Andrew McWhirter – författare

Employing a unique generational approach, this book critically assesses social media in educational contexts across all educational levels: from primary and secondary schools to further and higher education, proposing a schema for social media literacy (SML).Using research obtained from fieldwork observations conducted in online teaching groups, surveys, and in-depth interviews with teachers and educators on the topic of social media and education, chapters interrogate the historical relationship between educator and learner, and use the frame of expert methodology to understand what educators themselves consider important about social media and education relative to their sectors. Bringing together current literature from education, learning and media technologies, along with longstanding debates around technological influence, chapters also draw on audience and communication studies, psychology and arts and humanities at a time when many different disciplines are trying to understand what social media means to our society.This interdisciplinary volume will be of great interest to academics, researchers and postgraduates in the fields of technology in education, media literacy, and critical digital media. Practitioners involved in the sociology of education will also find the book of use.

Employing a unique generational approach, this book critically assesses social media in educational contexts across all educational levels: from primary and secondary schools to further and higher education, proposing a schema for social media literacy (SML).Using research obtained from fieldwork observations conducted in online teaching groups, surveys, and in-depth interviews with teachers and educators on the topic of social media and education, chapters interrogate the historical relationship between educator and learner, and use the frame of expert methodology to understand what educators themselves consider important about social media and education relative to their sectors. Bringing together current literature from education, learning and media technologies, along with longstanding debates around technological influence, chapters also draw on audience and communication studies, psychology and arts and humanities at a time when many different disciplines are trying to understand what social media means to our society.This interdisciplinary volume will be of great interest to academics, researchers and postgraduates in the fields of technology in education, media literacy, and critical digital media. Practitioners involved in the sociology of education will also find the book of use.

'The critic is dead.' 'Everyone's a critic.' These statements reflect some of the perceptions of film criticism in a time when an opinion can be published in seconds, yet reach an audience of millions. This book examines the reality of contemporary film criticism, by talking to leading practitioners in the UK and North America - such as Nick James, Mark Cousins, Jonathan Rosenbaum and Richard Porton - and by covering a broad spectrum of influential publications - including Sight & Sound, The Guardian, Cineaste, indieWIRE and Variety. Forming a major new contribution to an emerging field of study, these enquiries survey the impact of larger cultural, economic and technological processes facing society, media and journalism. Historical perspectives on criticism from ancient times and current debates in journalism and digital media are used to unravel questions, such as: what is the relationship between crisis and criticism? In what way does the web change the functions and habits of practitioners? What influences do film industries have on the critical act? And how engaged are practitioners with converged and creative film criticism such as the video essay?In the face of transformative digital idealism, empirical findings here redress the balance and argue the case for evolution rather than revolution taking place within film criticism.