Posts By / jmcdougall

Digital Arts | Refugee Engagement: Invitation to Virtual Event

11th February 2022, 11-1 (UK time)

Digital Arts and Refugee Engagement (DA-RE)

The DA-RE project is led by the Centre for Excellence in Media Practice.

This virtual event on 11.2 will be chaired by Isabella Rega from CEMP and Sara Marino from London College of Communication.

Digital Arts and Refugee Engagement (DA-RE) is a Global Challenges research project using arts-based activities in combination with digital literacy for developing the capabilities of refugee youth in Turkey and Bangladesh.

DA-RE’s participants co-create arts and media and connect and share using digital tools and platforms to narratives from their situated perspectives and lived experiences to develop the skills of engagement and agency in a digital ‘third space’.

DARE’s research team brings together expertise in digital literacies, arts, literacy and agency, adult learning and vocational education, with academic partners and community practitioners working with refugee youth and research assistants in Turkey and Bangladesh.

This panel will connect the refugee youth participants in Turkey and Bangladesh to share the creative work generated by the project, followed by an academic panel with the project partners and facilitators in the two refugee youth settings.

During this virtual event, we will explore the role of digital literacy in combination with the arts in developing the capabilities of refugee youth and facilitating ethical listening to the seldom heard.

Link to join (11-1, UK time, on 11th February 2022)

More about the project

See the DA-RE project website.

The project has two centres of activity:


Gate of Sun works with young Syrian refugees on the production of digital artistic projects, delving into the lived experience of the young participants to address issues related to their lives as refugees and the interaction with the host community.


The DARE research activities in Bangladesh take place in the Kutupalang and Balukhali Rohingya refugees camps located in Ukhia, a sub-district of Cox’s Bazar, a Southeastern part of Bangladesh.  Rohingya refugee youth participants are painters, photographers, youtubers, social media activists, musicians and digital storytellers. They work with  a Rohingya youth research assistant and four anthropology graduates from the host community who are trained and skilled in the documentation of refugee art-based activities.   

In both settings, DA-RE seeks to better understand how refugee youths’ digital literacies can be combined with arts-based approaches for learning, narrating and voicing pain & pleasure, past & future, identity, ethnicity and aspiration. 

The Project Team

Amr Ajlouni is a filmmaker from Damascus, Syria. In 2012, he graduated with a bachelor’s degree from Damascus University, Faculty of Media and Communication. In 2017, he established Gate of Sun production House. Since then, he has been widening his experience in entrepreneurship and start-up with experts from Inno Campus, Habitat Turkey, and Impact Hub Istanbul.

Dr Nasir Uddin is a cultural anthropologist and Professor of Anthropology at the University of Chittagong. His latest book is “The Rohingya: An Ethnography of ‘Subhuman’ Life” (The Oxford University Press, 2020).

Dr H. Özden Bademci holds an associate professorship in clinical psychology at Maltepe University in Istanbul. She is the Founder Director for Research and Application Centre for Street Children (SOYAÇ) at Maltepe University.

Dr Sara Marino is Senior Lecturer in Communications and Media at London College of Communication, University of the Arts. Her research focuses on the intersections between migration, material cultures and media technologies. Her latest book “Mediating the refugee crisis. Digital Solidarity, Humanitarian Technologies and Border Regimes” (Palgrave Macmillan, 2021) uniquely examined how communication technologies have become central to governance, resistance, humanitarianism and activism.

Dr Isabella Rega is an Associate Professor in the Faculty of Media and Communication at Bournemouth University (UK). Her research focuses on the role of digital media to promote community development and social change. She is also involved as Co-I in two GCRF projects, one funded by Leicester University, Lockdown Stories and one by Bournemouth University, Sister Communities, both exploring the potential of community tourism and digital storytelling.

Mohammad Zarzour is a filmmaker and Television program director from Damascus, Syria. he is the manager of the Creative Production Department at Gate of Sun Film Production Company

Professor Julian McDougall is Head of the Centre for Excellence in Media Practice, leads the Professional Doctorate (Ed D) in Creative and Media Education at Bournemouth University and convenes the annual International Media Education Summit.  In the fields of media education and media literacy, he is the author of a wide range of books, articles, chapters and research reports and has provided numerous research projects for research councils, media industry, charities and non-profit organisations, most recently the British Council and BBC Media Action.



