Julian McDougall – författare

Revisiting Richard Hoggart’s classic work The Uses of Literacy (1957), this book applies Hoggart’s framework to media literacy today, examining media literacy’s various uses, the tensions between them and what this means for people, communities and the contemporary configurations of social class.

In The Uses of Literacy (1957), Richard Hoggart wrote about how his working class community, in the North of England, were at once using the new ‘mass literacy’ for self-improvement, education, social mobility and civic engagement and, at the same time, the powerful were seizing the opportunity also to use this expansion in literacy, through the new popular culture, for commercial and political ends. Working in the intersection between education, cultural studies and literacies, the authors write about media literacy as a contested, under-theorised field through Hoggart’s ‘line of sight’ to provide a perspective on media literacy and working class culture today.

This reimagining of a classic work, piercingly relevant to studies of class in Britain in 2019, will be of key interest to scholars in Media Studies, as well as interested readers in Communication Studies, Literacy Studies, Cultural Studies, Politics and Sociology.

Revisiting Richard Hoggart’s classic work The Uses of Literacy (1957), this book applies Hoggart’s framework to media literacy today, examining media literacy’s various uses, the tensions between them and what this means for people, communities and the contemporary configurations of social class.

In The Uses of Literacy (1957), Richard Hoggart wrote about how his working class community, in the North of England, were at once using the new ‘mass literacy’ for self-improvement, education, social mobility and civic engagement and, at the same time, the powerful were seizing the opportunity also to use this expansion in literacy, through the new popular culture, for commercial and political ends. Working in the intersection between education, cultural studies and literacies, the authors write about media literacy as a contested, under-theorised field through Hoggart’s ‘line of sight’ to provide a perspective on media literacy and working class culture today.

This reimagining of a classic work, piercingly relevant to studies of class in Britain in 2019, will be of key interest to scholars in Media Studies, as well as interested readers in Communication Studies, Literacy Studies, Cultural Studies, Politics and Sociology.

This book provides critical commentary on key issues around virtual reality, using media technology as a tool to challenge perspectives for learning and understanding cultural diversities.

With a focus on empathy, embodiment and ethics, the book interrogates the use of immersive technologies for formal and informal educational contexts. Taking a critical approach to discourses around emerging technology and learning, the book presents the idea that a new literacy is emerging and an emphasis on media and technology is needed in the context of education to explore and experience cultural diversities. Employing a personal reflexive narrative, the chapters highlight key issues through research and interviews with leading practitioners in the field.

Understanding Virtual Reality will be of great interest to academics and students interested in the effects of immersive realities on the education experience, and to anyone keen on exploring the paradigm shift from entertainment to education.

This book provides critical commentary on key issues around virtual reality, using media technology as a tool to challenge perspectives for learning and understanding cultural diversities.

With a focus on empathy, embodiment and ethics, the book interrogates the use of immersive technologies for formal and informal educational contexts. Taking a critical approach to discourses around emerging technology and learning, the book presents the idea that a new literacy is emerging and an emphasis on media and technology is needed in the context of education to explore and experience cultural diversities. Employing a personal reflexive narrative, the chapters highlight key issues through research and interviews with leading practitioners in the field.

Understanding Virtual Reality will be of great interest to academics and students interested in the effects of immersive realities on the education experience, and to anyone keen on exploring the paradigm shift from entertainment to education.

This provocative text considers the state of media and cultural studies today after the demolition of the traditional media paradigm, and engages with the new, active consumer culture.

Media Studies, particularly within schools, has until recently been concerned with mass media and the effects of ‘the media’ in society and on people. As new media technology has blurred the boundaries between the audience and the media, the status of this area of education is threatened. Whilst some have called for a drastic re-think (Media Studies 2.0), others have called for caution, arguing that the power dynamics of ownership and gatekeeping are left intact.

This book uses cultural and technological change as a context for a more forensic exploration of the traditional dependence on the idea of ‘the media’ as one homogenous unit. It suggests that it would be liberating for students, teachers and academics to depart from such a model and shift the focus to people and how they create culture in this contemporary ‘mediascape’.

This provocative text considers the state of media and cultural studies today after the demolition of the traditional media paradigm, and engages with the new, active consumer culture.

Media Studies, particularly within schools, has until recently been concerned with mass media and the effects of ‘the media’ in society and on people. As new media technology has blurred the boundaries between the audience and the media, the status of this area of education is threatened. Whilst some have called for a drastic re-think (Media Studies 2.0), others have called for caution, arguing that the power dynamics of ownership and gatekeeping are left intact.

This book uses cultural and technological change as a context for a more forensic exploration of the traditional dependence on the idea of ‘the media’ as one homogenous unit. It suggests that it would be liberating for students, teachers and academics to depart from such a model and shift the focus to people and how they create culture in this contemporary ‘mediascape’.

This is Barthes’ seminal text reimagined in a contemporary context by contemporary academics. Through a revisiting of Mythologies, a key text in cultural and media studies, this volume explores the value these disciplines can add to an understanding of contemporary society and culture. Leading academics in media, English, education, and cultural studies here are tasked with identifying the "new mythologies" some fifty or so years on from Barthes’ original interventions. The contributions in this volume, then, are readings of contemporary culture, each engaging with a cultural event, practice, or text as mythological. These readings are then contextualized by an introduction which reflects on the ‘how’ of these engaging responses and an "essay at the back of the book" which replaces Myth Today with a reflection on the contemporary provenance of both Barthes and his most famous book. Thus the book is at least two things at once whichever way you look: a ‘new’ Mythologies and a book about Barthes’ legacy, an exploration of the place of theory in critical writing, and a book about contemporary culture.

This is Barthes’ seminal text reimagined in a contemporary context by contemporary academics. Through a revisiting of Mythologies, a key text in cultural and media studies, this volume explores the value these disciplines can add to an understanding of contemporary society and culture. Leading academics in media, English, education, and cultural studies here are tasked with identifying the "new mythologies" some fifty or so years on from Barthes’ original interventions. The contributions in this volume, then, are readings of contemporary culture, each engaging with a cultural event, practice, or text as mythological. These readings are then contextualized by an introduction which reflects on the ‘how’ of these engaging responses and an "essay at the back of the book" which replaces Myth Today with a reflection on the contemporary provenance of both Barthes and his most famous book. Thus the book is at least two things at once whichever way you look: a ‘new’ Mythologies and a book about Barthes’ legacy, an exploration of the place of theory in critical writing, and a book about contemporary culture.