I wasn’t taught ‘literacy’ but I was taught to read and write, helped to curate and encouraged to argue. Two conditions to be in place for media literacy – a concern with redistribution of power and respect for the study of popular culture – always a battleground
We start and end with Zizek – drawing an analogous relationship between his observations of the inadequate liberal response to consumer capitalism – in which we both embody and internalise our own subordination – and the project of media literacy to date, which, I argue, has done the same by annexing ‘the media’ from literacy in general and also from people – setting up an alienating and defeating Big Other. Rushkoff – employing the techniques of marketing to resist corporatism – a big blank, a losing proposition. Play Zizek Starbucks vid from McLuhan image.
Redistribution of power - Tribute to Tony Benn: frames all concerns with literacy – voice, culture, powerful literacies etc
----- Meeting Notes (25/02/2014 17:29) -----Tribute – study of popular culture (legacy) Play vid
----- Meeting Notes (25/02/2014 17:29) -----Play vid and discuss- reception theory par excellence? CURATION – pedaogoy of inexpertise – Ranciere.
Buckingham says let the thousand flowers bloom but does the ‘project’ need a more modest ambition in order to make smaller progress with more coherence? Question for audience – do we feel the book’s divergence is a strength?
Can we teach change to action? It’s not as cynical as it sounds to ask that. Is that the goal of education or a fortunate by-product?
UK paradox – we have the most media education and it’s in the mainstream curriculum but it’s derided by every government. Epistemological cul de sac.
Play and ask if people are surprised?
Neglected? Pedagogy has not yet matched the changes in media that it should be responding to.Producer – audience boundaries blurred, but teacher – student not so?
Ask for other terms to describe?
How to account for shared expertise and more porous interchange?
4 minutes in. Medium is the message? Literacies at work in .gif?
----- Meeting Notes (07/03/2012 11:07) -----Literacy research exploring situated literacies, habitus and field. Describe project - play vid
Re-configuration – back to Ned and Lego Movie, or story of .gif – a game trying to be a film or a novel, and here a study guide looking like one for a novel. But to the participants (students), none of this really matters – just texts.
Media Literacy: The Incomplete Project
Media Literacy: The Incomplete Project
Curate & Argue
0r the Media Literacy Bric-a-Brac Sale
The incomplete project
A Habermasian nonsense experiment?
Generating our own aporias, at an impasse of our own
A Rushkoffion Big Blank?
The way out = a pedagogic shift.
MLE discourses (overlapping)
Social Hagood, Kist, Lee.
Post-Protectionist Andersen, Reilly , Lundgren, Bindig &
Citizenship Jolls et al, Mihailidis, Melki, Leaning, Agosto &
Magee, Bogel, Fry, Pernisco, Gordon & Schirra,Gallagher,
Creative Dezuanni &Woods, Jensen.
Subject Media McDougall, Duanic, De Abreu, Considine &
Considine, Silverblatt et al.
Rheingold (2011) & immense responsibility (Abreu &
Mihailidis (2014) for media ed to teach:
and even mindfulness
Compare to other disciplines ‘in the centre’.
To do this from the margins – possible?
Media Literacy Elements: Untangling
Which actions can be taught? How measured?
In 2013, Michael Gove, Secretary of State for Education stated the
current view of the department for education:
I certainly have no wish to dissuade any one who wishes to pursue a
course in media studies if that is their whole heart’s desire.
The current problem with subjects like media studies relates to the way
our league tables work. They encourage schools to push
a subject which, currently, actually limits opportunities.
Irrespective of my views, it’s a fact that some of our best universities
consider media studies to be a less rigorous preparation for higher
education than other courses.
Students who take it up limit their capacity to choose freely between
universities. It’s a simple truth that a pass in physics or further maths
opens more doors.
UK Report to EC (Cost / ANR)
The majority of media teachers in the UK are English graduates.The most
common route into teaching media is through a PGCE or equivalent
postgraduate teacher training course in English, although more generic ‘on
the job’ training routes are increasingly common due in part of funding
The percentage of Media teachers holding degrees in the subject increases
year on year, but the absence of accredited teacher training in the subject
continues.There is, at present, only one Media teacher training course.
Media education training is thus dominated by masters level courses that do
not carry qualified teacher accreditation, modules within Masters in Education
programmes and by continuing professional development courses and events:
UK Report to EC (Cost / ANR)
A key recommendation from this report is that funding should be
provided for more detailed research into this relationship between
Media Studies and media / digital / information literacy in order to
provide robust evidence of the need for training and legitimation for the
subject as the preferable ‘conduit’ for digital citizenship in the 21st
century, and to provide a compelling case for a formal policy mandate for
Media Studies as the agent for this.
Never going to happen. Like, ever.
(1) the composite model of media literacy currently provided by the various EU
and EC strategies is too broad in scope and ambition for mainstream
education to ‘deliver’ and therein lies a fundamental mismatch between the
objectives of media literacy as articulated in policy and the capacity of education
as the agent for its development in society;
(2) to coherently match Media Studies in the UK to the policy objectives for
media literacy expressed in European policy, Government funding (for teacher
training), support and endorsement for Media Studies is essential;
(3) funding should be prioritised for broader research into the capacity for Media
Studies in schools and colleges to develop media and information literacy as
defined by the European Union.
Porous expertise (McDougall
and Potter, 2014)
Semi permeable membrane
Curation pedagogy (Andrews
and McDougall, 2013)
Pedagogy of the inexpert
(Kendall and McDougall, 2012)
Media Literacy car boot
or bring and buy, swap meet, bric a brac sale, e-bay?
(1) A relativist continuum
‘literacy’, equal in
cultural value to
response by virtue
of scale of
(2)What’s to bring and buy?
• What does your textual experience look and feel like?
• What different spaces and places are there for consuming and producing
• What does it mean to be a producer and consumer in these spaces and
• What different kinds of textual associations and affiliations do you make,
with whom and for what?
• What is an author and what is being creative?
• How do you represent yourself in different spaces and places?
• What is reading, what is writing, what is speaking and what is listening and
what is learning?