Early Childhood Studies Children and the Media Semester 2 2012-13
School of Education
Faculty of Humanities and Social Sciences Module Leader: James Bird Module number: U70131 Published: January 2012
U70131
Children & the Media
Module Leader: James Bird
F1/02 Tel: 488611
Administrator: Lina Wik
BG20 Tel: 488617 linawik@brookes.ac.uk
jbird@brookes.ac.uk
Course Description This module explores the way in which children interact with different forms of media. Students will have the opportunity to consider this from a variety of perspectives including developmental, sociological and educational. The module will consider the ways in which children react to and learn from different forms of media, for example television, computer gaming, social networking and learning technologies.
Programme Date
Session
Topic
Tutor
30/01/13
1
Children of the Media Age Patterns of Usage – Impact Pros and Cons
JB
06/02/13
2
Children of the Media Age -Promises and Problems
JB
13/02/13
3
Children, Media and Safety
JB
20/02/13
4
Children and Television
JB
27/02/13
5
Critical Discussion Focus
JB
06/03/13
6
Media and Technology for learning 1
Various
13/03/13
7
Media and Technology for learning 2
JB
20/03/13
8
Gaming and Children
JB
27/03/13
9
Group production workshop
OBIS/ JB
Easter break 17/04/11
10
Group production workshop
OBIS/ JB
24/04/11
11
Assignment Pitches
JB / MW
01/05/11
12
Assignment pitches
JB / MW
Assessment This module is assessed through: 1) Group pitch/presentation for a TV programme OR educational software for young children (up to age 8). 30% 2) Individual literature review providing the rationale for the TV programme or educational software that you were involved in planning for within the group pitch. (2000 words) 70%
Please note that you must achieve a pass mark on BOTH elements of the assessment in order to pass the module
Assessment Deadlines
Presentation of Pitches:
Weeks 11 and 12
Essay Assignment :
By 2pm Friday 10th May
Assignment Details Assignment marking criteria can be found on page 11 of the Handbook. Group pitch/presentation During the session in Week 1, you will be divided into presentation groups. (As far possible groups shall include a combination of students from different fields. ) Each group is required to plan and make a pitch for a potential educational TV programme OR some educational software for young children. The group pitch/presentation will take place in weeks 11 and 12 of the module.
Guidelines for the Pitch Within the specified age range (0-8years) you will need to decide on a particular age range to focus on for your pitch. You will also need to decide on a particular education theme or aspect to focus on. You will then need to plan for the programme or software based on your reading and research for the module. (This will ultimately help you in writing up your individual literature reviews.) The pitch itself should be no longer than 5 minutes and should: o Provide a rationale for the theme, design and specific features of the TV programme or educational software. o Include reference to a “Storyboard” for the project. A copy of this should be handed in on the day of the pitch. o Should include up to ONE Minute of actual footage/ screen shots. An additional copy should be made on DVD/CD and handed in on the day of the pitch. It is not necessary for all group members to present the pitch but all members of the group should be present on the day of the pitch and be ready to answer any questions about the project. Each group must submit a planning sheet (1 side of A4) stating the contributions of individual members of the group to the overall pitch/presentation. (See Appendix 1.) This must be signed and dated by ALL members of the group. You will not be awarded a mark for the assignment unless you also submit this planning sheet Please note: You are expected to plan for and prepare your pitch as part of the individual study time allowed for the module. We will book one of the pooled computer rooms specifically for your use during the group production stages of the module. We will also inform you during the module about technical support we will offer from OBIS. The pitches in weeks 11 and 12 will be by prior appointment per group and will be video- recorded so as to enable effective moderation of the marks. The video recordings will be shared with marking tutors and external examiners only.
