Based on research conducted in Britain and the US, The Making of Citizens traces the dynamic complexities of young people's interpretations of news, and their judgements about the ways in which key social and political issues are represented. Rather than bemoaning young people's ignorance, he argues that we need to rethink what counts as political understanding in contemporary societies, suggesting that we need forms of factual reporting that will engage more effectively with young people's changing perceptions of themselves as citizens.
The Making of Citizens provides a significant contribution to the study of media audiences and a timely intervention in contemporary debates about citizenship and political education.

Why are young people so alienated from the world of politics? What role should the news media play, both in informing young people about the world, and in encouraging their political participation?
In "The Making of Citizens," David Buckingham explores these questions through an analysis of television news programs and interviews with young adults. He traces the dynamic complexities of young persons' interpretations of news and, and their judgements about the ways in which key social and political issues are represented. Rather than bemoaning what he sees as young people's ignorance, he argues that we need to rethink what counts as political understanding in contemporary societies, and suggests that we need more engaging forms of factual reporting to effectively connect with young people's changing perceptions of themselves as citizens.
With material drawn from coverage of a variety of political arenas, from the Million Man March to the environment, Buckingham daringly enters the debate about citizenship and the responsibility for the political education of our youth.

In the context of the growing diversity of contemporary societies and the central importance of the electronic media, the place of popular culture in the school curriculum has become an increasingly controversial political issue. Based on in-depth research in an ethnically mixed, working-class secondary school, Cultural Studies Goes to School is concerned with the relationships between young people's involvement in popular culture outside school and their experiences of media education within the formal school curriculum. The first part of the book provides a detailed analysis of students' readings and uses of popular media, ranging from computer games and soap operas to comics and rap music. It offers a further challenge to received notions of young people as passive victims of ideological manipulation by the media and develops a social theory of reading that acknowledges the complex roles of gender, race and social class. The second part describes a number of classroom projects involving both critical and practical aspects of media education. Through analysis of students' work in a range of media, including photography, video and print, the authors develop a challenging theory of learning about popular culture and its place in the school curriculum. This book offers an exciting and accessible account of young people reading and making popular culture, which challenges many of the political claims and received wisdoms of academic Cultural Studies.

Computer games, the Internet, and other new communications media are often seen to pose threats and dangers to young people, but they also provide new opportunities for creativity and self-determination. As we start to look beyond the immediate hopes and fears that new technologies often provoke, there is a growing need for in-depth empirical research. "Digital Generations" presents a range of exciting and challenging new work on children, young people, and new digital media. The book is organized around four key themes: Play and Gaming, The Internet, Identities and Communities Online, and Learning and Education. The book brings together researchers from a range of academic disciplines - including media and cultural studies, anthropology, sociology, psychology and education - and will be of interest to a wide readership of researchers, students, practitioners in digital media, and educators.

Computer games, the Internet, and other new communications media are often seen to pose threats and dangers to young people, but they also provide new opportunities for creativity and self-determination. As we start to look beyond the immediate hopes and fears that new technologies often provoke, there is a growing need for in-depth empirical research. "Digital Generations" presents a range of exciting and challenging new work on children, young people, and new digital media. The book is organized around four key themes: Play and Gaming, The Internet, Identities and Communities Online, and Learning and Education. The book brings together researchers from a range of academic disciplines - including media and cultural studies, anthropology, sociology, psychology and education - and will be of interest to a wide readership of researchers, students, practitioners in digital media, and educators.

This book is a state-of-the-art look at where toys have come from and where they are likely to go in the years ahead. The focus is on the interplay between traditional toys and play, and toys and play that are mediated by or combined with digital technology. As well as covering the technical aspects of computer mediated play activities, the authors consider how technologically enhanced toys are currently used in traditional play and how they are woven into childrens' lives. The authors contrast their findings about technologically enhanced toys with knowledge of traditional toys and play. They link their studies of toys to goals in education and to entertainment and information transfer.
This book will appeal to students, researchers, teachers, child care workers and more broadly the entertainment industry. It is appropriate for courses that deal with the specialized subject of toys and games, media studies, education and teacher training, and child development.

Teaching about the media and popular culture has been a major concern for radical educators. Yet in recent years, the hyperbolic rhetoric of "critical pedagogy" has come under attack, not only from theoretical perspectives such as feminism, anti-racism and postmodernism, but also in the light of actual classroom experience. The notion that teachers might "liberate" students through rationalistic forms of ideological critique has been increasingly questioned, not only on the grounds of its political arrogance, but also because of its ineffectiveness in practice. This book seeks to move beyond the limitations of these debates, and to explore positive alternatives. It contains a broad international range of contributions, covering practice from primary schools right through to higher education. The authors draw on diverse perspectives, including poststructuralism, postmodernism, cultural studies, anti-racism and feminism; yet they share a willingness to challenge radical orthodoxies, and to offer positive practical alternatives.

