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Reading ads, reading the world

Parry, Becky

Authors

Becky Parry rebecca.parry@nottingham.ac.uk



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
Publication Date Jan 22, 2015
Journal Education 3-13
Print ISSN 0300-4279
Electronic ISSN 1475-7575
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 44
Issue 3
APA6 Citation Parry, B. (2015). Reading ads, reading the world. Education 3-13, 44(3), https://doi.org/10.1080/03004279.2014.991413
DOI https://doi.org/10.1080/03004279.2014.991413
Keywords reading, literacy, media texts, pedagogy, media studies, media education, adverts
Publisher URL http://www.tandfonline.com/doi/full/10.1080/03004279.2014.991413
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf

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Readings Ads Revision BP.pdf (415 Kb)
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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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