Literature review You are asked to submit a literature review of 2000 words providing the rationale for the TV programme or educational software that you were involved in planning for within the group pitch. The literature review should draw on your individual reading for the module as well as material covered in taught sessions and should emphasize the educational value and developmental appropriateness of the theme, content and design of the proposed TV programme or educational software. It would be useful to include also a copy of the group frontsheet from your pitch so that your literature review can be easily linked to the original pitch. Work should be word-processed. Ideally the literature review should use double or 1.5 line-spacing in a font such as Arial or Times New Roman in 11- or 12- point size. References should be included in Harvard format. Arrangements for Submission of Work
The Group pitch/presentations will take place in week 10. One set of related paper-work and DVD to accompany the Presentation/ Pitch, clearly labelled, must be submitted to the course tutor on the day of the presentation. Submission checklist: Treatment and/or storyboard + DVD/CD + group planning sheet The literature review must be posted in the appropriate box in the refectory foyer area by 2pm on Friday 10th May. The posting box will be open for submission from Tuesday 7th May. Mitigating Circumstances The University now operates a mitigating circumstances policy. That means that if you think you will need extra time to complete your assignment, you must apply to the Mitigating Circumstances panel in advance of the date the assessment is due. See http://www.brookes.ac.uk/services/asd/registry/sas/mit%20circs.html
Reading list
Buckingham, D. (1993) Children Talking Television: The Making of Television Literacy. London: Falmer. Buckingham, D. (1996) Moving Images: Understanding Children's Emotional Responses to Television. Manchester: Manchester University Press. Buckingham, D. (2000) After the Death of Childhood. Growing Up in the Age of Electronic Media. Cambridge. Polity Press. Buckingham, D. (2007) Beyond Technology. Children’s Learning in the Age of Digital Culture. Cambridge. Polity Press. Buckingham, D. , Davies, H, Jones, K. & Kelley, P. (1999) Children’s Television in Britain. London. British Film Institute Publishing. Facer, K., Furlong, J., Furlong, R. & Sutherland, R. (2003) Screen Play. Children & Computing in the Home. London. Routledge Falmer. Gunther, B., Oates, C. & Blades, M. (2005) Advertising to Children on TV. Content, Impact & Regulation. New Jersey. Lawrence Erlbaum. Hansen, F., Rasmussen, J. and Martensen, A. (2002) Children: Consumption, Advertising and Media Copenhagen: Copenhagen Business School Press. Hodge, B. and Tripp, D. (1986) Children and Television: A Semiotic Approach. Cambridge: Polity. Holloway, S. & Valentine, G. (2003) Cyberkids. Children in the Information Age. London . RoutledgeFalmer. Hutchby, I. And Moran-Ellis, J. (2001) Children, Technology and Culture: The Impacts of Technology in Children’s Everyday Lives. London. RoutledgeFalmer. Littleton, K. & Light, P.(1999) Learning with Computers. Analysing Productive Interaction. London . Routledge. Livingstone. S. (2002) Young People & New Media. London. Sage. Loveless, A. & Ellis, V. (2001) ICT, Pedagogy & the Curriculum. London. RoutledgeFalmer. Kress, G. (2003) Literacy in the New Media Age London: RoutledgeFalmer. Marsh, J. Ed (2005) Popular Culture, New Media and Digital Literacy in Early Childhood London: RoutledgeFalmer. Marsh, J. and Millard, E. (2001) Literacy and Popular Culture: Using Children’s Culture in the Classroom. London: Paul Chapman Publishing.
Monteith, M. (2002) Teaching Primary Literacy with ICT. Buckingham. Open University Press Postman. N. 1994 The Disappearance of Childhood. New York. Vantage Books/Random House. Messenger- Davies, M. (2001 ed) Television is Good for Your Kids. London. Hilary Shipman. Messenger- Davies, M. (2001) “Dear BBC�. Children, Television, Storytelling & the Public Debate. Palmer. S. (2007) Toxic Childhood. How the Modern World is Damaging Our Children and What We Can Do About It. London. Orion. Selwyn, N., Potter, J. and Cranmer, S. (2010) Primary Schools and ICT. London: Continuum Sigman, A. 2005) Remotely Controlled. How Television is Damaging Our Lives. London. Vermillion/Random House. Siraj-Blatchford, J Ed (2004) Developing New Technologies for Young Children Trentham Books: Stoke on Trent. Siraj- Blatchford, J. & Whitebread, D. (2003) Supporting Information & Communication Technology in the Early Years. Maidenhead. Open University Press. Somekh, B. & Davis, N. (1997) Using Information Technology Effectively in Teaching & Learning. London. Routledge. Van Evra, J. (2004) Television and Child Development. New Jersey. Lawrence Erlbaum Associates. Journals: British Journal of Educational Technology. Journal of Computer Assisted Learning. Child Education. Media, Culture & Society. New Media & Society. Websites: http://www.becta.org.uk/ http://www.bbc.co.uk/cbeebies/ http://www.screenonline.org.uk/tv/id/445547/index.html http://llk.media.mit.edu/papers.php http://www.ioe.ac.uk/cdl/DATEC/datecfrm1.htm http://www.childrenyouthandmediacentre.co.uk/ http://www.aber.ac.uk/media/sections/index.php?cat=TV+%26+Radio
http://www.suepalmer.co.uk/toxic.php http://www.allianceforchildhood.net/projects/computers/computers_reports.htm For developmental goals you might also find it useful to access the Early Years Foundation Stage at : http://nationalstrategies.standards.dcsf.gov.uk/earlyyears/eyfs And for information on curriculum for Primary aged children : http://nationalstrategies.standards.dcsf.gov.uk/primary