CEMP research: 3 findings for the ‘new normal’

3 findings from CEMP research that might be significant in the months ahead. We hesitate to over-state these or offer them as a ‘rapid response’ to Covid-19 but some of the stuff that came out of this work seems important going forward …

(1)  Virtual learning and the ‘Third Space’ – during the old normal, Julian McDougall and CEMP Visiting Fellow John Potter, from the UCL Knowledge Lab, researched the concept of the third space in digital media contexts and looked for the potential of such spaces to redistribute educational access and generate a more reciprocal, ‘porous’ exchange of knowledge from co-creation. The outcomes were published in this book and developed into a student partnership project for the International Journal of Students as Partners, with Phil Wilkinson co-editing the special issue. Here is John talking about this research with Neil Selywn.

(2) Curation and ‘dynamic literacies’ – the research with John extended into a conversation with Neil (author of the recent ‘Should Robots Replace Teachers‘) and Cathy Burnett about three of the key findings – that curation is a new (ish) literacy practice deserving of academic attention; the conditions of possibility for third spaces to impact on second spaces (schools, universities) and the difference between dynamic, agentive learning practices and static educational systems. That conversation is published here. In the midst of the current crisis, it could be argued that this dynamic / static tension is very much the challenge in the rapid move to virtual teaching and learning, but also that (inter) textual curation might be seen as culturally important during ‘lockdown’, for example the Tik Tok Carole Baskin (Tiger King) / Savage ‘fusion‘.

(3) The Uses of Media Literacy – a series of CEMP projects during 2018-19 led to a set of recommendations for policy and educational practice to the US Embassy, DCMS, School Libraries Association, Information Literacy Group and the European Union with regard to the need for media literacy in the response to information disorder and ‘fake news’, a subject that has been amplified in the current situation. The CEMP research found that the ‘uses of’ media literacy are a better focus than defining competences, returning to the work of Richard Hoggart (with John Potter, again, Pete Bennett and Kate Pahl) to offer a ‘deep dive’ into such an approach. In recommendations to the EU, we highlighted best practice in secondary school media literacy education, much of which was configured in third spaces, often virtual. The toolkit developed by Karen Fowler-Watt, Anna Feigenbaum and Julian for the US Embassy distinguishes between reactive, fact-checking or verification resources which ‘give a fish’ and a sustainable critical media literacy education (Media Studies, in the UK, as featured in Times Education) which ‘teaches to fish’, whilst the DCMS research, by Isabella Rega, Julian and Richard Wallis, not yet in the public domain, will feed into the UK Government’s Online Harms strategy. This blog post for the Information Literacy Group draws this work together. Previously, Phil, Julian and Mark Readman delivered projects for Samsung and EPSRC on a community-based third space ‘digital families’ intervention, coming to conclusions from our findings on access, identity and ‘second space’ obstacles that shaped the further work but, looking at that research again now, the findings we generated there resonate with current anxieties about inequality in home-schooling capabilities.

As stated, we don’t see these three bits of ‘new knowledge’ as immediately helpful or fully formed as education adjusts to a ‘new normal’ of digital teaching and virtual learning, nor do we suggest that a media literacy toolkit impact in the short term on public health disinformation. But we do know, from research, that it’s the way people use media literacy and how our media literacy is used, by others, that matters for social justice. And we also know, again from research, that the ‘how’ of media literacy education (dynamic, third space pedagogies) is going to be crucial to how this plays out in the future.


CEMP awarded DCMS grant

CEMP are partners on a new research grant from the Department of Culture, Media and Sport. Julian McDougall, Isabella Rega and Richard Wallis will be working on GB-London: Online Safety – Media Literacy Strategy – Mapping Exercise and Literature Review. 

In April 2019 the Department for Digital, Culture, Media & Sport (DCMS) and the Home Office jointly published the Online Harms White Paper (OHWP), which sets out government’s proposals for regulation and policies to tackle harms taking place online. The government is currently evaluating consultation responses to the proposals set out in the White Paper and is due to publish its response to the consultation by the end of 2019.

