Beyond caricature: recuperating Institution as a productive concept in teaching and learning about media in primary schools
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Parry, B. & Powell, M. (2011) Beyond caricature: recuperating Institution as a productive concept in teaching and learning about media in primary schools, Media Education Research Journal (MERJ), vol. 2, , pp. 65-73,
A key tenet of Media Studies 2.0 (Gauntlett, 2007) is the claim that the traditional conceptual framework for the subject is redundant, outmoded and unable to offer sufficient exploratoty power to account for shifts in digital media practices. This paper presents data from a recent media literacy research project which suggests that the conceptual framework continues to provide a useful tool kit. The data arises from classroom activity exploring news producation and the media concept of Institution with children in Year 3 (aged 7 and 8) and Year 5 (aged 9 and 10) in two distinct UK primary schools. In this research report we offer, from this research evidence, some reflections on the need to shift the focus of debates about Media Studies away from unhelpful caricatures of both theory and practice and onto productive pedagogy (Lingard, 2005).