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ERIC Number: ED478768
Record Type: Non-Journal
Publication Date: 2003-Jun-28
Pages: 27
Abstractor: N/A
Reference Count: N/A
Relevance and Rigour in Media Education.
McMahon, Barrie
Today's barrage of the "immediate content constructed as spectacle" seems to leave little space in the media to consider what lies behind the events--the contexts and causes. The global society rushes headlong into courses of action, either opposing the world's super power or supporting it, without the opportunity by means of the mass media, to consider, reflect, question, and appraise the likely consequences of people's actions. Perhaps those who come from the smaller nations feel even more despondent about their plight and the media's seeming incapacity to engage them in the debates. As America becomes increasingly belligerent in asserting its world dominance, the smaller nations scramble for some sort of security. This paper discusses media education in a global society. The paper advocates quality monitoring of the educational outcomes, which means that quality monitoring instruments must be developed. The final test of relevance and rigor is whether the student in a media education program can graduate with a critical framework that can be applied to media events of the future. Proposed in the paper is an instrument intended to do this. It can be used with students of any age, but in this illustration, young adults are the group being addressed. The paper first discusses everyday classroom practice and then proceeds from classroom practice to critical framework. It next outlines the "Learning, Monitoring, and Assessment Model," developed in Perth, Western Australia. It also discusses assessing a media task. (NKA)
Publication Type: Opinion Papers; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A