The DCMS have commissioned the project to:

a. undertake a mapping exercise of online media literacy initiatives, including any evaluation which accompanies them;

b. conduct a literature review of evidence on the levels of media literacy among online users and any barriers to media literacy; and

c. identify and review any existing evaluation of media literacy initiatives which were identified in the mapping exercise (part (a) above).

This research will feed into the government’s media literacy strategy.

Colombian government’s Truth Commission accepts BU’s GCRF – funded animation project as testimony

Their voices. Their stories. Their animation!

This was the mantra for a peace and reconciliation project, funded by the Global Challenges Research Fund, which CEMP’s Dr Karen Fowler-Watt (FMC) has just spent a week in Bogota disseminating to politicians, journalists, academics and NGOs.  There she joined former BU academic and journalist Dr Mathew Charles, now based in Colombia, who directed the project’s key output: an animated film made by young people from the indigenous Nasa community of Jambalo in the Cauca region who were caught up in the violence of Colombia’s 55-year civil conflict. The film was created in a series of workshops in their community – described in more detail below – and then, once complete, in mid-September they travelled to Bogota to screen their work and to share their stories of lived experience. It was an incredibly humbling and poignant experience, particularly as Colombia’s peace is once again fragile.

The most important – and potentially impactful – visit was to the Colombian government’s Truth Commission, where we screened the film and the young film makers talked about their experiences of conflict – some as ex-combatants. We also visited a children’s refuge where they shared their stories with a group of children and young people who have all been caught up in the violence, many are orphans. Screenings at Los Andes University, with a discussion about whether the combination of traditional forms of storytelling and new technologies constitutes a ‘new journalism’ followed, with the premiere in a cool indie cinema in Bogota, attended by the Senator for indigenous people, Feliciano Valencia.  We also hosted intergenerational workshops. where we explored routes to peace and reconciliation, using the film as a starting point for the discussion. Mathew Charles wrote this description of the production process for Changing the Story: where he also elaborates on the impact of the project The Tree of Love. Resilience, Resistance and Reconciliation Among Former Child Soldiers in Colombia.

“Maybe you won’t know, but I’m going to tell you the truth about what war did to my community,” says A’te, a young girl staring into the flames of the Tulpa. The Tulpa is part of an ancient Nasa storytelling tradition, which invites us to share experiences with our friends and neighbours.

A’te is accompanied by her friend, Sek.

“When I was born, war had appeared long before,” he says.

“I remember when death entered my home without permission, without even bothering to knock at the door,”A’te continues. “Our loved ones were recruited by armed groups for no reason and for no cause.”

This conversation between teenagers Sek and A’te constitutes one of the early scenes of The Tree of Love or El Árbol del Amor, a short film written, illustrated and animated by child survivors of conflict in Colombia. It explores the complex phenomenon of forced recruitment and the life of child soldiers both inside and outside insurgent groups.

Led by a team of researchers and practitioners from Bournemouth University and in partnership with the Norwegian Refugee Council, Fondación Fahrenheit 451 and Tyet, The Tree of Love is a project, which involved a series of three workshops with 25 children and young people between the ages of 9 and 24 (some of whom were ex-combatants) from the indigenous Nasa reservation of Jambaló in Cauca, southwestern Colombia. The project was funded by a grant from the Global Challenges Research Fund.

The project recently featured on the front page of one of Colombia’s biggest dailies, El Espectador, which included a podcast dedicated to the film. It has also been accepted by Colombia’s Truth Commission as official testimony. The Commission was created as part of the 2016 peace deal with the FARC guerrilla and has a three-year mandate to build a picture of the country’s past violence.

The Nasa people have lived with Colombia’s bloody conflict for the past 55 years. Hundreds of Nasa youngsters are among the estimated 17,000 Colombian children and teenagers, recruited and utilised by the myriad of armed actors in the country.

In the animation, Sek (which means Sun in Nasa Yuwe, the indigenous language of the Nasa people) and A’te (which means Moon), explain their decision to take up arms and become guerrilla fighters. The pair are fictional characters, but their stories are real, constructed from the testimonies elicited from the former child combatants and young survivors of conflict.

