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?
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?
What’s wrong with the government’s attempt to impose a narrow, canonical approach to theory in Media Studies teaching.
There is growing concern about the role of social media in ‘radicalising’ your people. But the government’s response to this phenomenon is contradictory and likely to prove ineffective. Here’s why we need a more thoughtful approach.
Is media literacy just about being a well-behaved media consumer? I beg to differ!
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.