Marking Criteria Criteria for Pitch/ Presentation You will be assessed on the following criteria. (Criteria 1-3 account for 75% of marks and criteria 4-5 account for 25% of marks.) A
B+
B
1 Overall coherence and cohesion of content 2 Grounded in relevant literature and theory (appropriately referenced) 3 Appropriate and critical application of educational theory 4 Content is clearly and effectively presented 5 Quality of resource produced
Criteria for Literature Review. The standard Stage 2 essay assessment grid will be used
C
D
F
Appendix 1 Pitch Planning Sheet
Group Members Name 1
Student nos
Field
Contribution
2
3
4
Signatures 1 -----------------------------------------------------------------------------2 -----------------------------------------------------------------------------3 -----------------------------------------------------------------------------4 ------------------------------------------------------------------------------
Date
Module Number Title: Module Leader:
U 70131 Children and The Media James Bird
Description This module explores the way in which children interact with different forms of media. Students will have the opportunity to consider this from a variety of perspectives including developmental, sociological and educational. The module will consider the ways in which children react to and learn from different forms of media, for example television, video games, computers, mobile and imaging technology. Originating School: Institute of Education Level Size Status: Pre-requisites: Co-requisites: Placing Years Running Restrictions: Exclusions
Advanced Single Acceptable for BA Single Honours in Early Childhood Studies & BA/BSc Joint Honours in Early Childhood Studies None None Sem 2 Alternate years None None
Context The module will be of interest to students who want to explore the potential role of the media in children’s learning and development. Students will be encouraged to explore primary research and to critically evaluate sources in an often controversial area of study. Indicative Content Students will be encouraged to explore the ways in which different theories of learning can be applied to children’s interactions with different forms of media. Examples of media covered will include: television, video games, advertising, computers, visual imaging and mobile technology. Cultural and ethical dimensions will be discussed and students will be asked to critically evaluate the educational potential of such media. Whilst there will be consideration of populist debates and sources, there will be an emphasis on primary sources and original research.
Learning Outcomes Having successfully completed this module, students should:
Knowledge and Understanding
Taught i. ii. iii.
Understand and evaluate the ways in which children interact with different forms of media Critically appraise the impact on development and education of various forms of media Reflect critically on the ethical debates in relation to children’s interactions with different media
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Disciplinary/Professional Skills
i. ii. iii.
Synthesise and evaluate evidence from a variety of source material Understand how different factors such as gender, class and cultural background impact on children’s experience of media forms Demonstrate awareness of the implications from media research for policy and educational practice
General/Transferable Skills
i. ii. iii. iv.
Select and manage information from a range of appropriate sources Interact successfully with others to collate and present relevant information Communicate effectively to an audience using appropriate media Use ICT to access and manage information
Teaching and Learning Experiences Students completing this module will have been given the opportunity to: • • •
Attend lectures / seminars; Analyse and critically reflect upon examples of media research with children; Contribute to a group presentation
Expected Class Contact Student/teacher contact time: Lectures Workshops / tutorials Seminars Directed study
24 hours 14 hours 6 hours 4 hours 126 hours
Assessment Coursework: 100% Exemplar: Individual literature review focusing on one of the areas of media covered in the course, to include implications for educational policy and practice Group presentation summarising the actual and potential application of research to practice
70%
30%
Indicative Reading List Buckingham, D. (1993) Children Talking Television: The Making of Television Literacy. London: Falmer. Buckingham, D. (1996) Moving Images: Understanding Children's Emotional Responses to Television. Manchester: Manchester University Press. Hansen, F., Rasmussen, J. and Martensen, A. (eds) (2002) Children: Consumption, Advertising and Media Copenhagen: Copenhagen Business School Press Hodge, B. and Tripp, D. (1986) Children and Television: A Semiotic Approach. Cambridge: Polity. Hutchby, I. And Moran-Ellis, J. (2001) Eds Children, Technology and Culture: The Impacts of Technology in Children’s Everyday Lives London: RoutledgeFalmer Kress, G. (2003) Literacy in the New Media Age London: RoutledgeFalmer Marsh, J. Ed (2005) Popular Culture, New Media and Digital Literacy in Early Childhood London: RoutledgeFalmer
Marsh, J. and Millard, E. (2001) Literacy and Popular Culture: Using Children’s Culture in the Classroom London: Paul Chapman Publishing Siraj-Blatchford, J Ed (2004) Developing New Technologies for Young Children Trentham Books: Stoke on Trent Van Evra, J. (1998) Television and Child Development Lawrence Erlbaum Associates: New Jersey Websites http://www.ioe.ac.uk/cdl/DATEC/datecfrm1.htm http://www.childrenyouthandmediacentre.co.uk/ http://www.aber.ac.uk/media/sections/index.php?cat=TV+%26+Radio http://www.suepalmer.co.uk/toxic.php