Abstract
This chapter explores some of the implications of digital social media for media education. It seeks to challenge some of the euphoric celebration of the democratic and creative possibilities of these new media and to provide a more considered, critical basis for classroom practice. The chapter begins by considering some of the claims of those who have called for a radical shift in media education practice – so-called Media Studies 2.0. It argues that these claims are overstated and ignore some of the limitations of new media as well as their more problematic aspects. It particularly points to some of the pedagogical problems that are raised by this approach and its rather superficial celebration of participation and creativity. The chapter then moves on to consider some alternative approaches, building on the long tradition of media education in the UK: these approaches are especially premised on the need to combine, and create a dialogue between, critical theory and creative practice.
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Notes
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Some of this debate is archived at http://twopointzeroforum.blogspot.com/; Merrin’s ongoing blog can be found at http://mediastudies2point0.blogspot.com/; while Gauntlett’s work is at http://www.theory.org.uk. (Sites last accessed March 2009.) More extended pieces by these authors, along with some critical responses, have recently been published (after this article was written) in Interactions: Studies in Communications and Culture 1(1), http://www.atypon-link.com/INT/loi/iscc.
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Buckingham, D. (2015). Do We Really Need Media Education 2.0? Teaching Media in the Age of Participatory Culture. In: Lin, TB., Chen, V., Chai, C. (eds) New Media and Learning in the 21st Century. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-287-326-2_2
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