What does engagement look like in a Media Studies classroom?

Article


Thomason, M. and Connolly, S. 2021. What does engagement look like in a Media Studies classroom? Participations: Journal of Audience and Reception Studies. 18 (2), pp. 356-373.
AuthorsThomason, M. and Connolly, S.
Abstract

In wider discourses about teaching and learning, “engagement” has become something of a contested term, with teachers and educationalists often arguing about what being engaged in education actually involves. This contestation is compounded in media education, because the teacher has to deal with multiple conceptions of audience and, as a consequence, multiple meanings of the term engagement. In this essay, these conceptions and meanings are explored using some primary data taken from surveys of students and teachers from A-Level Media Studies classes, who were asked about both their engagement with the texts they taught and studied on the course, and their engagement with the wider critical study of media texts. The analysis of the data shows varying types and levels of engagement, some of which are personal, some educational and some academically critical. The authors seek to categorise these “engagement events” in different ways and highlight the idea that engagement in the study of media texts is very different to other types of audience engagement.

KeywordsMedia Studies; A-Level; Engagement; Media Teaching; Teaching Audiences
JournalParticipations: Journal of Audience and Reception Studies
Journal citation18 (2), pp. 356-373
ISSN1749-8716
Year2021
PublisherDepartment of Theatre, Film and Television Studies, Aberystwyth University
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Anyone
Web address (URL)https://www.participations.org/volume-18-issue-2/
Publication dates
OnlineNov 2021
Publication process dates
Deposited08 Mar 2024
Copyright holder© 2021, University of Nottingham, University of Glasgow, Oxford Brookes University and the University of Sheffield
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