Cannon, M;
(2018)
Digital Media in Education. Teaching, Learning and Literacy Practices with Young Learners.
[Book].
Palgrave Macmillan: London, UK.
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Abstract
This book argues for dynamic and relevant school experiences for primary and early secondary learners that embed digital media production. It proposes a vision of literacy that combines new technologies with multiple modes of meaning-making. Drawing on theories related to cultural studies, media literacy, anthropology, and creativity, the author explores learning strategies with digital media based on an empowering, values-driven framework. The book advances innovative teaching methods, critiquing educational ‘reforms’ that marginalise media and fail to engage with the complex tensions and textures of modern pedagogy. Positioning film and media-making as vital practices in schools that nurture the skills, dispositions and competencies of modern literacy, the model foregrounds connections between human agency, cognition, and creative practice. This innovative book will appeal to students and scholars of creativity, digital media production, primary education and literacy.
| Type: | Book |
|---|---|
| Title: | Digital Media in Education. Teaching, Learning and Literacy Practices with Young Learners |
| ISBN-13: | 978-3-319-78303-1 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/978-3-319-78304-8 |
| Publisher version: | https://doi.org/10.1007/978-3-319-78304-8 |
| Language: | English |
| Additional information: | This full text file is for chapter 6. This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10068258 |
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