ABSTRACT
This chapter begins by challenging the orthodoxies of two key terms in media education and then suggests that by bringing them together in a new way we can provide a framework for media production work that is critical, reflective and student-centred. It shows how creative media literacy can be recognised, developed and how the conditions of possibility for its emergence may be created through a philosophically grounded critical framework and examples of pedagogic practice drawn from a three-year study of student production work. The chapter attempts to model the kind of interrogation of terminology that we believe to be necessary for a philosophical approach to media production work. It outlines a conceptual framework for creative media literacy, one refined through an engagement with the debates around practice-based research in the arts. The chapter shows how creative media literacy might be recognised in practice through discussion of concrete examples.
