Media Literacy in Schools: Practice, Production and Progression

Sprednja platnica
SAGE, 22. maj 2007 - 208 strani
1 Recenzija
Includes CD-Rom

'Intriguing and timely...I whole heartedly recommend this text to teacher educators and their trainees, certainly across English and the Arts, but arguably to all engaged in considering critical pedagogy across the curriculum' - ESCalate

`This is a very timely book, firmly rooted in authentic, albeit visionary, classroom practice, that has much to offer to teachers of all subjects, but should be particularly welcomed by English and media colleagues' - English Drama Media

`Heaving with ideas...outstanding lesson ideas and inspiring work from students' - The Secondary English Magazine

`I really enjoyed working my way through this book...The book is accompanied by a DVD organised into chapters which correspond to those in the book, and it was great to see the ideas and schemes referred to in the text come alive. The schemes have been included which makes it even easier to adapt the work to fit the technology and resources available in your own school..All teachers of media would benefit from browsing this book' - Learning & Teaching Update

This book is for secondary English, Media, and ICT teachers who want to develop practical media work and media literacy across the curriculum. It is ideal for secondary English and media teachers and curriculum leaders in secondary schools, as well as ICT teachers and co-ordinators, PCGE English/Media students, and researchers working on media, English and ICT projects.

A range of case studies are presented which show how digital media work, from video editing to computer game authoring, can be developed in schools, drawing on children's own cultural knowledge. It also shows the benefits of such projects in terms of learning outcomes and increased self-esteem for a range of learners. The book comes with a CD-Rom of children's work from the various case study projects, exhibiting the high standard of moving image work, animations and computer games that can be produced with the help of this text.

With an integrated approach drawing together practice, theory and research, the book will help teachers to plan for and develop their own media projects in school. It offers advice on integrating media work across the curriculum (in English and media classes as well as in ICT and citizenship), and presents a model of progression which shows how learning can develop from the first years of secondary school through to GCSE level. In line with current government initiatives to open up curriculum boundaries, the book shows how to plan for longer periods of time for these projects.

 

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Vsebina

Chapter 1
1
Chapter 2
23
Chapter 3
43
Chapter 4
64
Chapter 5
79
Chapter 6
95
Chapter 7
110
Chapter 8
129
Chapter 9
150
Chapter 10
162
References
175
Index
185
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Priljubljeni odlomki

Stran 9 - He conceived of this in the context of a 'lived culture', a social definition of culture 'in which culture is a description of a particular way of life, which expresses certain meanings and values not only in art and learning but also in institutions and ordinary behaviour
Stran 11 - One of them is that such studies must focus upon the meanings in terms of which Self is defined both by the individual and by the culture in which he or she participates.
Stran 5 - The complexity of the written language is its density of substance, solid like that of a diamond formed under pressure. By contrast, the complexity of spoken language is its intricacy of movement, liquid like that of a rapidly running river.
Stran 14 - ... is language. Therefore critical literacy critics and teachers focus on the cultural and ideological assumptions that underwrite texts, they investigate the politics of representation, and they interrogate the inequitable, cultural positioning of speakers and readers within discourses. They ask who constructs the texts whose representations are dominant in a particular culture at a particular time; how readers come to be complicit with the persuasive ideologies of texts; whose interests are served...
Stran 11 - ... in terms of which Self is defined both by the individual and by the culture in which he or she participates. But this does not suffice if we are to understand how a "Self" is negotiated, for Self is not simply the resultant of contemplative reflection. The second requirement, then, is to attend to the practices in which "the meanings of Self
Stran 17 - It is therefore possible to conceive of a science which studies the role of signs as a part of social life.
Stran 11 - Bruner raises another question in his consideration of self: the question of agentivity, or agency: the extent to which the individual has control over his or her identity, cultural circumstances, forms of social action, ideas and beliefs.

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