Routledge Research in Media Literacy and Education – serie

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 offers a systematic study of media education in Latin America. As spending on technological infrastructure in the region increases exponentially for educational purposes, and with national curriculums beginning to implement media related skills, this book makes a timely contribution to new debates surrounding the significance of media literacy as a citizen’s right. Taking both a topical and country-based approach, authors from across Latin America present a comprehensive perspective of the region and address issues such as the political and social contexts in which media education is based, the current state of educational policies with respect to media, organizations and experiences that promote media education.

This book offers an alternative approach to developing media literacy pedagogies for marginalized communities and people in postcolonial countries, especially in the Global South, tackling unexplored issues such as media literacy of war, terrorism, pandemics, infodemics, populism, colonialism, genocide, and intersectional feminism.With an emphasis on developing critical and emotive consciousness — or unveiling the oppressor within — the book provides a unique perspective that fits the needs of people at the margins and challenges mainstream media literacy approaches that are mainly designed for the center and the Global North. The book offers a framework for designing curricula at and with the margins through an emancipatory media literacy approach. This approach directs energy toward resistance and praxis, focuses on local priorities of the margins, contextualizes issues within a postcolonial historical moment, and concentrates on fighting oppression structures and social injustice.This book will be an important resource for scholars, educators, and students of media literacy, communication, cultural studies, critical pedagogy, health communication, postcolonialism, Arab studies, feminism, and human rights.

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 handbook interrogates the foundations of media literacy and media education research from a methodological standpoint. It provides a detailed, illustrated overview of key methods used in the study of media literacy and media education. Further, it reveals the diversity of this research field and organizes this diversity by using three categories of investigation: media practices, educational initiatives, and prescriptive discourses.The book offers valuable reference points and tools for exploring the range of research methods used to study media literacy and media education and how these methods connect to epistemological stances, theoretical frameworks, and research questions. It serves as a guide for researchers who wish to position themselves, reflect on the methods they use or are considering using, and compare and contrast them against alternative or complementary approaches. After reading this book, readers will be better able to identify and define the objects of study in media literacy and media education research, the preferred ways of conducting investigations, the phenomena, issues, and dimensions that these are likely to bring to light, and the knowledge that they generate.This comprehensive and up-to-date overview of the field of media literacy education research methods will be of great interest to scholars and students of education studies, media studies, media literacy, cognitive science, and communication studies.Chapter 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 International license.

This handbook interrogates the foundations of media literacy and media education research from a methodological standpoint. It provides a detailed, illustrated overview of key methods used in the study of media literacy and media education. Further, it reveals the diversity of this research field and organizes this diversity by using three categories of investigation: media practices, educational initiatives, and prescriptive discourses.The book offers valuable reference points and tools for exploring the range of research methods used to study media literacy and media education and how these methods connect to epistemological stances, theoretical frameworks, and research questions. It serves as a guide for researchers who wish to position themselves, reflect on the methods they use or are considering using, and compare and contrast them against alternative or complementary approaches. After reading this book, readers will be better able to identify and define the objects of study in media literacy and media education research, the preferred ways of conducting investigations, the phenomena, issues, and dimensions that these are likely to bring to light, and the knowledge that they generate.This comprehensive and up-to-date overview of the field of media literacy education research methods will be of great interest to scholars and students of education studies, media studies, media literacy, cognitive science, and communication studies.Chapter 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 International license.

This volume offers deeper exploration and advancement of critical race media literacy, a concept which fuses the genres of media literacy and critical media literacy with critical race theory to bring a new and salient frame to the discussion of media literacy across all levels of education in today’s globalized, race-based, and media-saturated climate.Bridging the gap in research that has not addressed the ways in which media is a conduit of racial dialogue and ideology, the book brings together a diverse group of scholars that explore their perspectives on critical race media literacy as it is experienced from the interface and consumption of a variety of media texts and social phenomena. Topics addressed include news literacy, children’s literature, Black political movements, media protests, and ethnic rock—Critical Race Media Literacy addresses these topics within existing media literacy contexts to enhance media literacy scholarship and educational pedagogy.This book will provide a timely and important resource not only for scholars and students of media literacy and media education but also for educators working in diverse learning settings.

