Media education: literacy, learning and contemporary culture
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, UK
Polity Press
2007
|
| Ausgabe: | Repr. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XII, 219 S. |
| ISBN: | 9780745628301 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Preface
and Acknowledgements
ix
Part I Rationales
1
Why Teach the Media?
3
What are media?
3
What is media education?
4
Why media education?
5
The evolution of media education in the UK
6
Democratization and defensiveness
9
Towards a new paradigm
12
Moving ahead: teaching and learning
14
Moving ahead: a bigger picture
15
A continuing story
17
New Media Childhoods
18
Childhood and the media
19
Changing childhoods
21
Technologies
23
Economics
25
Texts
27
Audiences
29
Implications for education
32
3
Media Literacies
35
Defining literacy
36
A social theory of literacies
38
Mapping media literacies
39
Beyond the magic window
42
Reality problems
44
The limits of assessment
47
Why literacy?
49
Part II The State of the Art
4
Defining the Field
53
Production
54
Language
55
Representation
57
Audiences
59
Key concepts in practice
61
Conclusion: some general principles
67
5
Classroom Strategies
Textual analysis
Contextual analysis
Case studies
Translations
Simulations
Production
Conclusion
6
Locating Media Education
A separate academic subject: Media Studies
Media education across the curriculum
Media education in language and literature teaching
Media education and ICTs
Vocational media education
Media education beyond the classroom
Conclusion
Part III Media Learning
7
Becoming Critical
107
The social functions of criticism
109
Critical language games 111
Approaching ideology
114
Learning critical discourse
119
Beyond criticism?
120
8
Getting Creative
123
Changing practices
125
The limits of creativity
127
The social worlds of production
128
Writing media
131
Using genres
134
Conclusion
137
9
Defining Pedagogy
139
Understanding conceptual learning
140
Towards a dynamic model
143
Researching audiences: the social self
146
Self-evaluation: from practice to theory
149
Beyond the model
153
Part IV New Directions
10
Politics, Pleasure and Play
157
Postmodern identities?
158
Playful pedagogies
162
The politics of parody
165
Working through pleasure?
169
Conclusion
171
11
Digital Literacies
173
Towards digital literacies
175
Models of digital production
179
The meanings of access
181
Processes and products
183
Technology and pedagogy
186
12
New Sites of Learning
189
Media education beyond the classroom
191
Media and youth work
194
Media and informal learning
196
Evaluation
199
Towards deschooling?
201
References
204
Index
216
How should education respond to the challenges of an increasingly mediated
world? How can it enable young people to become active, critical participants in
the media culture that surrounds them? And how can it keep pace with the
complex technological, cultural and economic changes that are currently
reshaping the contemporary media environment? These are some of the
questions that arise in the area of media education
-
or media literacy
-
which is
gradually becoming recognized as a key aspect of the school curriculum in many
countries. This book takes account of recent changes both in the media and in
young people s lives, and provides an accessible and cogent set of principles on
which the media curriculum should be based, and a clear rationale for pedagogic
practice. It outlines how media educators should respond to contemporary social,
political and technological developments, and to the changing role and function
of education itself.
David Buckingham is one of the leading international experts in the field.
Media Education represents a distillation of his key arguments, and an
authoritative analysis of the challenges that lie ahead for media educators.
|
| adam_txt |
Contents
Preface
and Acknowledgements
ix
Part I Rationales
1
Why Teach the Media?
3
What are media?
3
What is media education?
4
Why media education?
5
The evolution of media education in the UK
6
Democratization and defensiveness
9
Towards a new paradigm
12
Moving ahead: teaching and learning
14
Moving ahead: a bigger picture
15
A continuing story
17
New Media Childhoods
18
Childhood and the media
19
Changing childhoods
21
Technologies
23
Economics
25
Texts
27
Audiences
29
Implications for education
32
3
Media Literacies
35
Defining literacy
36
A social theory of literacies
38
Mapping media literacies
39
Beyond the magic window
42
Reality problems
44
The limits of assessment
47
Why literacy?
49
Part II The State of the Art
4
Defining the Field
53
Production
54
Language
55
Representation
57
Audiences
59
Key concepts in practice
61
Conclusion: some general principles
67
5
Classroom Strategies
Textual analysis
Contextual analysis
Case studies
Translations
Simulations
Production
Conclusion
6
Locating Media Education
A separate academic subject: Media Studies
Media education across the curriculum
Media education in language and literature teaching
Media education and ICTs
Vocational media education
Media education beyond the classroom
Conclusion
Part III Media Learning
7
Becoming Critical
107
The social functions of 'criticism'
109
Critical language games 111
Approaching 'ideology'
114
Learning critical discourse
119
Beyond criticism?
120
8
Getting Creative
123
Changing practices
125
The limits of 'creativity'
127
The social worlds of production
128
Writing media
131
Using genres
134
Conclusion
137
9
Defining Pedagogy
139
Understanding conceptual learning
140
Towards a dynamic model
143
Researching audiences: the social self
146
Self-evaluation: from practice to theory
149
Beyond the model
153
Part IV New Directions
10
Politics, Pleasure and Play
157
Postmodern identities?
158
Playful pedagogies
162
The politics of parody
165
Working through pleasure?
169
Conclusion
171
11
Digital Literacies
173
Towards digital literacies
175
Models of digital production
179
The meanings of 'access'
181
Processes and products
183
Technology and pedagogy
186
12
New Sites of Learning
189
Media education beyond the classroom
191
Media and youth work
194
Media and 'informal' learning
196
Evaluation
199
Towards deschooling?
201
References
204
Index
216
How should education respond to the challenges of an increasingly mediated
world? How can it enable young people to become active, critical participants in
the media culture that surrounds them? And how can it keep pace with the
complex technological, cultural and economic changes that are currently
reshaping the contemporary media environment? These are some of the
questions that arise in the area of media education
-
or media literacy
-
which is
gradually becoming recognized as a key aspect of the school curriculum in many
countries. This book takes account of recent changes both in the media and in
young people's lives, and provides an accessible and cogent set of principles on
which the media curriculum should be based, and a clear rationale for pedagogic
practice. It outlines how media educators should respond to contemporary social,
political and technological developments, and to the changing role and function
of education itself.
David Buckingham is one of the leading international experts in the field.
Media Education represents a distillation of his key arguments, and an
authoritative analysis of the challenges that lie ahead for media educators. |
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