Public Group active 2 months ago

New Media Lab

THE NEW MEDIA LAB (NML) assists City University of New York (CUNY) Graduate Center faculty and doctoral students from a variety of academic disciplines to create multimedia projects based on their own scholarly research. Our goal is to integrate new media into traditional academic practice, challenging scholars to develop fresh questions in their respective fields using the tools of new technology. The NML is committed to a vision of new technology based on open access to ideas, tools, and resources.

With ongoing support from CUNY, the New Media Lab has become a dynamic environment in which projects funded by the National Endowment for the Humanities, the Rockefeller Foundation, the Old York Library Foundation, and other private and public sources demonstrate new approaches and methods of merging digital media, scholarship, and learning.

Located in room 7388.01 at the CUNY Graduate Center and run under the auspices of the Center for Media and Learning / American Social History Project, NML researchers:

work across academic disciplines to produce scholarly digital media projects;

analyze Internet usage in the educational, social, and commercial sectors;

construct 3-D environments that explore ways of visualizing the arts, humanities, and sciences

digitally archive and analyze a wide range of data
participate in public programs that address the critical intersection of knowledge and technology


CFP: General Issue w/ a Forum on Teaching in the Time of the COVID-19 Pandemic

  • The Journal of Interactive Technology and Pedagogy
    General Issue
    with a Forum on Teaching in the Time of the COVID-19 Pandemic

    Issue Editors:
    Nicole Zeftel (SUNY Buffalo)
    Alexis Larsson (CUNY Graduate Center)
    Teresa Ober (University of Notre Dame)

    Call for submissions URL:

    The Journal of Interactive Technology and Pedagogy (JITP) seeks scholarly work at the intersection of technology with teaching, learning, and research. We are interested in contributions that creatively take advantage of the affordances of digital platforms and critique their limitations. We invite both textual and multimedia submissions employing interdisciplinary and innovative approaches in the humanities, sciences, and social sciences. Besides scholarly papers, the submissions can consist of audio or visual presentations and interviews, dialogues, or conversations; creative/artistic works; manifestos; or other scholarly materials, including work that addresses the labor and care considerations of academic technology projects.
    For this issue, we will accept both general submissions on any topic within the field, as well as contributions destined for a subsection featuring conversations on teaching in the time of the COVID-19 pandemic.

    Forum on Teaching in the Time of the COVID-19 Pandemic

    Normal teaching and learning processes are occurring amidst difficult and confusing times: the ever-intensifying impact of the COVID-19 pandemic, the acute awareness of racial and social injustices exposed during its rippling aftermath, all of it compounded by the looming emergency of climate disasters threatening to dismantle entire communities. Even so, instructors and students have adapted to such circumstances, many relying on digital tools to replace face-to-face instruction. This featured section will showcase submissions addressing the challenges and innovations in interactive technology and pedagogy that have emerged in the midst of crisis.

    In her recent article The Single Most Essential Requirement in Designing a Fall Online Course, Cathy Davidson states that we must be “human first, professor second.” We are seeking submissions that address this issue or any combination of the wide-ranging issues and questions described below as they relate to interactive technology and pedagogy.

    Enacting Accessible, Trauma-Informed Pedagogy
    How do we move from thinking about theoretical questions of inclusivity to designing digital classrooms and assignments from this place of trauma-informed pedagogy? In what ways can we interact with students to create this kind of atmosphere, and which online platforms are most accessible? How have we modified our teaching to strive for instructional continuity in light of the interruptions to instructional routines? Or is striving for this continuity an unrealistic goal in light of emergency circumstances? We invite articles that consider strategies for enacting the equitable, trauma-informed pedagogy we as instructors hope to achieve—for example, specific topics of consideration might be the ways tech equity and “digital access” have pervaded your approach to teaching in a remote context, adaptations instructors can make to support student learning in spite of inequitable access to technology, concerns around student privacy in a remote environment, how assignments can be changed to cater to online environments, and so on.

    Preparedness, Priorities and Risks in the Face of Current and Impending Crises
    How is teaching in an emergency similar to “thinking in an emergency” (Elaine Scarry)? How does the need to shift to online learning reveal the core principles of one’s pedagogy, or that of apps or digital media whose procedures may have been designed for radically different scenarios? If we consider the variety of crises and forms of looming urgency that may, like a pandemic, become immediate at any moment, in what way is COVID-19 not only a present threat but also a rehearsal for the future? How do such emergencies limit the possibilities for reflection, and in what ways can instructors craft or maintain space for individual and collective reflection, revision, and re-imagination? How do crisis scenarios present opportunities for gains in equity, and how do they pose special challenges to maintaining gains already made?

    Teaching towards Social Justice
    How has your teaching adapted to the growing calls for social justice, particularly in light of the recent urgency of the BLM movement? What approaches have you implemented to promote anti-racist and social justice-informed pedagogy? What factors have instructors and institutions been forced to confront in considering issues around labor equity in an increasingly demanding teaching environment? We are also interested in the impacts of online teachings on adjunct instructors. What strategies do adjuncts employ to perform and/or reflect on their labor so that students and administrators can appreciate their increased workload and precarity? How do adjuncts balance the need for self-care and the increased labor often necessary for responsible and responsive, human-centered pedagogy?

    Brief Guidelines for Submissions

    Research-based submissions should include discussions of approach, method, and analysis, so as to provide a teachable model for future researchers. When possible, research data should be made publicly available and accessible via the Web and/or other digital mechanisms, a process that JITP can and will support as necessary. Successes and interesting failures are equally welcome. Submissions that focus on pedagogy should balance theoretical frameworks with practical considerations of how new technologies play out in both formal and informal educational settings. Discipline-specific submissions should be written for non-specialists.
    For further information on style and formatting, accessibility requirements, and multimedia submissions, consult JITP’s accessibility guidelines, style guide and multimedia submission guidelines.

    Submission and Review Process

    All work appearing in the Issues section of JITP is reviewed by the issue editors and independently by two scholars in the field who provide formative feedback to the author(s) during the review process. We practice signed, as opposed to anonymous or “blind,” peer review. We intend that the journal itself—both in our process and in our digital product—serves as an opportunity to reveal, reflect on, and revise academic publication and classroom practices.
    As a courtesy to our reviewers, we will not consider simultaneous submissions, but we will do our best to reply to you within three months of the submission deadline. The expected length for finished manuscripts is under 5,000 words. All work should be original and previously unpublished. Essays or presentations posted on a personal blog may be accepted, provided they are substantially revised. Please contact us with any questions about this at

    Important Dates

    Submission deadline for full manuscripts is December 2nd, 2020. Please view our submission guidelines for information about submitting to the Journal. The editorial team and the JITP editorial collective want to offer any support we can to those facing increased caregiving workloads. We seek to put our pedagogical and collaborative mandate into practice by inviting constructive communication with authors developing their work during this difficult period. If you are unable to meet this deadline for whatever reason given COVID-19–related disruptions, please email the editors at to discuss an extension. Optionally, if you would like to receive feedback from the editors on an abstract or paper proposal, please submit it to the editors by November 1st, 2020.
    This issue is slated for publication in May 2021.

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