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Popular Culture and Representations of Literacy

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German Native. The affective, social, and cultural relationships children develop with media need to be valued as part of their experience of narrative. There is also an urgent need to enable children to draw on their experiences of media in order to make explicit their understandings of both narrative and the affordances of different multimodal forms.

We still only have emerging models of learning progression for media literacy and limited understandings of effective pedagogy for media education. The negative perception of media texts and media education obscures these questions and constrains important areas of research.

However, a stronger connection to the subject of Media Studies might also prove productive. Using Media Studies analytical framework, including a focus on media language, audiences, representation and institutions brings children in touch with challenging ideas which relate to their own experiences.

As the different contributions to this site demonstrate, these are not and cannot be neatly packaged units of subject information, but instead demand critical, creative, independent and collaborative thinking and learning. Nor is it enough to develop media literacy in order to enhance school-based literacies. Children as young as six can understand and begin to apply new sets of questions to texts, and experiences which are clearly advancing their understandings of their own lived culture.

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Last week I observed a Y3 classroom in Croydon where children conducted, collated and analysed audience research, leading them to recognise that different audiences might interpret, make sense and meaning from texts in different ways. Last term I observed a Y5 class in Cambridge make radio news broadcasts, learning not only about the process of production but also about regulation, funding and news values.

More broadly both groups of children were learning that texts are constructed, they represent the world in particular ways and audiences, including themselves, respond to them actively, socially and culturally. As a result of productive pedagogy and the use of the Media Studies concepts the children were able to articulate understandings of abstract concepts such as modality, empathy, point of view, intertextuality; concepts more often left to much older students to grapple with.

This leaves us with some interesting questions about teaching difficult, complex, ambiguous, open-ended ideas to students at both secondary and primary level that it will important to come back to and debate further. But to return to my title then, what is it that people say about media education?

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New York, Washington, D. Oxon, Routledge and Falmer p. Pahl, K. In: Marsh, J.