In seeking to access these stories, it was important to avoid the idea of ‘giving voice’, which despite the nobility of its aim, can perpetuate hierarchies and ‘top down’ approaches to storytelling.  Vietnamese filmmaker, Trinh Min Ha stresses the imperative of ‘speaking nearby’ rather than ‘speaking about’, but our aim was to get even closer and listen from within, not as a member of the community, but as part of it.

We immersed ourselves in Jambaló, sharing the community’s customs and traditions.

The decision not to use interviews as a methodological tool was key to this concept and what we might call ‘story listening’, instead of ‘storytelling’. The participants created their own stories through the production of artefacts: drawings, writing stories and poetry, culminating in their own animation.

As academics and filmmakers, we became listeners and facilitators of this shared narrative space, while the workshop participants became the storytellers.

As a result, the film is intended to sow the seeds of social inclusion and reconciliation. We saw how sharing stories can illuminate personal experience and understanding, and can create a sense of community and belonging.

We also discovered how the act of storytelling can convert resilience and the ability to recover from ‘difficulty’ into personal forms of resistance and ‘push-back’, in which a refusal to accept or comply with ‘difficulty’ emerges.

Through this concept of resistance, the structures, which underpin marginalisation and violence are identified and brought into question, but perhaps more importantly, they are also communicated to others in the pursuit of peace and reconciliation and in the hope of inspiring or provoking change.

The programme of three five-day workshops to produce the animation took place between September and December 2018. The first sessions involved autobiographical narrative and storytelling exercises and they introduced the young participants to basic animation using Adobe Photoshop and After Effects. Some of the early work produced can be viewed here.

The second workshop focused on the development of the final script and the completion of a detailed storyboard. The third concentrated on illustration and animation, and also included sound recording and sound design.

Since the workshops, the Nasa community has created its own production company, using the training and equipment provided as part of our project. They are now working with their first clients.

The film is also being used as and advocacy tool by two civil society organisations: Taller de Vida and Creciendo Unidos.

Colombian Senator, Feliciano Valencia, spoke at our recent premiere at Cine Tonalá in the Colombian capital, Bogotá:

“When we talk about conflict, we do it as journalists, academics and lawyers,” he said. “But here the young people from Cauca are telling their own story, the way they choose to tell it.”

And their message, as articulated by A’te in the final scene of The Tree of Love, is clear: “I wish that through these narratives, children or adults from different places will understand what we live through, and that they won’t judge us, and that with this story, those who make war will listen to us,” she says.


The first UK preview screening of The Tree of Love will take place at a Journalism Education Research Group symposium organised by Karen Fowler-Watt for BU’s Centre of Excellence in Media Practice (CEMP) at the EBC 4-6pm on Thursday October 10th, 2019. This is part of the EdD conference. All are welcome.

Here is a sneak preview of the film

Research team for the GCRF-funded project ‘Child Survivors of Colombia’s armed conflict: Animation as a vehicle for reconciliation’:

Professor Stephen Jukes

Dr Mathew Charles

Dr Karen Fowler-Watt

Dr Paula Callus

Dr Stephanie Schwandner-Sievers


New book by BU academics on re-imagining journalism receives endorsements from industry, the academy and international community

Karen Fowler-Watt and Stephen Jukes are excited to share their new book: New Journalisms: Rethinking Practice, Theory and Pedagogy, which is published as paperback and e-book by Routledge this week.

It has received a range of endorsements from within the academy, industry and our international partners:

New Journalisms invites an important conversation about the future of news reporting, inspiring us to revisit familiar perspectives, challenge our assumptions, and forge fresh approaches. Taken together the chapters set in motion a dazzling array of critiques, each informed by an impassioned commitment to reinvent journalism anew in the public interest. Essential reading.

  • Professor Stuart Allan, Cardiff University

New Journalisms provides us with a much-needed road map, making a vital contribution to the debate about how to reboot journalism for this age of technological, economic and editorial disruption.

  • Stephen Sackur, Hard Talkpresenter, BBC World News and BBC News Channel

Bring together incredible faculty, journalists and students from five continents to reinvent media and you have the Salzburg Academy on Media and Global Change. Over a dozen years the Academy has driven a global movement for media literacy, turned news consumers into producers, encouraged social entrepreneurship, and challenged scholars to rethink everything they thought they knew. Arising from this intellectual wind tunnel, New Journalisms offers thinking we desperately need to address information overload and manipulation.

