Reading ads, reading the world
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...
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| Format: | Article |
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Taylor & Francis
2015
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| Online Access: | https://eprints.nottingham.ac.uk/40171/ |
| _version_ | 1848795999816908800 |
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| author | Parry, Becky |
| author_facet | Parry, Becky |
| author_sort | Parry, Becky |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T19:41:01Z |
| format | Article |
| id | nottingham-40171 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:41:01Z |
| publishDate | 2015 |
| publisher | Taylor & Francis |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-401712020-05-04T17:00:27Z https://eprints.nottingham.ac.uk/40171/ Reading ads, reading the world Parry, Becky 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. Taylor & Francis 2015-01-22 Article PeerReviewed Parry, Becky (2015) Reading ads, reading the world. Education 3-13, 44 (3). pp. 325-338. ISSN 1475-7575 reading literacy media texts pedagogy media studies media education adverts http://www.tandfonline.com/doi/full/10.1080/03004279.2014.991413 doi:10.1080/03004279.2014.991413 doi:10.1080/03004279.2014.991413 |
| spellingShingle | reading literacy media texts pedagogy media studies media education adverts Parry, Becky Reading ads, reading the world |
| title | Reading ads, reading the world |
| title_full | Reading ads, reading the world |
| title_fullStr | Reading ads, reading the world |
| title_full_unstemmed | Reading ads, reading the world |
| title_short | Reading ads, reading the world |
| title_sort | reading ads, reading the world |
| topic | reading literacy media texts pedagogy media studies media education adverts |
| url | https://eprints.nottingham.ac.uk/40171/ https://eprints.nottingham.ac.uk/40171/ https://eprints.nottingham.ac.uk/40171/ |