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Jesper Tække

The future of the media literacy classroom as a material, imagined, and practiced space

Publikation: KonferencebidragPaperForskning

Standard

The future of the media literacy classroom as a material, imagined, and practiced space. / Tække, Jesper; Ericson, Staffan; Forsler, Ingrid; Forsman, Michael.

2019. 1-21 Paper præsenteret ved NordMedia 2019, Malmö, Sverige.

Publikation: KonferencebidragPaperForskning

Harvard

Tække, J, Ericson, S, Forsler, I & Forsman, M 2019, 'The future of the media literacy classroom as a material, imagined, and practiced space', Paper fremlagt ved NordMedia 2019, Malmö, Sverige, 21/08/2019 - 23/08/2019 s. 1-21.

APA

Tække, J., Ericson, S., Forsler, I., & Forsman, M. (2019). The future of the media literacy classroom as a material, imagined, and practiced space. 1-21. Paper præsenteret ved NordMedia 2019, Malmö, Sverige.

CBE

Tække J, Ericson S, Forsler I, Forsman M. 2019. The future of the media literacy classroom as a material, imagined, and practiced space. Paper præsenteret ved NordMedia 2019, Malmö, Sverige.

MLA

Tække, Jesper o.a.. The future of the media literacy classroom as a material, imagined, and practiced space. NordMedia 2019, 21 aug. 2019, Malmö, Sverige, Paper, 2019. 21 s.

Vancouver

Tække J, Ericson S, Forsler I, Forsman M. The future of the media literacy classroom as a material, imagined, and practiced space. 2019. Paper præsenteret ved NordMedia 2019, Malmö, Sverige.

Author

Tække, Jesper ; Ericson, Staffan ; Forsler, Ingrid ; Forsman, Michael. / The future of the media literacy classroom as a material, imagined, and practiced space. Paper præsenteret ved NordMedia 2019, Malmö, Sverige.21 s.

Bibtex

@conference{8ad90f21f707492898e6e103d9c5dd73,
title = "The future of the media literacy classroom as a material, imagined, and practiced space",
abstract = "In The City as Classroom: Understanding Language and Media, Marshall McLuhan et. al.(1977) suggests that most learning takes place outside of the classroom, with and throughmedia. Then in the last chapter they suggest that the book title should be inverted to“Classroom as city”. This inversion clarifies the classroom as a main node in a mediatizedsociety – “in an age when answers are being discovered outside the classroom, questionsbelong inside the classroom” (ibid, p. 165). This (media ecological) understanding of mediainside schools (why is the blackboard behind the teacher…?) seems more relevant than ever;following digitalization of schools and the instrumental use of educational technologies,framed by a “deep mediatization” of society at large.In spite of this, the media literacy tradition is dissolving (McDougal, 2017) by beingsubordinated to presentistic ideas of the market and of policy making (Forsman, 2018,Livingstone 2009). As a consequence, some influential media literacy researchers are nowgoing outside K12-education to set up {"}new classrooms{"} by focusing on civic engagementoutside of schools, online with individuals, in NGOs etc. (c.f Mihailidis 2018, Mihailidsis,Gordon, 2017).This panel want to bring back media literacy to the classroom, understood here as; amedia technological infrastructure, a pedagogical space and an imagined place for citizenmaking. The classroom is a material and architectonic space, it is an algorithmic (online)space, an object for representations, and a metaphor that comprise and organizes historicalunderstandings. By understanding classrooms “as media” and as infrastructures wheremediatized projections of the future are inflicted, this panel addresses the conference themeby challenging the orthodoxy of the field of media literacy and media education throughquestions such as:–How can the relation between the classroom as a factual and conceptual space bedescribed and analyzed in relation to different aspects of the media literacy tradition?–What new and creative ways are used to understand the classroom as a medium?–How is the “media literacy classroom” constituted in different K12-subjects (likelanguage, social science, art)?–How can media literacy concepts and theories be projected on things like learningmanagement systems?–What educational imaginaries are underpinning the architecture and organization ofthe classroom and how does digital classroom technologies play in to these visions ofeducation and future citizens?–How can we as researchers and educators rethink this future by suggesting other waysof organizing a classroom?",
author = "Jesper T{\ae}kke and Staffan Ericson and Ingrid Forsler and Michael Forsman",
year = "2019",
month = "8",
day = "23",
language = "English",
pages = "1--21",
note = "NordMedia 2019 : Communication, Creativity and Imagination: Challenging the Field. ; Conference date: 21-08-2019 Through 23-08-2019",
url = "https://www.nordicom.gu.se/sv/nordmedia-2019",