  • Stephen Salyer, President & CEO, Salzburg Global Seminar

The plural in New Journalisms is important in that the edited collection focuses on not only new challenges facing journalism (in the singular) but also seeks to capture a range of new practices that are being employed across a diversity of media. The book explores how these new practices can lead to a re-imagining of journalism in terms of practice, theory and pedagogy.

It forms part of a media literacy series, Routledge Research in Media Literacy and Education, co-edited by CEMP’s Professor Julian McDougall, The book takes an innovative approach in its aim to challenge the normative discourse about practice, theory and pedagogy through encouraging contributors from industry and the academy to re-imagine journalism in all its forms.

It brings together high-profile academics, emerging researchers and well-known journalism practitioners. These include some leading figures in the field. Many of them come together each year at the Salzburg Academy on Media & Global Change: . This global alliance of activist scholars, media makers and experimental educators, shares values reflecting a school of thought that advocates transformative pedagogies and practices, which also support civic impact. Given the current period of uncertainty and introspection in the media, the book represents a timely intervention in the debate about journalism but also aims to have a sustainable impact due to its forward-looking nature.

Not for the first time, journalism is in a period of introspection. This time, however, it is not about ‘drinking in the last chance saloon’ as a result of self-inflicted wounds after the phone hacking scandal and ensuing Leveson inquiry. Today, the crisis facing the media comes from external forces, whether it be attacks from the U.S. president, the rising voice of partisan opinion or narratives of fear. Established media appears to be drowned out and ‘the people who want to see journalism fail now have a bigger megaphone than ever’ (Bell, 2017). The Internet has perversely reinforced personal opinion as the public consumes what it wants to hear. The Internet has thus, in part, failed to deliver on the connectivity it promised.

Against this landscape, the edited collection explores a series of key themes and objectives:

New challenges: towards a definition of ‘new journalisms’, those challenges presented by a crisis of professional identity, changing patterns of consumption and engagement with news, and issues arising from public disaffection with elites, journalism and the media

New practices: ways of connecting publics through listening to marginalised voices, the increased potential of alternative journalisms, the impact of analytics, considering how journalists handle the rise of violent and graphic images,

Re-imagining: how journalism education can lead to new journalisms, how to engage people in an age of distrust, pedagogies to enhance an understanding of narratives of terror and threats to human rights, teaching new ways of telling human stories.

Karen and Stephen will be discussing the book in a ‘salon’ at the Salzburg Media Academy in late July and they are hosting an official launch at BU as part of a journalism education symposium for CEMP’s Journalism Education Research Group on October 10th (2-5pm in the EBC).

Author biographies:

Dr Karen Fowler-Watt is a senior principal academic at Bournemouth University where she is research theme lead for journalism education in the Centre for Excellence in Media Practice. As a BBC journalist and editor for Radio 4 News and Current Affairs, she worked in Moscow, the Middle East, Northern Ireland, and the United States. Her research focuses on questions of empathy and voice with specific interest in reimagining journalism education, trauma awareness, and conflict reporting. She works with the Salzburg Academy on Media & Global Change and is engaged in a pedagogy project with Global Voices.

Stephen Jukes is Professor of Journalism in the Faculty of Media & Communication at Bournemouth University. He worked in Europe, the Middle East, and the Americas as a foreign correspondent and editor for Reuters before moving into the academic world in 2005. His research focuses on areas of objectivity and emotion in news with an emphasis on affect, trauma, and conflict journalism. He works with the Salzburg Academy on Media & Global Change, chairs the Dart Centre for Journalism & Trauma in Europe, and is a trustee of the Institute for War & Peace Reporting.




Fake News vs Media Literacy: CEMP research event at Olympic Park, London

Media Literacy versus Fake News: Critical Thinking, Resilience and Civic Engagement 

The Centre for Excellence in Media Practice are researching media literacy for resilience to fake news, funded by a grant from the US Embassy in London. Leading media literacy researchers from the US and UK will come together in London on 15-16 March with teachers, librarians, journalists, digital media producers and young people to tackle disinformation with media literacy.

