Screen Literacy Learning: Educational Applications and Cultural Resistance

Jane Mills

Research output: Book chapter/Published conference paperChapter

Abstract

For the past decade the Department of Education of New South Wales, Australia has funded a series of Screen Literacy projects aimed at impacting positively upon the traditional literacy skills and engagement levels of students from low socio-economic backgrounds. Although the projects successfully achieved the desired literacy and engagement outcomes, often well beyond the educators' expectations and aspirations, a screen literacy approach to literacy learning has not become an integral part the State Curriculum. This chapter asks why. After outlining the aims, objectives and outcomes of the project, it explores the resistances to screen literacy learning that were encountered and launches an enquiry into how these resistances might be overcome. This study is positioned at the interstices of traditional and new literacies, old and new media, and theory and praxis. It acknowledges the importance of an eduscape in which young people require visual literacy learning if they are to participate as global citizens in a society which is simultaneously localised and globalised by their multiliteracy skills, understandings and dispositions.
Original languageEnglish
Title of host publicationBeyond textual literacy
Subtitle of host publicationVisual literacy for creative and critical enquiry
EditorsA Drinkwater Mary
Place of PublicationOxford
PublisherInter-Disciplinary Press
Pages289-299
Number of pages11
Edition27
ISBN (Print)9781848880078
Publication statusPublished - 2011

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  • Cite this

    Mills, J. (2011). Screen Literacy Learning: Educational Applications and Cultural Resistance. In A. D. Mary (Ed.), Beyond textual literacy: Visual literacy for creative and critical enquiry (27 ed., pp. 289-299). Inter-Disciplinary Press.