Contents:
Reading and Teaching Popular Media; Making Sense of the Media - From Reading to Culture; A Boy's Own Story - Writing Masculine Genres; Hardcore Rappin' - Popular Music, Identity and Critical Discourse; The "me" in the Picture is not "me" - Photography as Writing; Reading Audiences - The Subjective and the Social; Intervening in Culture - Media Studies, English and the Response to "Mass" Culture; In Other Words - Evaluation, Writing and Reflection; Going Critical - The Development of Critical Discourse; Solving the Theoretical Problem - Positive Images and Practical work; Conclusion - Dialogues with the Future.

Is television harmful to children? Does it destroy imagination, provode delinquency and violence, undermine family life and have other detrimental effects on children?;The author, himself a parent, teacher and researcher investigates the complex ways in which children actively make meaning and take pleasure from television. Chapters cover the popular debates about children and television from a general and academic perspective. The characteristics of children's talk about television are explored, as children interact with other children and other family members in "family viewing" sessions. Key concepts which inform children's talk about television are investigated i.e. genre, narrative, character, modality, and agency. Finally, conclusions are presented and issues outlined for further research. Drawing on theories and ideas developed within media and cultural studies, English, education, psychology, sociology, linguistics and other related areas, this book will be useful to both students and teachers in the field, and to the general reader with an interest in children and the media.

Is television harmful to children? Does it destroy imagination, provode delinquency and violence, undermine family life and have other detrimental effects on children?; The author, himself a parent, teacher and researcher investigates the complex ways in which children actively make meaning and take pleasure from television. Chapters cover the popular debates about children and television from a general and academic perspective. The characteristics of children's talk about television are explored, as children interact with other children and other family members in "family viewing" sessions.; Key concepts which inform children's talk about television are investigated i. e. genre, narrative, character, modality, and agency. Finally, conclusions are presented and issues outlined for further research.; Drawing on theories and ideas developed within media and cultural studies, English, education, psychology, sociology, linguistics and other related areas, this book will be useful to both students and teachers in the field, and to the general reader with an interest in children and the media.

Teaching about the media and popular culture has been a major conce rn for radical educators. Yet in recent years, the hyperbolic rhetoric of "critical pedagogy" has come under attack, not only from theoretical perspectives such as feminism, anti-racism and postmodernism, but also in the light of actual classroom experience. The notion that teachers might "liberate" students through rationalistic forms of ideological critique has been increasingly questioned, not only on the grounds of its political arrogance, but also because of its ineffectiveness in practice. This book seeks to move beyond the limitations of these debates, and to explore positive alternatives. It contains a broad international range of contributions, covering practice from primary schools right through to higher education. The authors draw on diverse perspectives, including poststructuralism, postmodernism, cultural studies, anti-racism and feminism; yet they share a willingness to challenge radical orthodoxies, and to offer positive practical alternatives.

Concerns about the effects of television on young children are a recurrent focus of public controversy. Yet amid all the anxiety, children's voices are rarely heard. In this book, one of Britain's leading television researchers investigates children's own perspectives on what they find frightening, moving and upsetting. From "Nightmare on Elm Street" to "My Girl," from "The Colour Purple" to "The News at Ten," what children find upsetting is often difficult to predict. David Blackburn gives a detailed insight into children's responses to horror films, to "weepies" and soap operas, to news and to "reality programmes." He looks at how they learn to cope with their feelings about such material, and how their parents help or hinder them in doing so. This study offers a new approach to studying the role of television in children's lives, and should be of interest to parents and teachers, as well as policy makers and educationalists.

Over the past decade, the video camera has become a commonplace household technology. With falling prices on compact and easy-to-use cameras, as well as mobile phones and digital still cameras with video recording capabilities, access to moving image production technology is becoming virtually universal. "Home Truths?" represents one of the few academic research studies exploring this everyday, popular use of video production technology, looking particularly at how families use and engage with the technology and how it fits into the routines of everyday life.

The authors draw on interviews, observations, and the participants' videos themselves, seeking to paint a comprehensive picture of the role of video making in their everyday lives. While readers gain a sense of the individual characters involved in the project and the complexities and diversities of their lives, the analysis also raises a range of broader issues about the nature of learning and creativity, subjectivity and representation, and the "domestication" of technology---issues that are of interest to many in the fields of sociology and media/cultural studies.

David Buckingham is Professor of Education at the Institute of Education, University of London, and Director of the Institute's Centre for the Study of Children, Youth and Media.

Rebekah Willett is Lecturer at the Institute of Education, University of London, where she teaches in Media, Culture and Communication.

