A New Direction for Multiple Literacy Education

Autor/inn/en	Van Heertum, Richard; Share, Jeff
Titel	A New Direction for Multiple Literacy Education
Quelle	In: McGill Journal of Education, 41 (2006) 3, S.249-265 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-9033
Schlagwörter	Foreign Countries; Equal Education; Economic Opportunities; Educational Change; Nonschool Educational Programs; Core Curriculum; Media Literacy; Critical Theory; Educational Objectives; Educational Philosophy; Politics of Education; Sexual Orientation; Homosexuality; Economics; Cultural Context; Educational Environment; Elementary Secondary Education; Teaching Methods; Feminism; Empowerment; World Views; Visual Aids; Student Projects; Adolescents; Gender Issues; Nonprofit Organizations; Technological Literacy; Australia; California; Canada; New Zealand; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Kerncurriculum; Media skills; Medie competence; Medienkompetenz; Kritische Theorie; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Educational policy; Bildungspolitik; Sexuelle Orientierung; Homosexualität; Volkswirtschaftslehre; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Feminismus; World view; Weltanschauung; Anschauungsmaterial; Schulprojekt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterfrage; Nonprofit-Organisation; Technisches Wissen; Australien; Kalifornien; Kanada; Neuseeland
Abstract	A broader view of literacy has emerged as part of the larger debate about educational reform across the globe. Many now argue that availing children with additional skills in technological and media literacy will foster creativity, motivate youth, and improve their economic opportunities while increasing the core of high skilled labourers available to meet the needs of the "knowledge" economy. From Canada and England to Australia and New Zealand, media literacy has become part of the core curriculum. Within the U.S., implementation of reform in this vein has been slow and a number of informal education institutions have stepped in to meet the perceived need, augmenting the core curriculum with media literacy and production opportunities. Yet there are serious questions about what skills the children are actually learning and whether the literacy discourse is yet another attempt at ignoring persistent educational inequalities along the lines of gender, race, and class. In this paper, we consider the viability of combining critical media literacy with standpoint theory to strengthen the multiliteracies movement, offering a more critical and empowering pedagogy. To this end, we analyze an exemplary site of this approach in Los Angeles. (Contains 4 notes.) (Author).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; NOTE: As of the winter issue for 2007 (v.42, n1), this journal will only be available online. Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10