This book makes an important contribution to broadening our understanding of how culture shapes the practice of media literacy education in schools. - Renee Hobbs, Professor, Communication Studies, Harrington School of Communication and Media, The University of Rhode Island, USA
'In an era of fake news and digital ideologies, internet surveillance and espionage, with governments and corporations vying for our attention and privacy - Csilla Weninger's critical reworking of media literacy is essential reading. This is a timely reminder of the foundations of work in the field and the practical, ethical imperatives for working with teachers and young people.' - Allan Luke, Emeritus Professor, Queensland University of Technology, Australia
'Prime targets in the expanding, globalised commodity market for English language and literacy education are policymakers, school leaders, classroom teachers, and parents. English language and literacy skills are commonly connected to global cultural and economic participation, to national productivity, and increasingly, to internal cultural cohesion and harmony. Nowhere are these imperatives more evident than in Singapore a multilingual and deeply multicultural Asian society, with largely human rather than natural resources, with an English-medium school system, with an ethos of rapid technology adoption, and in the lead position in OECDs global literacy assessments. This setting presents Singapore-based media literacy educator Csilla Weninger with a set of intriguing challenges, and this book develops her response: that progressive and sustainable language pedagogies call for a richer account of the broader and rapidly developing policy, political, and cultural landscapes impacting educators, students, and parents for a zooming out. Weningers book is based on designing innovative pedagogies that have the potential to provide educators with produc
