| Popis: |
The articles collected in this current issue of MERJ represent this ongoing research into children’s experiences with media. They are all underpinned by concerns about equity, literacy, how young people might make sense of and benefit from the proliferation of technologies and communication possibilities that now exist, and how parents and educators might support them. The perspectives and approaches in this issue are diverse in terms of theoretical orientation and empirical practice, exploring a variety of topics relevant to children’s media experience and media literacy learning over the entire course of their childhood, from 0–18. The papers share a child-centred perspective and collectively address children’s home, school, and third-space media experiences, while questioning roles that media, culture, and most importantly social interactions, play and could play in children’s literacy (in its broadest sense) and learning. Ranging from pragmatic issues, such as developing, testing, and funding media literacy interventions, to the questions of aims, strategies, and outcomes, the overarching focus on children’s empowerment and wellbeing remains the same. As co-editors of this issue we now reflect on some of the issues raised, some of the shifts in emphasis we have witnessed, and some of the implications for future media research with young people. |