}

RIS

TY - CONF

T1 - The future of the media literacy classroom as a material, imagined, and practiced space

AU - Tække, Jesper

AU - Ericson, Staffan

AU - Forsler, Ingrid

AU - Forsman, Michael

PY - 2019/8/23

Y1 - 2019/8/23

N2 - In The City as Classroom: Understanding Language and Media, Marshall McLuhan et. al.(1977) suggests that most learning takes place outside of the classroom, with and throughmedia. Then in the last chapter they suggest that the book title should be inverted to“Classroom as city”. This inversion clarifies the classroom as a main node in a mediatizedsociety – “in an age when answers are being discovered outside the classroom, questionsbelong inside the classroom” (ibid, p. 165). This (media ecological) understanding of mediainside schools (why is the blackboard behind the teacher…?) seems more relevant than ever;following digitalization of schools and the instrumental use of educational technologies,framed by a “deep mediatization” of society at large.In spite of this, the media literacy tradition is dissolving (McDougal, 2017) by beingsubordinated to presentistic ideas of the market and of policy making (Forsman, 2018,Livingstone 2009). As a consequence, some influential media literacy researchers are nowgoing outside K12-education to set up "new classrooms" by focusing on civic engagementoutside of schools, online with individuals, in NGOs etc. (c.f Mihailidis 2018, Mihailidsis,Gordon, 2017).This panel want to bring back media literacy to the classroom, understood here as; amedia technological infrastructure, a pedagogical space and an imagined place for citizenmaking. The classroom is a material and architectonic space, it is an algorithmic (online)space, an object for representations, and a metaphor that comprise and organizes historicalunderstandings. By understanding classrooms “as media” and as infrastructures wheremediatized projections of the future are inflicted, this panel addresses the conference themeby challenging the orthodoxy of the field of media literacy and media education throughquestions such as:–How can the relation between the classroom as a factual and conceptual space bedescribed and analyzed in relation to different aspects of the media literacy tradition?–What new and creative ways are used to understand the classroom as a medium?–How is the “media literacy classroom” constituted in different K12-subjects (likelanguage, social science, art)?–How can media literacy concepts and theories be projected on things like learningmanagement systems?–What educational imaginaries are underpinning the architecture and organization ofthe classroom and how does digital classroom technologies play in to these visions ofeducation and future citizens?–How can we as researchers and educators rethink this future by suggesting other waysof organizing a classroom?

AB - In The City as Classroom: Understanding Language and Media, Marshall McLuhan et. al.(1977) suggests that most learning takes place outside of the classroom, with and throughmedia. Then in the last chapter they suggest that the book title should be inverted to“Classroom as city”. This inversion clarifies the classroom as a main node in a mediatizedsociety – “in an age when answers are being discovered outside the classroom, questionsbelong inside the classroom” (ibid, p. 165). This (media ecological) understanding of mediainside schools (why is the blackboard behind the teacher…?) seems more relevant than ever;following digitalization of schools and the instrumental use of educational technologies,framed by a “deep mediatization” of society at large.In spite of this, the media literacy tradition is dissolving (McDougal, 2017) by beingsubordinated to presentistic ideas of the market and of policy making (Forsman, 2018,Livingstone 2009). As a consequence, some influential media literacy researchers are nowgoing outside K12-education to set up "new classrooms" by focusing on civic engagementoutside of schools, online with individuals, in NGOs etc. (c.f Mihailidis 2018, Mihailidsis,Gordon, 2017).This panel want to bring back media literacy to the classroom, understood here as; amedia technological infrastructure, a pedagogical space and an imagined place for citizenmaking. The classroom is a material and architectonic space, it is an algorithmic (online)space, an object for representations, and a metaphor that comprise and organizes historicalunderstandings. By understanding classrooms “as media” and as infrastructures wheremediatized projections of the future are inflicted, this panel addresses the conference themeby challenging the orthodoxy of the field of media literacy and media education throughquestions such as:–How can the relation between the classroom as a factual and conceptual space bedescribed and analyzed in relation to different aspects of the media literacy tradition?–What new and creative ways are used to understand the classroom as a medium?–How is the “media literacy classroom” constituted in different K12-subjects (likelanguage, social science, art)?–How can media literacy concepts and theories be projected on things like learningmanagement systems?–What educational imaginaries are underpinning the architecture and organization ofthe classroom and how does digital classroom technologies play in to these visions ofeducation and future citizens?–How can we as researchers and educators rethink this future by suggesting other waysof organizing a classroom?

M3 - Paper

SP - 1

EP - 21

ER -