At the London event, these key stakeholders in this crucial societal issue will listen to young people and share perspectives, working to a collective aim – a practical strategy for harnessing media literacy to develop young people’s resilience to ‘fake news’, with a focus on case studies from both the UK and the US.

A series of interactive workshops will culminate in the research team capturing the raw material for an online, open access toolkit for media literacy resilience.




Here East, Olympic Park, Loughborough University London

Speakers / workshop leaders:

David Buckingham
Monica Bulger
Paul Mihailidis
Roman Gerodimos
Karen Fowler-Watt
Julian McDougall

This project is funded by the US Embassy in London and led by CEMP at Bournemouth University with support from the UK Media Education Association.

CEMP Research News

An update from the Centre for Excellence in Media Practice….

CEMP is a research centre in FMC, supporting work that will be returned to the REF under unit of assessment 23 (Education). The centre has members from FMC, CEL and the wider University, PGR students and an active group of Visiting Fellows and Professors. Research leaders for our activity strands are Isabella Rega (Digital and Media Literacies), Mark Readman (Media Practice Education), Karen Fowler-Watt (Journalism Education) and Anna Feigenbaum (Civic Media). Debbie Holley and Julian McDougall co-lead UoA23 (Education) and Mark Readman is impact lead.

Since the last report, CEMP members Fiona Cownie and Sue Eccles have been promoted to Associate Professor and our UoA23 post doc fellow, Huiwen Zhao will soon be moving on to a new role. Congratulations, all richly deserved.

See CEMP People.


See CEMP publications.

Since the last report, CEMP members have published outputs in the following journals and books: Journal of Visual LiteracyInternational Journal of Child-Computer Interaction; International Forum of Psychoanalysis International Journal of Students as Partners, Media Practice and Education, Tourism Geographies, Handbook on Media Education Research; Global Perspectives on Catholic Religious Education in Schools; British Journal of Religious Education; Film, Religion and Youth; Practical Research Methods in Education; Practical Research Methods in Education, Nurse Education Today; The International Encyclopedia of Media Literacy; Intergeracionalidade e o mundo digital: Propostas de atividades, Symposia Melitensia’ and the published proceedings of Future Technologies 2018; Breaking Barriers and Higher Education:Global Foundations, Issues and Best Practice (UNESCO IASAS).


Our guest edited editions of Cultura y Educación on ‘Digital Literacy, Fake News and Education and International Journal of Students as Partners on Third Space Partnerships are in production. Media Practice and Education issues 19.1 and 19.2 are published and 19.3 is in production. All three issues in volume 19 are special issues, on Disruptive Media, the MPE / MECCSA Media Practice symposium and the AHRC Film-Making Research network, respectively. In 2019, the journal will expand to four issues per year. The 2019 Media Practice and Education / MECCSA symposium will be held at the University of Kent in June.


Books by CEMP members will be published later this year / in early 2020 by Routledge: New Journalisms: Rethinking Theory, Practice and Pedagogy (Karen, co-editor with Stephen Jukes) The Uses of Media Literacy (Julian is co-author) and Media Studies: The Basics (Julian is co-author, with CEMP alumni Claire Pollard); and Palgrave: Fake News vs Media Studies; Travels on a False Binary (Julian). The first batch of titles will be published later this year for the Routledge Research in Media Literacy Education book series, co-edited by Julian and Pete Bennett, including Karen Fowler-Watt’s and a new book from CEMP Visiting Professor Paul Mihailidis.


See CEMP projects

Newly awarded – AHRC Leadership Fellowship Connect2Aspire: Cultural engagements and young people’s professional aspirations:  CEMP is the academic partner of the project, Isabella will be working on the project and Julian will be on the Advisory Board.

New bids have been submitted and results are pending from British Academy; Leverhulme Trust; Erasmus+; Nordic-UK research programme on Migration and Integration; NATO and Independent Social Research Foundation.   A new ARHC GCRF network bid is in development for the Education in Conflict and Crisis theme.

Ongoing projects with external funding – US Embassy (Fake News vs Media Literacy); AHRC (e-voices); GRCF (Children of the Revolution), Marie Curie Fellowship (MediaLitRefYouth).