This volume offers deeper exploration and advancement of critical race media literacy, a concept which fuses the genres of media literacy and critical media literacy with critical race theory to bring a new and salient frame to the discussion of media literacy across all levels of education in today’s globalized, race-based, and media-saturated climate.Bridging the gap in research that has not addressed the ways in which media is a conduit of racial dialogue and ideology, the book brings together a diverse group of scholars that explore their perspectives on critical race media literacy as it is experienced from the interface and consumption of a variety of media texts and social phenomena. Topics addressed include news literacy, children’s literature, Black political movements, media protests, and ethnic rock—Critical Race Media Literacy addresses these topics within existing media literacy contexts to enhance media literacy scholarship and educational pedagogy.This book will provide a timely and important resource not only for scholars and students of media literacy and media education but also for educators working in diverse learning settings.

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 offers a systematic study of media education in Latin America. As spending on technological infrastructure in the region increases exponentially for educational purposes, and with national curriculums beginning to implement media related skills, this book makes a timely contribution to new debates surrounding the significance of media literacy as a citizen’s right. Taking both a topical and country-based approach, authors from across Latin America present a comprehensive perspective of the region and address issues such as the political and social contexts in which media education is based, the current state of educational policies with respect to media, organizations and experiences that promote media education.

This handbook showcases how educators and practitioners around the world adapted their routine media pedagogies to meet the challenges of the COVID-19 pandemic, which often led to significant social, economic, and cultural hardships. Combining an innovative mix of traditional chapters, autoethnography, case studies, and dialogue within an intercultural framework, the handbook focuses on the future of media education and provides a deeper understanding of the challenges and affordances of media education as we move forward. Topics range from fighting disinformation, how vulnerable communities coped with disadvantages using media, transforming educational TV or YouTube to reach larger audiences, supporting students’ wellbeing through various online strategies, examining early childhood, parents, and media mentoring using digital tools, reflecting on educators’ intersectionality on video platforms, youth-produced media to fight injustice, teaching remotely and providing low-tech solutions to address the digital divide, search for solutions collaboratively using social media, and many more. Offering a unique and broad multicultural perspective on how we can learn from the challenges of addressing varied pedagogical issues that have arisen in the context of the pandemic, this handbook will allow researchers, educators, practitioners, institution leaders, and graduate students to explore how media education evolved during 2020 and 2021, and how these experiences can shape the future direction of media education.

This handbook showcases how educators and practitioners around the world adapted their routine media pedagogies to meet the challenges of the COVID-19 pandemic, which often led to significant social, economic, and cultural hardships. Combining an innovative mix of traditional chapters, autoethnography, case studies, and dialogue within an intercultural framework, the handbook focuses on the future of media education and provides a deeper understanding of the challenges and affordances of media education as we move forward. Topics range from fighting disinformation, how vulnerable communities coped with disadvantages using media, transforming educational TV or YouTube to reach larger audiences, supporting students’ wellbeing through various online strategies, examining early childhood, parents, and media mentoring using digital tools, reflecting on educators’ intersectionality on video platforms, youth-produced media to fight injustice, teaching remotely and providing low-tech solutions to address the digital divide, search for solutions collaboratively using social media, and many more. Offering a unique and broad multicultural perspective on how we can learn from the challenges of addressing varied pedagogical issues that have arisen in the context of the pandemic, this handbook will allow researchers, educators, practitioners, institution leaders, and graduate students to explore how media education evolved during 2020 and 2021, and how these experiences can shape the future direction of media education.

Pedagogical Opportunities of the Review Genre unleashes the pedagogical potential of the review genre, reframing the act of reviewing of cultural products as a communicative practice from a pedagogical perspective.Negotiating between traditions of journalism and media studies and pedagogy, the author presents a novel approach that will increase the readers’ understanding of an activity that is on the increase in an era where 'everyone can be a critic'. She identifies, describes, and develops genre-based pedagogies in formal, non-formal, and informal contexts of learning and teaching, in order to recontextualize the review as a form of learning and rethink of its potential as an inclusive, engaging, and a transformative critical cultural practice.This innovative and truly interdisciplinary study will interest students and researchers in the areas of media literacy, digital media, media and communication studies, cultural studies, sociology of arts, and pedagogical studies – in particular, cultural journalism and criticism, audience studies, cultural production, and cultural mediation, as well as critical media pedagogy and literacy studies.

