1. Media Literacy: The Incomplete Project or Read,Write, Curate & Argue 0r the Media Literacy Bric-a-Brac Sale

2. The incomplete project A Habermasian nonsense experiment? Generating our own aporias, at an impasse of our own making. A Rushkoffion Big Blank? The way out = a pedagogic shift. 3. MLE discourses (overlapping) Social Hagood, Kist, Lee. Post-Protectionist Andersen, Reilly , Lundgren, Bindig & Castonguay, Shwarz. Citizenship Jolls et al, Mihailidis, Melki, Leaning, Agosto & Magee, Bogel, Fry, Pernisco, Gordon & Schirra,Gallagher, Livingstone &Wang. Creative Dezuanni &Woods, Jensen. Subject Media McDougall, Duanic, De Abreu, Considine & Considine, Silverblatt et al. 4. Tangled 5. Crazy Ambition? Rheingold (2011) & immense responsibility (Abreu & Mihailidis (2014) for media ed to teach: Criticality Participation Engagement Vibrancy Inclusion Tolerance and even mindfulness Compare to other disciplines in the centre. To do this from the margins possible? 6. Media Literacy Elements: Untangling Which actions can be taught? How measured? 7. UK Paradox In 2013, Michael Gove, Secretary of State for Education stated the current view of the department for education: I certainly have no wish to dissuade any one who wishes to pursue a course in media studies if that is their whole hearts desire. The current problem with subjects like media studies relates to the way our league tables work. They encourage schools to push a subject which, currently, actually limits opportunities. Irrespective of my views, its a fact that some of our best universities consider media studies to be a less rigorous preparation for higher education than other courses. Students who take it up limit their capacity to choose freely between universities. Its a simple truth that a pass in physics or further maths opens more doors. 8. STILL THETRENDYTRAVESTY? 9. UK Report to EC (Cost / ANR) The majority of media teachers in the UK are English graduates.The most common route into teaching media is through a PGCE or equivalent postgraduate teacher training course in English, although more generic on the job training routes are increasingly common due in part of funding reforms. The percentage of Media teachers holding degrees in the subject increases year on year, but the absence of accredited teacher training in the subject continues.There is, at present, only one Media teacher training course. Media education training is thus dominated by masters level courses that do not carry qualified teacher accreditation, modules within Masters in Education programmes and by continuing professional development courses and events: 10. UK Report to EC (Cost / ANR) A key recommendation from this report is that funding should be provided for more detailed research into this relationship between Media Studies and media / digital / information literacy in order to provide robust evidence of the need for training and legitimation for the subject as the preferable conduit for digital citizenship in the 21st century, and to provide a compelling case for a formal policy mandate for Media Studies as the agent for this. Never going to happen. Like, ever. 11. Broader recommendations (1) the composite model of media literacy currently provided by the various EU and EC strategies is too broad in scope and ambition for mainstream education to deliver and therein lies a fundamental mismatch between the objectives of media literacy as articulated in policy and the capacity of education as the agent for its development in society; (2) to coherently match Media Studies in the UK to the policy objectives for media literacy expressed in European policy, Government funding (for teacher training), support and endorsement for Media Studies is essential; (3) funding should be prioritised for broader research into the capacity for Media Studies in schools and colleges to develop media and information literacy as defined by the European Union. 12. Pedagogy Porous expertise (McDougall and Potter, 2014) Semi permeable membrane (Potter, 2012) Curation pedagogy (Andrews and McDougall, 2013) Pedagogy of the inexpert (Kendall and McDougall, 2012) 13. Media Literacy car boot or bring and buy, swap meet, bric a brac sale, e-bay? 14. The story of text 15. The story of .gif 16. A case study for us today 17. (1) A relativist continuum (10) Serious literacy, equal in cultural value to TheTempest. (5) Culturally significant and worthy of educational response by virtue of scale of engagement. (1) Risk reduction through media literacy. (2)Whats to bring and buy? 18. What does your textual experience look and feel like? What different spaces and places are there for consuming and producing textual meaning? What does it mean to be a producer and consumer in these spaces and places? What different kinds of textual associations and affiliations do you make, with whom and for what? What is an author and what is being creative? How do you represent yourself in different spaces and places? What is reading, what is writing, what is speaking and what is listening and what is learning? 19. THE POSTMODERN FATHER