Pedagogies of Production: Reimagining Literacies for the Digital Age

Abstract

The authors reflect on the relationships between film, digital media and new literacy and learning practices. They explore the ways in which the study and production of audiovisual texts can be integrated into school settings, and the attendant new pedagogies to which film and media-making give rise. They consider the development of fluid and less hierarchical teaching practices that speak better to the everyday digital lives of children and young people in relation to the socio-political barriers to progressive education. Arguing in favour of more collaborative, social and dynamic literacies inclusive of the moving image, the authors support the view that film is one of the foremost art forms of the last and the current century. ________The authors of this chapter would like to make suggestions as to how school experiences can be made more dynamic and more relevant to children and young people's digital lives outside school. We propose that one of the ways in which this might be achieved is through incorporating creative digital media and film production into the school day. By paying attention to existing theories on multiliteracies (Lankshear and Knobel 2011; New London Group 1996) and emerging thought on new pedagogies (Cannon 2018;Potter and McDougall 2017), we argue that a cultural and ideological shift in curriculum content and delivery will only come about after a reimagining of literacy in the digital age so as to include film and screen-based media (Bazalgette and Bearne 2010; BFI 2008;Potter 2012).

Media literacy, curriculum and the rights of the child

“…Outside the literacy curriculum, suggested new iterations of digital skills and competencies needed for the 21st century tend to focus on operational skills, privacy and security, in isolation from more creative and cultural practices. Media educators and scholars (Burn et al 2014;Cannon et al 2018;Cannon & Potter 2019;Parry 2014) argue for a greater balance to be struck between the epistemological and the ontological, in other words, between current trends favouring the transmission of fixed content and knowledge, and the kinds of exploration of identity and popular culture afforded by creative media practices. In this view, young people's right to deeper understandings of their lived cultural experience is foregrounded rather than preoccupations with competitive economic advantage or with prescribed notions of what constitutes legitimate knowledge.…”

Digital Development and Technology in Sport: A Course to Improve Digital Literacy in the Sport Management Curriculum

“…The authors suggest one potential solution to improving digital literacy among sport management students is offering a semester-long course solely focused on digital literacy and skill development related to the sport sector. Cannon and Potter (2019) suggested, "it is undeniable that the visual forms of media are the predominant mode of communication in the 21st century" (p. 26), demonstrating the need for digital literacy incorporation into academic curriculum to assist students entering the sport industry workforce. To address this in the sport management field, this paper discusses the implementation of a digital development course with a specific goal of enhancing students' digital skill development and ability to gain valuable digital competencies for future coursework and employment in sport.…”