Media Education: Literacy, Learning and Contemporary Culture

By David Buckingham. 2003

1,347 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3e5c58807a20b9d1aaa90023e18c798a504b12c4

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Citations in the corpus

Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers (2007, unknown): “Literacy scholars have noted that children routinely read and write texts substantially over their grade level in the context of game play (Buckingham, 2003; Gee, 2003; Steinkuehler, 2005).”
Using games and simulations for supporting learning (2006, background): “However, this form may help some excluded learners by providing an alternative to the dominant text-based literacies (Buckingham, 2003).”
Trust Online: Young Adults' Evaluation of Web Content (2010, background): “Scholars have long been concerned with whether people approach content they encounter in the media critically, an area referred to as media literacy (e.g., Buckingham 2003; Livingstone, 2004).”
Defining digital literacy – What do young people need to know about digital media? (2006, unknown): “There are four broad conceptual aspects that are generally regarded as essential components of media literacy (see Buckingham, 2003).”
‘Seeing from a different angle’: the role of pop culture in teaching for diversity and critical media literacy in adult education (2007, background): “Further, they argue it is important not only to be aware of, but also to study pop culture, as it is unrealistic to expect people not to be consumers of popular culture, particularly because as Hamston (2005), Buckingham (2003b) movies and television are often a source of pleasure.”
Teacher educators' digital competence (2014, background): “Buckingham (2003, 2006), Gilster (1997), Knobel (1999), Lanham (1995), Lankshear and Knobel (2003), and Tyner (1998), in particular, have made contributions to the concepts of computer literacy, media literacy, and digital literacy.”
How Media Literacy Supports Civic Engagement in a Digital Age (2015, background): “Such educational programs provide a kind of intellectual and social scaffolding that supports the development of civic engagement (Buckingham, 2000; 2003; Hobbs, 2012; Kellner & Share, 2007).”
Digital Media Literacies: Rethinking Media Education in the Age of the Internet (2007, background): “Figure 1 indicates some of the issues that might be addressed in applying this framework specifically to the World Wide Web, and is adapted from Buckingham (2003).”
Ltd Registered in England and Wales Registered Number : 1072954 Registered office : (2004, background): “Another tactic available to public health advocates is to promote ‘‘media literacy,’’ often defined as the ability to understand, analyze, evaluate, and create media messages in a wide variety of forms (Aufderheide & Firestone, 1993; Bergsma et al., 2007; Buckingham, 2003; Thoman, 2003).”
Learning in immersive worlds: A review of game-based learning (2006, background): “…issues of violence (Griffiths, 1999); cultural theorists have focused upon issues of gender, identification, genre and game texts as cultural forms (Buckingham, 2003; Carr et al., 2006), educationalists have focused upon the learning potential and application of leisure games in schools contexts…”
Challenges to learning and schooling in the digital networked world of the 21st century (2013, background): “A broader sociocultural understanding of literacy imply our relationship to many different forms of representation (Barton, 2007), all collected under the heading of media literacy and later digital literacy (Buckingham, 2003).”
Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts (2004, background): “It is traditional both from a chronological perspective, since it traces back to the 1930s and the early 1960s in this geographical context, and from the modern media literacy theorists’ points of view, who consider it completely outdated (Buckingham, 2003), all the more so because it draws inspirat”
Non‐optimal uses of video in the classroom (2006, background): “…that teaching with (and about) media and popular culture is simultaneously subversive and conservative because media texts create new opportunities for reaching students while reinforcing hierarchies that maintain the educational status quo (McLuhan, 1964; Postman, 1969; Buckingham, 2003).”