Media education has been eradicated from the English (mother tongue language and literature) curriculum in England. Why has this happened, and what consequences will it have?
Ticking the boxes: what’s wrong with set texts
In the wake of government reforms, it’s now examiners who choose the texts that UK media students will study – not their teachers, or students themselves. What are the consequences for teaching and learning?
Who needs ‘digital literacy’?
Policy-makers are showing growing interest in ‘digital literacy’. But what does digital literacy mean, and how and where might we teach it?
Revisiting youth subcultures
Looking back at Dick Hebdige’s classic book Subculture: The Meaning of Style, on the anniversary of its first publication forty years ago.
What price ‘news literacy’?
How can journalists and news organizations contribute to media literacy education – and what are the pitfalls to avoid?
How much trust in media do we need?
In the face of ‘fake news’ and disinformation, people’s trust in media seems to be declining. But do we need to have more trust in media, or less?
Beyond ‘fake news’: disinformation and digital literacy
What does the new UK government report on fake news and disinformation have to say about ‘digital literacy’?
The challenge of youth media
How can youth media production promote civic and political understanding and activism? A review and an interview with Steve Goodman.
Taking charge: media regulation, digital democracy and education
How can we – and should we – regulate the digital media landscape? And what role might education have to play? Some current issues for media students and their teachers.
Deepfake: the end of representation?
New software can be used to falsify moving images and create a new kind of ‘fake news’ on video. What are the implications for media literacy?
