© 2018

Digital Media in Education

Teaching, Learning and Literacy Practices with Young Learners


Table of contents

  1. Front Matter
    Pages i-xi
  2. Michelle Cannon
    Pages 21-88
  3. Michelle Cannon
    Pages 89-119
  4. Michelle Cannon
    Pages 121-159
  5. Michelle Cannon
    Pages 161-219
  6. Michelle Cannon
    Pages 261-279
  7. Back Matter
    Pages 281-322

About this book


This book argues for dynamic and relevant school experiences for primary and early secondary learners that embed digital media production. It proposes a vision of literacy that combines new technologies with multiple modes of meaning-making. Drawing on theories related to cultural studies, media literacy, anthropology, and creativity, the author explores learning strategies with digital media based on an empowering, values-driven framework. The book advances innovative teaching methods, critiquing educational ‘reforms’ that marginalise media and fail to engage with the complex tensions and textures of modern pedagogy.
Positioning film and media-making as vital practices in schools that nurture the skills, dispositions and competencies of modern literacy, the model foregrounds connections between human agency, cognition, and creative practice. This innovative book will appeal to students and scholars of creativity, digital media production, primary education and literacy.


Technology Digital Learning Schools Media education primary education literacy digital media

Authors and affiliations

  1. 1.UCL Knowledge Lab, Institute of EducationUniversity College LondonLondonUnited Kingdom

About the authors

Michelle Cannon is a film and media education researcher and lectures at the UCL Knowledge Lab, Institute of Education, London, UK. She has worked as a creative media practitioner in London schools and has collaborated internationally on film education research projects.

Bibliographic information


“This book has a great deal to offer at several levels. Michelle Cannon provides a much-needed, richly-detailed account of media arts practices with younger children, updating debates and theories of media literacy and moving image work in the context of contemporary digital practices and technologies. She also has much to contribute to current research and practice about the nature of literacy more generally, tackling some notoriously difficult debates about creativity and learning in ways that will be valuable to practitioners and researchers alike. Finally, her book is an exemplary instance of interdisciplinary thought and method, integrating philosophical and anthropological enquiry with authoritative theorised practice. We can all – students, teachers, researchers – learn from her approach.” (Andrew Burn, Professor of English, Media and Drama, University College London, UK)

“Michelle Cannon's book is an important and well-written contribution to the field of media literacy and media education. Her examination of media production in schools raises critical questions that challenge our understanding of creativity and digital technology as they relate to literacy. The book serves multiple purposes, offering an introduction to media literacy, a critical perspective on student agency and support for teachers working with film and media production.” (Oystein Gilje, Associate Professor - Department of Teacher Education and School Research, University of Oslo, Norway)

“In this inspirational and timely book, Cannon adds her expert voice to calls for rethinking literacy education to account for digital media practices. Firmly grounded in extensive research and professional experience, Cannon combines thought-provoking and incisive commentary with rich compelling examples of her own work with learners. Her book provokes the reader to see anew the complexities of young people’s creative and critical media production and as such is rich with possibilities. It’s a must-read for those already researching and practising in this field as well as those new to this area, and for all teachers who are committed, like Cannon, to ‘reimagining school’s relationship to film.” (Cathy Burnett, Professor of Literacy and Education, Sheffield Hallam University, UK)

“Michelle Cannon’s book is a much-needed, interdisciplinary and thoughtful piece of work. Full of detailed research, drawing on a wide range of theories from anthropology through to multimodality and the new literacy studies, it paints a detailed picture of digital media production by children and young people. It is passionately argued, highly original in its thinking and proposals of models of new ways with pedagogy in the 21st century. It deserves the widest possible readership in academic circles, but also in schools, speaking to practitioners in accessible language and with examples to which they will relate. Most importantly of all, it enlarges all our thinking about the possibilities of the digital in primary education.” (John Potter, Reader in Media in Education, University College London, UK)