The past century has witnessed an ever-accelerating revolution in
the ways by which we communicate with each other, and that
revolution is far from complete. Understanding how our literacy
skills and behaviours are evolving-how we make use of old
technologies and adapt to new ones-and how critical development may
be fostered is arguably one of the greatest challenges of the
twenty-first century. It is vital to education, to civic
participation, to political and commercial judgement, and to many
other areas of contemporary life. One of the principal barriers to
gaining a comprehensive grasp of how people understand and use
contemporary media lies in differential adoption of media
technologies. This differential adoption, whether generational,
financial, or geographic, has major implications for the
development of literacies related to particular media. Official
educational practices often lag far behind behaviours 'on the
ground', and the ways in which learners develop new strategies for
relating to media are as likely to be tacitly acquired through play
as explicitly articulated in formal learning processes. It is
essential, therefore, to pay careful attention to people's implicit
assumptions about media use as well as to look at what is more
explicitly understood. To help make sense of these complexities and
the global explosion of interest and research in media and digital
education, this four-volume collection, a new title in the
Routledge Major Work series, Major Themes in Education, brings
together the best research and theory on issues relating to
literacies in both old- and new-media technologies. The volumes in
the collection gather both canonical and the finest cutting-edge
scholarship on media literacies, exploring media technologies from
a variety of perspectives. As well as focusing on the theoretical
questions and the practical educational issues arising out of the
constantly changing nature of the technological revolution, Media
Literacies also examines the behaviours of media users themselves,
from their first tacit understandings of how to make sense of a new
kind of text to their later articulated and critical responses.
This attention to users is reflected in the organization of the
volumes. The editor, a leading scholar in the field, has organized
the collection under the 'verbs' of media behaviour: viewing,
listening, game-playing, using the Internet, interacting with other
people, information-seeking, and reading and writing in new times.
The set also comprises a general introductory section and a final
section exploring some of the engines that have driven media change
(such as aesthetic developments, corporate priorities, political
pressures, and a few select 'global accelerators' of change:
sports, religion, and the movement of people across national
boundaries). Media Literacies is an essential collection and is
destined to be valued as a vital research resource by all scholars
and students with an interest in the subject.
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