Maria Pini previously worked as Lecturer in Media and Communications at Goldsmiths College, London University, and is now a researcher on the Camcorder Cultures project at the Institute of Education.

Cover art: Young videomaker (c)iStockphoto.com/ kaisersosa67

Technologies of the Imagination: New Media in Everyday Life

digitalculturebooks is an imprint of the University of Michigan Press and the Scholarly Publishing Office of the University of Michigan Library dedicated to publishing innovative and accessible work exploring new media and their impact on society, culture, and scholarly communication. Visit the website at www.digitalculture.org.

Over the past decade, the video camera has become a commonplace household technology. With falling prices on compact and easy-to-use cameras, as well as mobile phones and digital still cameras with video recording capabilities, access to moving image production technology is becoming virtually universal. Home Truths? represents one of the few academic research studies exploring this everyday, popular use of video production technology, looking particularly at how families use and engage with the technology and how it fits into the routines of everyday life. The authors draw on interviews, observations, and the participants' videos themselves, seeking to paint a comprehensive picture of the role of video making in their everyday lives. While readers gain a sense of the individual characters involved in the project and the complexities and diversities of their lives, the analysis also raises a range of broader issues about the nature of learning and creativity, subjectivity and representation, and the ""domestication"" of technology-issues that are of interest to many in the fields of sociology and media/cultural studies.

This book is a state-of-the-art look at where toys have come from and where they are likely to go in the years ahead. The focus is on the interplay between traditional toys and play, and toys and play that are mediated by or combined with digital technology. As well as covering the technical aspects of computer mediated play activities, the authors consider how technologically enhanced toys are currently used in traditional play and how they are woven into childrens' lives. The authors contrast their findings about technologically enhanced toys with knowledge of traditional toys and play. They link their studies of toys to goals in education and to entertainment and information transfer. This book will appeal to students, researchers, teachers, child care workers and more broadly the entertainment 'industry'. It may be appropriate for courses that deal with the specialized subject of toys and games but many courses in Media studies, Education and Teacher Training, and Child Development will inevitably have a component to cover this topic. There is considerable scope for the growth of interest in computer games used by children as these games become more readily available and less e

Representing Agency in Popular Culture: Children and Youth on Page, Screen and In-Between addresses the intersection of children's and youth's agency and popular culture. As scholars in childhood studies and beyond seek to expand understandings of agency, power, and voice in children's lives, this book places popular culture and representation as central to this endeavor. Core themes of family, gender, temporality, politics, education, technology, disability, conflict, identity, ethnicity, and friendship traverse across the chapters, framed through various film, television, literature, and virtual media sources. Here, childhood is considered far from homogeneous and the dominance of neoliberal models of agency is questioned by intersectional and intergenerational analyses. This book posits there is vast power in popular culture representations of children's agency, and interrogation of these themes through interdisciplinary lenses is vital to furthering knowledge and understanding about children's lives and within childhood studies.

Representing Agency in Popular Culture: Children and Youth on Page, Screen and In-Between addresses the intersection of children's and youth's agency and popular culture. As scholars in childhood studies and beyond seek to expand understandings of agency, power, and voice in children's lives, this book places popular culture and representation as central to this endeavor. Core themes of family, gender, temporality, politics, education, technology, disability, conflict, identity, ethnicity, and friendship traverse across the chapters, framed through various film, television, literature, and virtual media sources. Here, childhood is considered far from homogeneous and the dominance of neoliberal models of agency is questioned by intersectional and intergenerational analyses. This book posits there is vast power in popular culture representations of children's agency, and interrogation of these themes through interdisciplinary lenses is vital to furthering knowledge and understanding about children's lives and within childhood studies.

As young people today grow up in a world saturated with digital media, how does it affect their sense of self and others? As they define and redefine their identities through engagements with technology, what are the implications for their experiences as learners, citizens, consumers, and family and community members? This addresses the consequences of digital media use for young people's individual and social identities. The contributors explore how young people use digital media to share ideas and creativity and to participate in networks that are small and large, local and global, intimate and anonymous. They look at the emergence of new genres and forms, from SMS and instant messaging to home pages, blogs, and social networking sites. They discuss such topics as "girl power" online, the generational digital divide, young people and mobile communication, and the appeal of the "digital publics" of MySpace, considering whether these media offer young people genuinely new forms of engagement, interaction, and communication.ContributorsAngela Booker, danah boyd, Kirsten Drotner, Shelley Goldman, Susan C. Herring, Meghan McDermott, Claudia Mitchell, Gitte Stald, Susannah Stern, Sandra Weber, Rebekah Willett David Buckingham is Professor of Education at the Institute of Education, London University, and Founder and Director of the Centre for the Study of Children, Youth and Media.