ABSTRACT
This chapter considers the research base for understanding the hybrid nature of both media learning and digital literacy, and make some recommendations for embracing the complexities of reading, writing, and curating practices. Here the argument presented is that the digital media are neither objects nor tools, or at least if they are, this is of little educational interest. The author proposes that every media education encounter should foster incremental change, however small, in media practice and that student engagements with media, including their own, should adapt to a new, more critical language game. The author called it as a double adaptation, of the self and of media, or mediaptation. He reported on curational aspects of several pedagogic research projects with shared co-creational objectives. He reported that The Third Space theme emerged as one of the most abundant, where powerful epistemology converges with lifeworld skills and dispositions.
