Technology and Information Policy Institute: Kathleen Tyner

Jennifer Brundidge

Kathleen Tyner

Kathleen Tyner conducts research related to media literacy with an emphasis on digital media technologies, data-driven computation, virtual worlds, the media arts, and media production for civic engagement and education. She was also a consultant for Internews Interactive’s Digital Citizen 2012 project, a cross-platform and converged social media series about the 2012 presidential campaign.


All Projects & Reports

Featured Work: Media Literacy in Multiple Contexts

Media literacy education seeks to integrate the various texts and contexts for critical media analysis and production into the culture of schooling. It expands the concept of alpha - betic literacy and orality to include a wide variety of visual, moving image, simulated and digital forms. In the process, media education conceptualizes new forms of media within the historical, cultural, social, economic and environmental contexts of traditional literacies. The routine, daily uses of digital devices shape human communication in a symbiotic relationship between form, content and context. As networked devices expand communication to a vast international audience, the mastery of contemporary literacy skills becomes increasingly complex. [ Download PDF ]

A Manifesto for Media Education

Let’s assume that media education is already embedded in the learning environment in a ubiquitous way. In the past, media educators sought consensus by isolating the theories, pedagogies, key concepts and skill sets. We debated discipline boundaries, integration strategies and the aims and purposes for media education. We worked for universal, networked access. We saw the integration of media education language into standards-based education models and policy documents as a victory for its acceptance and inclusion. [ Download PDF ]

Voices of Media Literacy: International Pioneers Speak : Kathleen Tyner Interview

"When you define a field, it has certain characteristics before it becomes a field. One of these characteristics is an agreement on professional practices -- common shared knowledge of professional practices. For example, journalism has broadly recognized professional practices that define the field. Media literacy doesn’t have a comparable consensus." [ Download Transcript PDF ]

Editorial: English as mediated literacy: Revisiting mode and medium

This issue of English Teaching: Practice and Critique focuses on English as Mediated Literacy: Revisiting Mode and Medium with an international collection of articles related to the integration of new literacy tools, texts and media in the English curriculum. [ Download PDF ]

Digital literacies: Tracing the implications for learners and learning

This is a report on the third of our series of seminars, funded by the Economic and Social Research Council, to examine ‘The educational and social impact of new technologies on young people in Britain’. Its purpose is to bring together academics, policy makers and practitioners from many different backgrounds in order to consider the contexts and consequences of use of new information and communication technologies for children and young people, with a particular focus on the implications of technological change of formal and informal education. [ Download PDF ]

Audiences, intertextuality, and New Media Literacy

Deconstruction is a pedagogical mantra in media education. But unless content is analyzed within its relevant contexts, textual deconstruction borders on the myopic. Rooted in archival traditions, this article models a discovery process that can be used to position and remix media artifacts within relevant historical, economic, social, cultural and technological contexts. Media archeology of this type offers insights into cross-generational understanding of legacy media as each new generation investigates and repurposes found media for its own creative purposes. [ Download PDF ]