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Title: Media, Education, and Change by Lesley L. Johnson ISBN: 0-8204-4281-X Publisher: Peter Lang Publishing Pub. Date: 01 January, 2001 Format: Paperback Volumes: 1 List Price(USD): $24.95

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Average Customer Rating: 5 (1 review)

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Summary: Media, Education, and Change
Comment: Media, Education, and Change    Jill Jameson University of Greenwich

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Media literacy education reflectively and purposefully delivered has the power to transform the lives of teachers and students in beneficial ways, enabling greater self-knowledge, personal growth and useful professional insights. This is the restorative vision of Media, Education and Change - an excellent book delivering media literacy education vividly in a direct way for those wishing to engage with the possibilities of media literary education as a change agent for teachers, and "how and why they teach." Lesley Johnson's well-researched, diligent, and passionate exploration into the connectivity possible among media theory, teachers' reflections on media representations of their identities, and the application of media to classroom practice has resulted in a useful interdisciplinary study offering personal and professional insights for media educators. Johnson's work adds considerably to scholarship in the field of media literacy education by extending the boundaries of the theoretical framework conventionally considered applicable in this area to include significant new contributions provided by receptive aesthetics, intermodal expressive therapy, and the technologies of the self relating to video production and analysis. The main focus for Johnson's research is the case study narratives of the personal psychological changes experienced when her teacher-participants and students were involved in media literacy education practices. Engaging our interests directly with the personal histories of her subjects, Johnson reifies the link between a complex multi-disciplinary theoretical perspective and the practical elements of media literacy education delivered in teacher-practitioners' classrooms.

Using qualitative methodology, Johnson's study traces the ways in which media literacy education can act as a catalyst for a process of self-empowerment through an encounter with "the self" in which self-knowledge is gained by analysing objectivised representations of oneself through the surrender of self-control enabled in video production. A narrative perspective is given on the personal and professional changes resulting from this application of media literacy practice. This perspective was applied principally to five teacher-participants, and secondarily, to four students of the teachers who participated in the research.

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