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?
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?
How should we understand the rise of the ‘selfie’? Is this just a manifestation of mass narcissism, or do these new forms of self-representation provide other social and cultural possibilities?
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?
What’s wrong with the government’s attempt to impose a narrow, canonical approach to theory in Media Studies teaching.
Rihanna’s latest video, and the debate that it has provoked, raises some challenging questions about how we understand the concept of representation, and how we might teach about it.
Policy-makers seem unduly preoccupied with measuring ‘levels’ of media literacy right now. Here’s a more constructive approach to defining and assessing media literacy, based on some in-depth research.