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?
Policy-makers are showing growing interest in ‘digital literacy’. But what does digital literacy mean, and how and where might we teach it?
How can journalists and news organizations contribute to media literacy education – and what are the pitfalls to avoid?
What does the new UK government report on fake news and disinformation have to say about ‘digital literacy’?
How can youth media production promote civic and political understanding and activism? A review and an interview with Steve Goodman.
Hall and Whannel’s book is a landmark in the history of media education in the UK. But something’s missing from the republished edition: it’s education!
Is it really enough for students to be ‘critical’ of media? Some thoughts about the continuing need for critical thinking – and critical action – in media education.