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?
Education policy is increasingly being led by ‘big data’. Yet how valuable and useful is this data? An argument for ‘critical data literacy’.
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.