Pedagogical Opportunities of the Review Genre unleashes the pedagogical potential of the review genre, reframing the act of reviewing of cultural products as a communicative practice from a pedagogical perspective.Negotiating between traditions of journalism and media studies and pedagogy, the author presents a novel approach that will increase the readers’ understanding of an activity that is on the increase in an era where 'everyone can be a critic'. She identifies, describes, and develops genre-based pedagogies in formal, non-formal, and informal contexts of learning and teaching, in order to recontextualize the review as a form of learning and rethink of its potential as an inclusive, engaging, and a transformative critical cultural practice.This innovative and truly interdisciplinary study will interest students and researchers in the areas of media literacy, digital media, media and communication studies, cultural studies, sociology of arts, and pedagogical studies – in particular, cultural journalism and criticism, audience studies, cultural production, and cultural mediation, as well as critical media pedagogy and literacy studies.

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.

Disinformation Debunked: Building Resilience through Media and Information Literacy examines the way media and information literacy (MIL) can address disinformation in conjunction with fact-checkers and developers, to benefit from the expertise of these fields in fighting disinformation.The book highlights the underlying stakes that are involved in the fight against disinformation, from producing smart tools to generalizing their use beyond the journalistic profession. It considers the MIL theories and methodologies at work in the digital era, especially from the perspective of digital visual literacy. Offering a comparative study of four European national experiences (France, Romania, Spain, and Sweden), the authors also make public policy recommendations to improve the fight against disinformation.This book is of great importance to students, scholars, and educators working on media and information literacy, digital media, journalism, mass communication, misinformation and disinformation.

Disinformation Debunked: Building Resilience through Media and Information Literacy examines the way media and information literacy (MIL) can address disinformation in conjunction with fact-checkers and developers, to benefit from the expertise of these fields in fighting disinformation.The book highlights the underlying stakes that are involved in the fight against disinformation, from producing smart tools to generalizing their use beyond the journalistic profession. It considers the MIL theories and methodologies at work in the digital era, especially from the perspective of digital visual literacy. Offering a comparative study of four European national experiences (France, Romania, Spain, and Sweden), the authors also make public policy recommendations to improve the fight against disinformation.This book is of great importance to students, scholars, and educators working on media and information literacy, digital media, journalism, mass communication, misinformation and disinformation.

This study explores the media education systems in South Asia, looking not just at the heavy disruption of the Covid-19 pandemic but also the long-standing digital inequalities and unequal socioeconomic opportunities that lead to reduced access to devices, technology, and digital media.With a focus on eight South Asian countries – Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka – the chapters examine the adoption of technology for pedagogical purposes during the pandemic, and the underlying socioeconomic reasons behind difficulties in implementing such rapid digital transformation in the region. The authors then consider how we can draw from the performance of South Asian media education institutions, already suffering from various digital divides, during the Covid-19 pandemic, to apply these lessons to the broader academic community.With contributions from an international team of authors, this book will interest students, scholars, and policymakers around the world working in the areas of media literacy, education studies, digital media, global development, and sociology.

Interrogating three core assumptions made within the field of media literacy—that media literacy practices empower individuals, support communities, and contribute to engaged citizenship within a democracy—this book presents a new framework for equitable media literacy practices.Using the results of a large-scale research project to interrogate these long-held assumptions and explore the connection between impactful media literacy practices and equity, the authors demonstrate the crucial need to shift the focus of media literacy practices from that of individual skill transfer to that of equity-driven community-oriented media practices. They offer a clear framework for embracing equity and inclusion at the outset of media literacy intervention, focusing on the Six E’s Framework, the Equitable Media Literacy Practice Model, and a Field Guide with the five categories for practice: Where Do I Stand, Who Cares, Imagining Inclusive Futures, With Community, and Where Do We Stand. Each category repositions media literacies with explicit focus on inclusion, justice, and the pursuit of equitable futures.This book will appeal to students and scholars studying and researching in the space of media literacy, digital culture, social justice, and equity in media and communication studies departments and beyond, as well as those working at the educational and policy level around issues of media literacy, media education, and civic engagement.

Interrogating three core assumptions made within the field of media literacy—that media literacy practices empower individuals, support communities, and contribute to engaged citizenship within a democracy—this book presents a new framework for equitable media literacy practices.Using the results of a large-scale research project to interrogate these long-held assumptions and explore the connection between impactful media literacy practices and equity, the authors demonstrate the crucial need to shift the focus of media literacy practices from that of individual skill transfer to that of equity-driven community-oriented media practices. They offer a clear framework for embracing equity and inclusion at the outset of media literacy intervention, focusing on the Six E’s Framework, the Equitable Media Literacy Practice Model, and a Field Guide with the five categories for practice: Where Do I Stand, Who Cares, Imagining Inclusive Futures, With Community, and Where Do We Stand. Each category repositions media literacies with explicit focus on inclusion, justice, and the pursuit of equitable futures.This book will appeal to students and scholars studying and researching in the space of media literacy, digital culture, social justice, and equity in media and communication studies departments and beyond, as well as those working at the educational and policy level around issues of media literacy, media education, and civic engagement.

