The future of media literacy in the digital age constitutes a major issue for all those who are involved in media education. It opens up new questions, re-opens old ones and requires answers from scholars, policy makers and practioners. As it is always the case when education is at stake, these questions blur the boundaries of science, ethics, politics and even ideology. As a consequence, thinking, reflecting and outlining the future of media literacy in the digital age goes far beyond technicalities, skills and “know how” matters. The approaches to literacy and education in the digital age both reflect and build a (shared?) “culture of education” (Bruner, 1996). Beyond statements and practices concerning media education and digital literacy there are implicit and profoundly cultural images of “children”, “citizens”, and “society”, there are folk theories of learning, social ideas of “intelligence”, and common assumptions about what is suitable and what is not. Briefly, there are beliefs and values, political horizons and ethical stances. This paper critically analyses the cultural and ideological implicit premises of the contemporray digital turn in education.
The Cultural Roots of Knowledge VS. The Myths Underlying the Contemporary Digital Turn in Education / L. Caronia. - STAMPA. - (2009), pp. 25-33.
The Cultural Roots of Knowledge VS. The Myths Underlying the Contemporary Digital Turn in Education
CARONIA, LETIZIA
2009
Abstract
The future of media literacy in the digital age constitutes a major issue for all those who are involved in media education. It opens up new questions, re-opens old ones and requires answers from scholars, policy makers and practioners. As it is always the case when education is at stake, these questions blur the boundaries of science, ethics, politics and even ideology. As a consequence, thinking, reflecting and outlining the future of media literacy in the digital age goes far beyond technicalities, skills and “know how” matters. The approaches to literacy and education in the digital age both reflect and build a (shared?) “culture of education” (Bruner, 1996). Beyond statements and practices concerning media education and digital literacy there are implicit and profoundly cultural images of “children”, “citizens”, and “society”, there are folk theories of learning, social ideas of “intelligence”, and common assumptions about what is suitable and what is not. Briefly, there are beliefs and values, political horizons and ethical stances. This paper critically analyses the cultural and ideological implicit premises of the contemporray digital turn in education.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
