With only a couple of specifications awaiting final approval, the government’s reform of the examination system in England and Wales has now almost concluded. So where do the reforms leave Media Studies?
What is the role of media literacy in the age of digital capitalism? How can media education be combined with media reform? A kind of manifesto.
In the wake of the Brexit referendum campaign, the victory of Donald Trump, and the attacks on the Labour Party leader Jeremy Corbyn, many have argued that we are entering a ‘post-truth’ era. In this context, is bias still a useful and meaningful concept in media literacy education? And if so, how should we teach it?
Growing concerns about ‘fake news’ have led to calls for young people to be taught critical media literacy skills. Yet while media literacy would obviously be useful, it isn’t enough to address the problem. Media educators need to frame the issue more broadly, and join forces with those calling for media reform.
Media literacy policy seems to have become one of the living dead. It is still contained in statute, but no longer displays any discernible signs of life. So how can we account for the disappearance of media literacy from the world of communications policy?
Why is it still so difficult for disadvantaged young people to gain access to employment in the media industries? And what – if anything – can media educators do about this situation?
Why and how should media educators address ‘theory’ in the classroom? How do we learn – and use – theory? And what’s the point of learning theory anyway?