Ofcom The media literacy of children and young people Preface Ofcom is the independent regulator for the UK communications industry. As part of Ofcom's work to promote media literacy we plan to undertake or support a range of research activities to monitor people's skills, knowledge and understanding of communications technologies and the content they watch and listen to either through broadcasting or online. Ofcom defines media literacy as the ability to access, understand and create communications in a variety of contexts. We have published our strategy and priorities for the promotion of media literacy and these can be found on our website. In October 2004 we commissioned Professor David Buckingham and Professor Sonia Livingstone to report on recent relevant academic and other publicly-available research into children's and adults' media literacy respectively. The purpose of this work was to outline the range of studies conducted, the gaps in research, provide examples of innovative methodologies, and outline possible barriers and enablers to media literacy identified by these studies. These reviews have admirably fulfilled their task, and provide a stimulating point of departure for informing and refining research strategies and methodologies. Some of the recommendations can be taken forward by Ofcom; others may be more relevant to other stakeholders including content producers, broadcasters, platform and network providers, educators, government departments, parents, children's charities and other organisations. The assumptions, conclusions and recommendations expressed in this review are those of the authors and should not be attributed to Ofcom. This review is published together with Adult media literacy: A review of the research literature, by Professor Sonia Livingstone. Further copies of both reviews are available from our website at www.ofcom.org.uk. Ofcom The media literacy of children and young people 1 Contents Section Page 1 Executive summary 3 2 Introduction 5 3 Dimensions of media literacy 6 1.1 Access 6 1.2 Understand 13 1.3 Create 24 1.4 Conclusion 31 4 Barriers and enablers 33 2.1 Barriers 33 2.2 Enablers 38 5 Conclusion: filling the gaps 53 6 References 56 2 Ofcom The media literacy of children and young people 3 Section 1 Executive summary 1. This document provides a comprehensive review of the academic literature relating to children's and young people's media literacy. It focuses primarily on television, radio, the internet and mobile telephony; and specifically addresses the various barriers to, and enablers of, media literacy. 2. Children develop media literacy even in the absence of …

The Media Literacy of Children and Young People

Foreword 02 Executive summary 03 1 Introduction: How do we learn in an era of connection and collaboration? 07

Social Software and Learning

In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to bridge the gap between formal and informal learning and blend them together to form a portable, flexible, collaborative and creative learning environment. Using this model, three categories of mobile application tools, namely tools for collaboration, tools for coordination and tools for communication, have been identified as pertinent in blending formal and informal learning, and they can be connected seamlessly to provide an effective learning mechanism to support the learning process.

Blending Student Technology Experiences in Formal and Informal Learning

The paper focuses on a part of a new project Serious Games on a Global Market which focuses on language learning and teaching. Serious Games are digital games and equipment with an agenda of educational design. The paper makes a theoretical argument for a Serious Games product based on theories of educational design and learning in relation to games. Furthermore technology based perspectives on language teaching and learning are described and in addition to this, the paper draws on data from two recent research projects that have studied the role of game based activity in children’s digitally based practices in off school contexts. This theoretical construction will be employed in the developing of the prototype of the digitally based educational platform ”Mingoville”. Author

/pdf/serious-games-in-language-learning-and-teaching-a-3mfwhibuei.pdf

Serious Games in Language Learning and Teaching: a Theoretical Perspective

This paper discusses how the use of digital technologies may support a shift of cultural practices in teaching and learning, to better meet the needs of 21st century higher education learners. A brief discussion of the changing needs of the learners is provided, followed by a review of the overall impact of digital technologies on teaching and learning. In the final section we suggest how digital technologies may provide a more active and flexible learning experience by adopting a participatory pedagogical approach and by blending formal learning with informal learning.

/pdf/digital-technology-and-the-culture-of-teaching-and-learning-2xpkewnd83.pdf

Digital technology and the culture of teaching and learning in higher education

For most of us, discussion about learning is inextricably related to formal education systems. However, any interest in the role of ICTs in children’s learning forces the recognition that many children are immersed in ICT-related activities in their homes and with their friends. This recognition requires us to acknowledge a wider ecology of education where schools,homes, playtime, the library and the museum all play their part. This review focuses specifically on children's informal learning with technologies outside school. This review, then, will begin by discussing the key theoretical approaches to learning that have emerged through studies of learning in alternative settings and with ICTs and then go on to map out the landscape of children and young people's access to and use of digital technologies outside school. The review will then draw out key characteristics of children's informal learning with digital technologies through case study examples before, in the final section, offering a synthesis of the theoretical and policy implications of such studies.

Wac Performing

Papers

Literature Review in Informal Learning with Technology Outside School