UoA23 impact studies in development – Digital and Media Literacies (UKLA; UE Embassy, JISC and European Commission projects); Reflective coaching with digital portolios (FA / AFC Bournemouth); Media Literacy and Refugee Children (Marie Curie Fellowship).


We inducted our sixth cohort to the Ed D in Creative and Media Education in October. we now have close to fifty doctoral students on the programme. At the October residential,  keynotes were presented by Isabella Rega, Roman Gerodimos, Sarah Jones, Head of the Birmingham Media School and Jon Wardle, Director of the National Film and Television School. Three Ed D students completed since the last report – Emma Walters (external); Andrew Bissell (internal) and Richard Berry (external). Three more vivas will take place this academic year. Several of the publications listed above are from CEMP doctoral students.

CEMP’s new Professional Taught Doctorate in Media Practice will be going through development this academic year, led by Mark Readman.

Graham Mills, Head of the AFC Bournemouth Youth Academy, continues to work with BU for an M-Res project, aligning with our impact case study work with AFCB, developing from Visiting Fellow Jenny Moon’s work.



 The Media Education Summit took place at Hong Kong Baptist University in November. Keynote speeches and discussion panels were presented / led by Fergal Keane, Donna Chu, Sarah Jones, Hyeon-Seon Jeong and the D.A.R.E Collaborative at UCL.

This was the 12th Media Education Summit and the biggest MES so far, with 170 delegates from 27 countries attending. Feedback has been overwhelmingly positive, including invitations from prospective hosts in Asia, North America and central Europe for future years and several CEMP Ed-D enquiries have already been made by delegates from Hong Kong, China and Japan. Here are two examples:

 I would like to thank you once again for a wonderful time in Hong Kong. For me it was a learning experience like no other, an experience that i shall never forget.  (Doctoral student, Malta).

 First of all, thank you so much for producing such a lovely conference for 170 participants from 27 countries including me. I know how hard you have been working on the preparation and facilitation. Few people can do such matter. Take a sound rest and nice tea of Hong Kong, please. (Professor, Tokyo)

CEMP doctoral graduate Marketa Zezulkova teamed up with South Island School to run this year’s youth strand, concluding with the school students forming a ‘flipped panel’ to field questions from the academics. Marie Curie Fellow, Annamaria Neag, joined the conference team and presented her project to a large international audience. All the keynotes, the Youth MES video and Karen Fowler-Watt’s film with Fergal Keane are on the conference site.

We’ll be back in the UK (‘it’s coming home’) at the University of Leeds, in early 2020. The dates and call for papers will soon be circulated.

Since the last report, CEMP researchers have been invited to present keynotes, join invited panels and provided consultancy for Assistive Tech parliamentary event | Care Green Paper (Denyse King); NCTJ Journalism Skills conference  (Karen); International Conference of Education/ World Conference for Special Educational Needs Education Cambridge (Debbie Holley); Swiss National Science Foundation (Roman Gerodimos); Wonkfest, Ravensbourne University (Debbie Holley); HEPI policy breakfast panel (Debbie Holley); Media Education, Media Ecology, Media Literacy: Digital Media for the Future, National Research University, Moscow (Julian) and Promoting common values and inclusive education through cooperation between education institutions and civil society, European Commission, Zagreb (Julian).

The public event and stakeholder workshop for the US Embassy Fake News vs Media Literacy project are now open for registration.

Annamaria Neag was an invited speaker for the “Children and Media in a Culturally Diverse Society” discussion organised at Charles University, Prague, Czech Republic, where she joined CEMP doctoral graduate Marketa Zezulkova on a panel. She also gave an interview on media literacy and children for the Galician magazine Tempos Dixital.

Karen Fowler-Watt presented the BU-sponsored award for New Journalist of the Year to BuzzFeed’s Richard Holmes at the Press Gazette’s British Journalism Awards, at the De Vere Connaught Rooms in London. Karen was also a judge for this category of the awards. Her film with Fergal Keane was screened at MES and is online.

The e-voices project was presented to the Costa Rica Ministry of Culture and Youth and the Ministry of Justice in December, and is nominated for The Guardian Awards. A MoU is signed with Fundacion Parque La Libertad to expand eVoices Network activities in Costa Rica.

