ERIC Number: ED392244
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
Reading Media Texts: Media, Imagination and National Curriculum English.
This paper argues that the essential task of English Teachers, since the debut of the National Curriculum English, is not to make qualitative distinctions between literary and media texts nor to place them on some form of hierarchical scale. Media reading should be on equal footing with written literature reading; both involve active engagement with institutions. Rather, the aim should be to help students learn how to evaluate for themselves any kind of text according to content and context. Issues surrounding imaginative engagement with texts are examined, and the threats imposed by dangerous texts, such as video "nasties" and comics, or by unchallenging complacent texts are discussed. New methods are reviewed in which the development of literary response can be deployed with media texts with ease. The purpose of the National Curriculum English Attainment Target 2 (Reading) (Levels 5-10) is presented, and the impact of television soap opera dramas on audiences, particularly children, is highlighted. Non-literary texts must be as accepted as challenging for readers as literary texts. (Contains 23 references.) (NAV)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Great Britain
Note: In: Perspectives on Reading. CLE Working Papers 2. For complete volume, see FL 023 547.