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Reading ads, reading the world

Parry, Becky

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Authors

Becky Parry



Abstract

This paper challenges the reductive notion of children as ‘efferent' readers who learn to decode written language in order to ‘take away’ knowledge. This anachronistic idea has become entrenched in current UK curriculum and education policy. However, it is well established that decoding letters and sounds is only one aspect of reading, that reading is cultural and that learning to read, not only words but also images and sounds, develops children's comprehension and criticality. With this in mind, I seek to share a process through which children and young people were able to develop as readers with a particular focus on the reading of media texts. I present an account of media education activity which focused on the way children read media texts, in the classroom. I suggest that with appropriate pedagogic and conceptual tools children develop as critical, cultural and collaborative readers of words, images, sounds and texts and thereby of the world.

Journal Article Type Article
Acceptance Date Nov 20, 2014
Publication Date Jan 22, 2015
Deposit Date Feb 1, 2017
Publicly Available Date Feb 1, 2017
Journal Education 3-13
Print ISSN 0300-4279
Electronic ISSN 1475-7575
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 44
Issue 3
DOI https://doi.org/10.1080/03004279.2014.991413
Keywords reading, literacy, media texts, pedagogy, media studies, media education, adverts
Public URL https://nottingham-repository.worktribe.com/output/742843
Publisher URL http://www.tandfonline.com/doi/full/10.1080/03004279.2014.991413

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