06 SES 12, Teachers and New Literacies
Parallel Paper Session
The historic construction of media teachers. Topic and objective.
The “who’s” of media education, the teachers, and their professional development connected to media literacy, has historically not been a major area of research (Berger & McDougall, 2010; Hart, 1998). Internationally, the discourse of media literacy in education has mainly been concerned with the “why’s” and “how’s” of media education. The “why’s”, that is the importance of media competency and focus on formal vs. informal education for children and youth in a media-saturated world, has been a major strand of media literacy research and theory, ranging from critical positions (Livingstone & Haddon, 2009; Potter, 2004) to a focus on sosiocultural perspectives on studying learning (Buckingham, 2003; Erstad, 2010) and media literacy as aspects of becoming democratic citizens or as “bildung”(Carlsson, 2008; Vettenranta & Erstad, 2007). These understandings have been transformed into an array of “how’s”, teaching strategies, tools, methods and knowledge areas needed to fulfill these ‘why’s’ (Burn & Durran, 2007; Hobbs, 2011; Lavender, Tufte, & Lamish, 2003; Potter, 2011). In this paper we will reorient these debates towards the role of media teachers and their own professional identities.
Case and research question
Building on the case of a combined vocational and academic media study program, Media and Communication in Norwegian upper secondary education, the paper explores teachers’ own understandings of becoming and developing as media educators at one of the 17 schools that established this three-year study program. The paper aims to connect this case to the history of media education and the international field of media education research by focusing on some of the key players among teachers in developing this new study program from year 2000 and onwards. The research questions we seek to answer are: What understandings of media literacy are evident among key media teachers (the pioneers) in the way they constructed their interpretations of the study program? and How are these understandings related to a broader historic context of media education and media literacy research?
The paper combines theoretical perspectives from media literacy research with perspectives on teacher professionalism (Engeström & Tuomi-Gröhn, 2007; Eraut, 1994; Evetts, 2003). To discuss the different understandings of both media literacy and teacher professionalism evident in teaching plans, courses offered and the teachers’ own narratives, we utilize a discoursive conceptual framework (Bernstein, Chouliaraki, Bayer, & Gregersen, 2001; Fenwick, 2001).
Berger, R., & McDougall, J. (2010). Media Education Research: Touching the Void? Media Education Research Journal, 1(1). Bernstein, B., Chouliaraki, L., Bayer, M., & Gregersen, F. (2001). Pædagogik, diskurs og magt. København: Akademisk. Buckingham, D. (2003). Media education: literacy, learning and contemporary culture. Cambridge:Polity Press. Burn, A., & Durran, J. (2007). Media literacy in schools: practice, production and progression. London:Paul Chapman. Carlsson, U. (2008). Empowerment through media education: an intercultural dialogue. Göteborg:NORDICOM. Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches. Los Angeles:SAGE. Engeström, Y., & Tuomi-Gröhn, T. (2007). Between school and work: new perspectives on transfer and boundary-crossing. Bingley:Emerald. Eraut, M. (1994). Developing professional knowledge and competence. London:Falmer Press. Erstad, O. (2010). Media literacy and education: the past, present and future Media literacy education: Nordic perspectives (pp. S. 15-27). Göteborg:NORDICOM. Evetts, J. (2003). The Sosiological Analysis of Professionalism. Occupational Change in the Modern World. International Sosiology, June((18) 2),395-415. Fenwick, T. J. (2001). Tides of Change: New Themes and Questions in Workplace Learning. New Directions for Adult and Continuing Education, 92(Winter 2001). Hart, A. (1998). Teaching the media: international perspectives. Mahwah, N.J.:Lawrence Erlbaum Ass. Hobbs, R. (2011). Digital and media literacy: connecting culture and classroom. Thousand Oaks, Calif.:Corwin press. Lavender, T., Tufte, B., & Lamish, D. (2003). Global trends in media education: policies and practices. Cresskill, N.J.:Hampton Press. Livingstone, S. M., & Haddon, L. (2009). Kids online: opportunities and risks for children. Bristol:Policy Press. Potter, W. J. (2004). Theory of media literacy: a cognitive approach. Thousand Oaks, Calif.:Sage. Potter, W. J. (2011). Media literacy. Thousand Oaks, Calif.:Sage. Vettenranta, S., & Erstad, O. (2007). Mediedanning og mediepedagogikk: fra digital begeistring til kritisk dømmekraft. Oslo:Gyldendal akademisk. Yin, R. K. (2009). Case study research: design and methods. Los Angeles:Sage.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.