Guest Editors

Anna Wing-bo Tso, Associate Professor, Hang Seng University of Hong Kong
Winnie Siu-yee Ho, Senior Research Assistant, The University of Hong Kong

Call for proposal/papers

Among various learning domains such as knowledge comprehension, application, analysis, synthesis and evaluation in Bloom’s Taxonomy of Educational Objectives (1956), creativity tops the list in terms of active learning (Anderson, et al., 2000). It is a high order thinking skill that includes the abilities to build on the lower learning domains, generate innovative ideas, integrate parts to make a new whole, as well as plan and design a new product. Meanwhile, critical thinking is the foundation of all kinds of learning, arts and science alike. It involves the process of thinking clearly and analyzing rationally what one should believe. In the digital age where technologies and new media bring a vibrant, diverse digital platform for knowledge sharing and communication, creativity, critical thinking, and the combination of the both become increasingly important for manoeuvring the multimodal communicative landscape amid today’s information overload and fake news. In order to push forward creativity and critical thinking in school and beyond, this special issue cordially invites practitioners, educators, and international researchers to submit papers with a special emphasis on the classroom curriculum and pedagogy. Latest research including creative pedagogy, innovative teaching techniques, teaching for creativity and critical thinking, and critical media analysis are especially welcome. Articles may address one or more of the following:

Teaching creatively: With the rise of online schooling in the pandemic, how do educators convert face-to-face course materials into an online format creatively? How do teachers, librarians, and parents make full good use of various e-learning tools, gamification and social communities to build a creative learning environment?

Teaching creativity: It is known to all that creativity can make a difference in one’s personal and professional life. However, what is creativity? Can creativity and imagination be taught and learnt in school? Or should creativity be learnt outside the classroom and developed naturally such as interacting and collaborating with colleagues in the workplace? Are there any objective criteria and assessment for measuring learners’ mastery of creativity skills? What are the challenges and constraints of teaching and learning creativity?

Teaching critical thinking: Recent studies have pointed out that frequent exposure to real-time media can lead to a decline in critical thinking and analysis (Greenfield, 2009). Should the basics of logic, rational and critical thinking be taught in the formal curriculum? If so, how? What are the main obstacles to critical thinking? How may teachers help students improve their critical thinking skills?

Critical media analysis: According to the US-based National Association for Media Literacy Education (2019), media literacy is defined as “the ability to access, analyze, evaluate, create, and act using all forms of communication”. As our everyday life is overwhelmed with advertising, news feeds, viral videos, digital games and memes in social media, we need media literacy more than ever. To become media literate, what media literacy skills should we equip ourselves with? What linguistic and visual meaning should we look out for in media?


Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths. J., & Wittrock, M. C. (2000). A taxonomy of learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Pearson.

Bloom B. S. (1956). Taxonomy of educational objectives, Handbook I: The cognitive domain. New York, NY: David McKay.

Greenfield, P. M. (2009). Technology and informal education: What is taught, what is learned. Science, 323, 69-71.

National Association for Media Literacy Education. (2019). Media literacy defined. National Association for Media Literacy Education. Retrieved from http://namle.net/publications/media-literacy-definitions/

Timeline for article submission and review

• Proposals/abstracts due (150 words): 20 September 2020
• Proposal/abstract review complete: 30 September 2020
• Submission of completed manuscripts (up to 6,000 words): 15 November 2020
• Manuscript review period: 16 November 2020 - 30 January 2021
• Notification to authors of proposal/abstract acceptance/rejection: 31 January 2021
• Submission of completed revised papers: 15 March 2021
• Publication of special issue: 30 April 2021

Submission Guidelines

All manuscripts submitted to the JCE must be in Microsoft Word 97-2003 (.doc) format including the paper, any tables and/or figures. Please submit two documents: one cover letter listing the title, the authors, affiliation, telephone, fax, email contacts of the authors and the abstract between 100-200 words and another document containing the main text, normally not exceeding 6,000 words including all tables, figures, appendix and references (APA format).

All manuscript submissions, revisions, and enquiries should be sent directly to the editors: Dr. Anna Tso (awbtso@gmail.com) and Dr. Winnie Ho (winniesiuyeeho@gmail.com) and cc to hkaect.jce@gmail.com. Indicate in the subject line of your email "Submission to the Journal of Communication and Education". An acknowledgement will be forwarded to the author(s) upon receipt of the manuscripts.

Please refer to JCE’s website for the detailed style guidelines: http://www.hkaect.org/jce/style.doc.

Aims and Scope

Journal of Communication and Education (JCE)
- A double blind peer reviewed international research journal

ISSN 2311-5157
Key title: Journal of communication and education
Abbreviated key title: J. commun. educ

The Journal of Communication and Education (JCE) is an international journal of the Hong Kong Association for Educational Communications and Technology (HKAECT) and publishes research papers in the fields of communication and education. Here communication is interpreted as the human communication process of making sense out of the world and sharing that sense with others through technical and non-technical means whereas education is understood in a broad sense as any form of teaching, learning and training occurs in a variety of contexts and environments. With the advent of information technologies, we have witnessed that these fields of knowledge have become enormously influential and have shaped a large portion of the world's progress. Against this backdrop, the journal publishes international issues such as ubiquity of the media and information technologies and the need to educate and advocate intelligent consumption. The journal invites rigorous scholarly work, including review articles and empirical studies using qualitative, quantitative or mixed research paradigm, that can make original contributions with impact on the scholarship of communication and education.

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