Media literacy, curriculum and the rights of the child

Cannon, Michelle; Connolly, Steve; Parry, Becky

doi:10.1080/01596306.2020.1829551

Cited by 10 publications

(5 citation statements)

References 26 publications

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“…New media literacy is divided into functional access and critical access [ 7 ]. Each dimension is refined into specific capabilities, and functional access includes access skills and understanding, mainly the ability to acquire, accept, and understand information.…”

Section: New Mediamentioning

confidence: 99%

Research on the Influence of DNN-Based Cross-Media Data Analysis on College Students’ New Media Literacy

Wang

Hsu

et al. 2022

Computational Intelligence and Neuroscience

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New media has gradually become the mainstream media that college students rely on, and new media has also brought about subversive changes and has become an essential medium for college students to receive and disseminate information, such as learning, interpersonal communication, and entertainment. Young college students have become the most enthusiastic recipients and users of new media. College students need to have the ability to recognize, understand, and criticize new media. New media literacy has become the basic quality that every college student living in modern society must have. This paper takes 826 college students as the research object with deep neural network (DNN), and then analyzes their media selection tendency, media usage time, positive influence, and the relationship with new media literacy. The formation of good new media literacy has a positive effect and influence on the work and study after the university, making it the main force of the media society.

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Section: New Mediamentioning

confidence: 99%

Research on the Influence of DNN-Based Cross-Media Data Analysis on College Students’ New Media Literacy

Wang

Hsu

et al. 2022

Computational Intelligence and Neuroscience

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“…(5Rights Foundation 2021) 'General Comment 25' addresses concerns arising from issues discussed elsewhere in this editorial and is distinguished from many such pronouncements by the involvement of children in its construction. Those children consulted wanted to know, amongst other things, how to manage untrustworthy information online, a situation which is not always addressed in the curriculum, lending weight to the arguments which have been made about lack of media education as an abuse of the rights of the child (see, for example, Cannon, Connolly, and Parry 2020). They also wanted clarity on the collection of data about them, its purpose and destination and how or why it could be shared without their consent.…”

Section: Covid-19 and Children's Rights Digital And Otherwisementioning

confidence: 99%

Covid-19 controversies and critical research in digital education

Williamson

Macgilchrist

Potter

2021

Learning, Media and Technology

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If financial markets are taken as the main measure of the impact of the Covid-19 pandemic on education since early 2020, then education technology ('edtech') has finally arrived with disruptive and transformative force in education systems around the world. With reports of over $16billion USD venture capital investment in edtech in 2020 alone, and spectacular valuation claims of prospective returns to come, financial investors and edtech companies are not just seeking to increase their profit margins, but investing in 'a vision to transform how the world learns' (HolonIQ 2021). These are new speculative 'investments in forms' of unique digital education (Decuypere, Grimaldi, and Landri 2021) that produce digital assets promising generous prospective market returns (Komljenovic 2021). For financial specialists, the disruptions of Covid-19 have inspired a 'digital transformation' of education, at all levels, and they are investing further to fully realize this valuable vision of the future of post-pandemic education. In other words, through speculative financial valuations and market-making devices, investors are 'betting upon and hedging against future educational developments … and even shorting educational futures' in the pursuit of 'wealth extraction' (Facer 2021, 6).Markets, of course, are neither the only measure of the impact of the pandemic on education systems, outcomes, policies and practices, nor the only means for imagining and investing in education futures, however speculative and spectacular their valuation claims may be. Local and national governments have tried to build their own, independent, infrastructures for education. Nonprofits have leapt into action, developing and distributing resources. Radio has turned up again. Countless research studies, press reports, assessments by learned societies, education agency reports, consultancy and think tank analyses, and more, have sought to identify both the positive and negative effects of the crisis on learners, educators, and institutions. These range from optimistic outlooks on 'best practices' of 'what works' and 'what we have learned' in terms of digital educational provision, to more sombre analyses of effects such as 'learning loss', 'Covid slide', 'unfinished learning', 'digital poverty', widening inequalities, commercialization and privatization, and the challenges of well-being and mental health, as well as many others. Many practitioners working in education have had to develop new 'lockdown literacies' to manage the processes of teaching at a physical distance from students, lecture theatres, classrooms, science labs and practice studios (Gourlay et al. 2021). For some, this has felt dysfunctional and disorientating, while for others it has enabled experimentation and innovation in the practices, spaces, and relationships through which teaching and learning occur (Watermeyer et al. 2021). These effects will have been experienced very differently in diverse contexts, and remain to be fully examined and understood as education systems set out ...

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“…We concur with Burnett et al's (2020, p. 168) assertion that literacy encompasses ‘still and moving image, sound and even movement’. Seen in these ways, fluency in reading and writing media is fundamental to learners' capacity to participate culturally and creatively; some even posit access to this kind of literacy learning as a child's right, with a view to becoming an engaged social actor and conscious meaning‐maker (Cannon et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Incorporating digital animation in a school play: multimodal literacies, structure of feeling and resources of hope

Cannon,

Bryer,

Hawley

2023

Literacy

Self Cite

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In this study, we reflect on our work with 10‐ and 11‐year‐olds in an inner London primary school developing a multimodal school play that integrated digital animation into a more conventionally structured Year 6 production. We are media literacy, drama and cultural studies researchers and teachers, arguing for more inclusive, holistic and multimodal schooled literacy practices. We explore roles and opportunities for enactment that the multimodal school play offers, while looking at pupil empowerment through the mobilisation of pupils' existing capabilities and sensitivities. We present a case study that employs semi‐structured interviews and observations from which we construct visual and analytic narratives with a focus on participants' practices and responses. Raymond Williams's ‘structure of feeling’ and ‘Resources of Hope’ help us make sense of our data. In particular, we note the emergence of new roles through literacy practices that incorporate the tools and artefacts of animation. We highlight the affective dimension and inclusive nature of emergent literacy practices that integrate interactive drama and meaning‐making with digital media and look at how these practices have the potential to disrupt entrenched classroom hierarchies and tackle inequalities, particularly for children who are disenfranchised by schooling and traditional school literacy practices.

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Media literacy, curriculum and the rights of the child

Cited by 10 publications

References 26 publications

Research on the Influence of DNN-Based Cross-Media Data Analysis on College Students’ New Media Literacy

Research on the Influence of DNN-Based Cross-Media Data Analysis on College Students’ New Media Literacy

Covid-19 controversies and critical research in digital education

Incorporating digital animation in a school play: multimodal literacies, structure of feeling and resources of hope

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