Phil Wilkinson is working with Southampton Children’s Hospital to teach young patients Digital Skills.

CEMP members are examining MPhil / PHDs at Cape Peninsula University of Technology, South Africa (Isabella) and UCL (Mark).



Article published from CEMP co-authoring scheme

Sue Sudbury, Xue Han, Charlie Mott and Julian McDougall’s article on the Hunger By the Sea co-creation project has been published in the International Journal of Students as Partners. 

This research was generated by the co-authoring scheme funded by CEMP and Uo23, led by Anna Feigenbaum. Sue and Julian committed to working together on this interdisciplinary reflection on a project which connected Sue’s award-winning approach to film as research with Julian’s work on student learning in ‘the third space’.

Hunger by the Sea: the film

Hunger by the Sea: the research output  

CEMP year end outputs

It’s been another ‘bumper year’ for research outputs from the CEMP team. Here’s just a few highlights from the summer period…

Samsung project article published in Learning, Media and Technology

New Routledge book – ‘Doing Theory on Education

Article with Sue Sudbury accepted for International Journal of Students as Partners, on Hunger by the Sea

International book series on Media Literacy Education Research with Routledge – CEMP are editing and BU authors are included

Special issue on Fake News and Media Education for Cultura Y Educacion

Special issue of International Journal of Students as Partners – Third Space Partnerships (with Visiting Fellow John Potter)

Bill Douglas Museum project completed and article under review with Journal of Visual Literacy

Two more books contracted for 2019 publication – 2nd issue of  (Routledge, with CEMP alumni Claire Pollard) and Fake News vs Media Studies (Julian McDougall, for Palgrave)

CEMP research for Samsung published in Learning, Media and Technology.

CEMP’s research into Digital Capabilities, funded by Samsung, has now been published in the journal Learning, Media and Technology.

 Julian McDougall, Mark Readman & Philip Wilkinson (2018): The uses of (digital) literacy, Learning, Media and Technology, DOI: 10.1080/17439884.2018.1462206

CEMP research published by Samsung

CEMP’s Digital Capability study has now been published by Samsung.

In 2015, Samsung funded a six-month research project on the Isle of Portland in Weymouth, exploring the
impact of technology on participants’ engagement with community services, schools and family learning.
We partnered with the Centre for Excellence in Media Practice (CEMP) at Bournemouth University.
The project has given us a rich set of findings on which to build further work, and we hope this summary will be
of help to schools, community organisations, policy makers, employers and even parents – anybody
who shares our interest in enabling communities to benefit from the power of digital technology.

Call for project proposals – T/REFF funding

cel-logo-web                  cemp-logo

We are happy to announce this first TREFF call for proposals

TREFF (German word) – meeting point / coming together (thanks to Stephen Jukes!)

Two projects will be funded (£750 maximum each). One TREFF project will be funded in FMC by CEMP and one from UoA25 for non-FMC staff.

With the forthcoming Teaching Excellence Framework and the new version of REF, after the STERN report, ahead of us, we are keen to explore ways of working that converge pedagogic innovation with educational research in BU’s subject areas. Our view is that separating TEF and REF is problematic and that the STERN report and TEF together provide rich opportunities for higher education practitioners to align teaching excellence with impactful research.

Towards this, we are offering 2 small grants of £750 to fund T/REF pilot projects (TREFF).
The funding must be spent by the end of July 2017 and be supported by line manager(s), with the following outcomes:

An action research intervention that aims to make a significant difference to learning and teaching, related directly to the criteria for TEF;

The submission of a journal article reporting on the findings of the project and their significance for educational research (or a related field) outside of BU;

A presentation to faculty staff / CEL on how the project converged TEF and REF criteria (for unit of assessment 25 – Education)

More info on TEF:

FMC proposals should be submitted to both Isabella Rega and Julian McDougall

Non-FMC proposals should be submitted to both Debbie Holley and Julian McDougall


Proposals should be submitted by email, consisting of 2 elements:
A succinct proposal for the action research project, including the proposed outcomes (no more than 2 sides of A4)
A detailed expenditure plan for the funding – maximum £750.
Line manager support must also be confirmed at the point of application.

Deadline for proposals – Feb 28th 2017

Projects to be completed / funding spent by 31.7.17