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Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
Salzburg Academy: Julian's presentation
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Salzburg Academy: Julian's presentation

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Julian McDougall's presentation to the 2014 Salzburg Media Literacy Academy

Julian McDougall's presentation to the 2014 Salzburg Media Literacy Academy

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  • 1. Doing Mediaptation: Learning from the Protest Camp Read,Write, Curate, Argue … then ACT (maybe) and if so, DOUBLEADAPT So what counts? Longest ever presentation title?
  • 2. julian@cemp.ac.uk Twitter: @JulianMcDougall
  • 3. Action plan signpost: What role do media play in this challenge? Do they perpetuate a problem, can they solve it? You need media literacy to work this out. BUT - in this session I want you to ‘DECONSTRUCT’ the idea of media literacy itself. Its power dynamics. In particular, you need to take a CRITICAL, SITUATED view of your own ‘co-option’ into media literacy as an agent for civic action and change. On whose terms? You will be asked to reflect on your own developing project ideas in response to the idea of MEDIAPTATION.
  • 4. SAC14 first rough ideas: using Media for change | changing media? Speed employment app (Shanghai single parents) Social network platform to monitor ethical hiring safeguards (Lebanon social capital) Social media / TV educational campaign on social protection (Mexican child labour) Pitch app to connect graduates to employers (Lebanon youth unemployment) NGO / cellular digital literacy programme + female interns (Palestinian women in Lebanon refugee camp) Soap opera storyline to raise awareness + connect to NGOs / support groups (Indian maid / mother suffering domestic violence) TAKE ONE (NOT YOURS). Discuss – DUAL APAPTATION? (Adapting the change objective to fit with media / adapting media practices).
  • 5. Hypotheses for Critical Media Literacy – sidestepping the schism
  • 6. Framework for this (Milhailidis, 2013)
  • 7. FACULTY: Media Literacy, the incomplete project? A Habermasian nonsense experiment? Generating our own aporias, at an impasse of our own making. A Rushkoffion Big Blank? The way out = a pedagogic shift. Media Literacy ‘After the Media’ A shift to CURATION A shift to POROUS EXPERTISE A strategy of DUAL ADAPTATION
  • 8. Legacies Tributes Struggle
  • 9. It’s Complicated: Machines of Loving Grace
  • 10. It’s Complicated: Cave 2.0?
  • 11. It’s Complicated: The joy of text
  • 12. It’s Complicated: The story of .gif
  • 13. It’s Complicated: The Return of Naked Ideology?
  • 14. Either way …… always back to this .. … to measure this
  • 15. Curation Porous Expertise But ….. Media Education is Awkward
  • 16. Proposal for Untangling: Porous Dual Adaptation Writer | Reader Media | Citizen Teacher | Student Expert | Inexpert Co-opting each other in pursuit of objectives Managing and embedding ‘real media’ Creating own frames of reference (‘double articulations’) Some forms of mainstream media policy are adopted and adapted at protest camps. At the same time, protest camps create the power to enforce their own standards on to the media, which has to adapt to protest camps’ heterogeneity and refusal to speak with one voice. Feigenbaum, Frenzel and McCurdy, 2013: 224.
  • 17. So …. Powerful (Media) Literacy = DUALADAPTATION from awkward education
  • 18. Awkward Untangling Which actions can be taught? How measured? Young people are actively required to exercise their responsibility as citizens, yet for many the traditional markers of citizenship have been ever more difficult to achieve, and in this context, participation may not be a meaningful practice – and MAY EVEN PROVETO BE AN OPPRESSIVE IMPOSITION. Buckingham, Bragg and Kehily, 2014: 280
  • 19. So what counts? (1) Knowing your “BIG OTHER”?
  • 20. So what counts? (2) Using theory?
  • 21. So what counts? (3) The Medium or the Message?
  • 22. So what counts? (4) Literate Frivolity?
  • 23. So what counts? (5) Frivolistribution?
  • 24. So what counts? (6) Fan Parody Meta Literacy?
  • 25. Students: Discussion (GML context) 1. Parody as a media literate act of dual adaptation? 2. What’s the critical bit? 3. Where does CHANGE come from? 4. Doing mediaptation for global change?
  • 26. Back to SAC14 ideas: using Media for change | changing media? Speed employment app (Shanghai single parents) Social network platform to monitor ethical hiring safeguards (Lebanon social capital) Social media / TV educational campaign on social protection (Mexican child labour) Pitch app to connect graduates to employers (Lebanon youth unemployment) NGO / cellular digital literacy programme + female interns (Palestinian women in Lebanon refugee camp) Soap opera storyline to raise awareness + connect to NGOs / support groups (Indian maid / mother suffering domestic violence) TAKE ONE (NOT YOURS). Discuss – DUAL APAPTATION? (Adapting the change objective to fit with media / adapting media practices).
  • 27. FACULTY: Recommendations for Research Untangle discourses ‘Pin down’ and untangle civic action criteria from international MIL objectives – eg Unesco / Salzburg GML Map those to practice – pilot methodology Full international study with refined methodology Identify best practice in ‘civic capabibility’ (using ‘robust’ methods). This doesn’t naturally arise from MIL but has ‘conditions of possibility’. Be clear (honest) about political goals – discuss.
  • 28. Thanks for the invite and good luck!!

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