ABSTRACT
The chapter began with a proposition that Media Education represents a way to gather together a curriculum response to the all-pervasive uses of digital technology in society, including in and out of school. Whether this is to be done by extending the subject of Media Studies to all, in an age-appropriate and holistic way or by a negotiation with the proponents of ‘digital literacy’, is open to question. The subject of English is concerned with how meanings have been made and shared in textual form. An active pedagogy which embraces the best in criticality that English has to offer could be a part of a renewed Media Education project. Learning to read critically and comprehensively is a way of bringing children and young people into contact with knowledge in the traditional sense, yes, but also with powerful ideas on subjectivity, representation and identity.
