
• How far has pedagogy evolved post the introduction of social media tools in education?
• How effective is games-based learning as a pedagogical approach towards curriculum delivery?
The deadline for the receipt of manuscripts is 1 June 2015. Please contact the special issue Guest Editor via e-mail by 1 February 2015, to increase the chances that your manuscript fits the editorial intentions. Please submit your manuscript in MS Word using the ScholarOne system on the journal’s Manuscript Central web site (http://mc.manuscriptcentral.com/jarhe).
Submissions to Guest Editor: Dr Gavin Baxter, University of the West of Scotland, Paisley, UK (firstname.lastname@example.org)