This book offers an alternative approach to developing media literacy pedagogies for marginalized communities and people in postcolonial countries, especially in the Global South, tackling unexplored issues such as media literacy of war, terrorism, pandemics, infodemics, populism, colonialism, genocide, and intersectional feminism.With an emphasis on developing critical and emotive consciousness — or unveiling the oppressor within — the book provides a unique perspective that fits the needs of people at the margins and challenges mainstream media literacy approaches that are mainly designed for the center and the Global North. The book offers a framework for designing curricula at and with the margins through an emancipatory media literacy approach. This approach directs energy toward resistance and praxis, focuses on local priorities of the margins, contextualizes issues within a postcolonial historical moment, and concentrates on fighting oppression structures and social injustice.This book will be an important resource for scholars, educators, and students of media literacy, communication, cultural studies, critical pedagogy, health communication, postcolonialism, Arab studies, feminism, and human rights.

This book explores the ways in which educators in media programs at colleges and universities can work toward decolonizing the curriculum and implementing necessary practices of media literacy to help students become more responsible media practitioners.Taking an autoethnographic approach and reflecting on their experiences as a student and educator with an intersectional identity, the author proposes that for media education to instil positive change in the media industry, there must be a more direct objective of decolonizing media education. Looking specifically at how media education programs lack an understanding of how to make their courses more equitable, they propose an ambitious start to decolonize media education: by dismantling current classroom norms and rebuilding from the perspective of performance, as it is connected to the bodies of those in the classroom and the field, we can build a critical media literacy framework to make education equitable.This insightful book will support media educators in higher education, as well as k-12 media educators, instructional designers, and media researchers.

This book offers a focused and practical guide to integrating the relationship between media and the environment—ecomedia—into media education. It enables media teachers to "green" their pedagogy by providing essential tools and approaches that can be applied in the classroom. Media are essential features of our planetary ecosystem emergency, contributing to both the problem of and solution to climate chaos, biodiversity loss, ocean acidification, deforestation, water contamination, and so on. Offering a clear theoretical framework and suggested curriculum guide, the book provides key resources that will enable media educators to apply ecomedia concepts to their curricula. By reconceptualizing media education, this book connects ecology, environmental communication, ecomedia studies, environmental humanities, and ecoliteracy to bridge media literacy and education for sustainability.Ecomedia Literacy is an essential read for educators and scholars in the areas of media literacy, media and communication, media and cultural studies, environmental humanities, and environmental studies.

This book offers a focused and practical guide to integrating the relationship between media and the environment—ecomedia—into media education. It enables media teachers to "green" their pedagogy by providing essential tools and approaches that can be applied in the classroom. Media are essential features of our planetary ecosystem emergency, contributing to both the problem of and solution to climate chaos, biodiversity loss, ocean acidification, deforestation, water contamination, and so on. Offering a clear theoretical framework and suggested curriculum guide, the book provides key resources that will enable media educators to apply ecomedia concepts to their curricula. By reconceptualizing media education, this book connects ecology, environmental communication, ecomedia studies, environmental humanities, and ecoliteracy to bridge media literacy and education for sustainability.Ecomedia Literacy is an essential read for educators and scholars in the areas of media literacy, media and communication, media and cultural studies, environmental humanities, and environmental studies.

In this current period of uncertainty and introspection in the media, New Journalisms not only focuses on new challenges facing journalism, but also seeks to capture a wide range of new practices that are being employed across a diversity of media. This edited collection explores how these new practices can lead to a reimagining of journalism in terms of practice, theory, and pedagogy, bringing together high-profile academics, emerging researchers, and well-known journalism practitioners. The book’s opening chapters assess the challenges of loss of trust and connectivity, shifting professional identity, and the demise of local journalism. A section on new practices evaluates algorithms, online participatory news websites, and verification. Finally, the collection explores whether new pedagogies offer potential routes to new journalisms. Representing a timely intervention in the debate and providing sustainable impact through its forward-looking focus, New Journalisms is essential reading for students of journalism and media studies.