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?
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.
The world of young YouTube vloggers points to the limitations of optimistic claims about ‘digital creativity’.
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.
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.
The government is apparently ‘rationalising’ qualifications in secondary schools. What are the dangers and opportunities here for media teachers?