This is a Second Edition of a book first co authored for 2003. The book offers students conceptual frameworks for thinking through a range of key issues which have arisen over two decades of speculation on the cultural implications of new media .

/pdf/new-media-a-critical-introduction-4b1kzudd14.pdf

New Media: A Critical Introduction

The central claim of this article is that contemporary cultural forms such as television and the Internet involve more than the perceptual system of sight and more than visual images as a communicative mode. Meaning is made through an interaction of music, the spoken voice, sound effects, language, and pictures. This means that even the recent shift to visual culture among art educators is insufficient to position art education within a reconceptualized, broad definition of communications. To be relevant to contemporary social practice, art education must embrace interaction between communicative modes. The recent concepts of multiliteracy and multimodality are suggested for this purpose. This article examines why these concepts have emerged, the challenge they make to art education's traditional interest in the visual, and what teachers can begin to do in the classroom.

Visual Culture isn't Just Visual: Multiliteracy, Multimodality and Meaning

Adult media literacy: a review of the research literature

Increasingly aware of the “critical” turn in our disciplines, we offer a partial survey of scholarship in two key realms—English for academic purposes (EAP) and globalization—where the term “critical literacy” has particular relevance. We begin by addressing some key concepts and ideological tensions latent beneath the term “critical.” We then address the pedagogical priorities that arise from this conceptualization, in particular, the use of texts to distance individual and group identities from powerful discourses. Next, we review studies that demonstrate how different teachers and researchers have engaged in unraveling and cross-questioning the rhetorical influences of various texts types, including multimodal ones. In the final section, we discuss the intertwined processes of homogenization and diversification arising from the economic, cultural, and political strains of globalization with particular emphasis on their implications for critical literacies and language education.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0267190505000085

Critical literacies and language education: global and local perspectives

(2002). Clarifying Visual Culture Art Education. Art Education: Vol. 55, Back to the Future…, pp. 6-11.

Clarifying Visual Culture Art Education

The following description is taken from the book cover Digital entertainment, from video games to simulation rides, is now a central feature of popular culture Computer-based or digital technologies are supplanting the traditional production methods of television, film and video, provoking intense speculation about their impact on the character of art Examining the digital imaging techniques across a wide range of media, including film, music video, computer games, theme parks and simulation rides, Visual Digital Culture explores the relationship between evolving digital technologies and existing media and considers the effect of these new image forms on the experience of visual culture

Andrew Darley

Papers

Visual Digital Culture: Surface Play and Spectacle in New Media Genres