Browsing Education by Subjects
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Media literacy education in primary years: carrying on regardlessThis think- piece shares emerging ideas about media education, which the authors permit themselves to explore despite the current ‘strangulation’ of media studies in England. By ‘carrying on regardless’ we refer to an aspiration we have to continue to develop our pedagogical and theoretical approaches to media education, rather than having to expend energy always defending the subject and reformulating it to suit the discourses of populist politics. As such we reflect back on the Developing Media Literacy research project and consider our interpretations of the data in the light of recent thinking about cognition, constructivism and curriculum (more Cs!) in learning and pedagogy. We suggest that there is still important work to be done in terms of developing pedagogy which enables complex concepts to be understood, operationalized and questioned by children. We do so with the assumption implicit (as it is in most other subjects) that this work is important for the individual, the community and society (and that we do not need to spend our word count reinventing that particular wheel).
Media literacy, curriculum and the rights of the childEngaging with digital media is part of everyday living for the majority of children, yet opportunities to learn about, through and with media are denied many pupils in compulsory schooling. Whilst Media Studies in the UK is internationally reputed to be well established, changes made to the primary and secondary national curriculum in 2014 included removal of existing media study elements. We demonstrate what is lost by these actions in relation to the United Nations Rights of the Child and, in particular, the right of the child to express identity. We demonstrate how media literacy had previously been included in curriculum, enabling opportunities to address children’s rights, and propose that the absence of media education is part of an overall trend of the non-prioritisation of children’s rights in England and Northern Ireland. The paper calls for media literacy to be reintroduced into primary and secondary curriculum
Towards 'creative media literacy'In this chapter, perhaps counterintuitively, we begin by challenging the orthodoxies of two key terms in media education (creativity and literacy) and then suggest that by bringing them together in a new way we can provide a framework for media production work that is critical, reflective and student-centred. We understand that production work takes place in a variety of educational contexts, some of which are explicitly vocational, but we suggest here that, if claims for production work are to be made as part of a wider project of literacy, some of the assumptions about the affordances of such work must be addressed and subjected to scrutiny. We propose, ultimately, the concept of ‘creative literacy’ – a critically oriented set of attributes with which students practise a systematic interrogation of their own productive processes and the meanings attributed to them. Through a philosophically grounded critical framework and examples of pedagogic practice drawn from a three year study of student production work we show how creative literacy can be recognised, developed and how the conditions of possibility for its emergence may be created.
Towards an epistemology of media education: confronting the problems of knowledge presented by Social RealismRecent debates about the status of knowledge in the school curriculum have seen the emergence of attempts to connect curriculum reform to the ideas about "powerful knowledge" articulated by Michael Young and other sociologists. This article argues that for the case of media education, and specifically its application in secondary schools - in the form of Media Studies - these ideas are not adequate to explain the epistemological principles upon which the project of media education is built. The paper takes a threefold approach to developing an epistemology of media education; firstly, by outlining existing work on the nature of knowledge in media education; secondly, by examining social realist arguments about the way that knowledge is manifested in things like school subjects and canonical knowledge and arguing that media education does not fit these manifestations; and finally by offering some alternative ideas upon which an epistemology of media education may be built