Category / Awarded & submitted bids

“Data is King!” Grant extensions and protecting your datastreams.

Awarded & submitted bids, Fusion

Touker Suleyman of Dragon’s Den fame, said that, in business, ‘Cash is King’. Gender-dependent references aside, I’d say it’s data that tops the hierarchy in research. Whilst leading grants is a complicated, bureaucratic and often thankless task, it is balanced by the joy and reassurance of data rolling in. With data, the mind is stimulated, the reasoning begins and interpretations are developed. These datastreams feed the outputs, they feed the applications. Data is the cash of research. As the datastream dries-up, the returns on research investment dwindle. Research eventually goes bust and talented people are lost from the system.

The hiatus to research activity caused by lockdown has been double edged. Researchers have used what was otherwise wasted commuting time to develop new grant proposals, helping shift an equilibrium from the fiscal reliance on students towards fully economically costed grant income. By doing so, the future of research-led university teaching is more secure; that synergy between research, practice and teaching has been reinvigorated by new logistics and necessity. On the other hand, lockdown has been a nightmarish experience; a threat to the datastreams we rely on. Labs have been closed, projects are on hold, careers are in jeopardy.

Grant awarding agencies have mitigated the negative outcomes of lockdown, by providing extensions to staff contracts as well as no-cost extensions. It’s important that researchers at all career stages appreciate the existence and importance of extensions. The medical science grants I’m associated with have received very generous no-cost extensions (thank you Kidney Research UK!), allowing us to sustain our efforts but they’ve also indirectly helped by allowing me to  completely re-write a major grant application affected by lockdown. Circumstances have dictated that I apply for extensions a few times, to support staff and protect projects. In my experience, most awarding agencies employ a flexible (yet diligently cautious) approach to extending grant deadlines. This provides security for early career researchers and research assistants, which therefore protects that all important datastream.

Thankfully, the response to the current situation has seen extensions being applied across all areas of research activity. It’s in everyone’s interest to request and be given these extensions. They protect people and by doing so, the datastream.

Not all early career researchers are aware of extensions but you should be, they are an important means for successfully managing your future team! All grant awarding agencies have extension policies and I’d recommend re-reading the information posted by BU’s RDS team with links to the UK funding agencies Covid-19 info. https://blogs.bournemouth.ac.uk/research/contact/rds-advice-to-academics-during-covid-19/uk-funder-news/

Best wishes,
Paul.

 

Faculty of Science & Technology receives an additional £60k CyberASAP funding

Awarded & submitted bids

Dr Huseyin Dogan (Principle Investigator) and Co-Investigators (Dr Paul Whittington, Professor Keith Phalp, Dr Nan Jiang and Dr Benjamin Gorman) from the Faculty of Science & Technology have been awarded an additional £59,578 funding from the Department of Culture, Media and Sport, in collaboration with Innovate UK and the Knowledge Transfer Network, through the Cyber Academic Startup Accelerator Programme (CyberASAP). This external funding supports BU2025 Assistive Technology Strategic Investment Area. The CyberASAP programme is designed to assist academics in UK Universities to commercialise cyber security ideas, by providing expertise knowledge and support. Lesley Hutchins (Research Commercialisation Manager, RDS) is included in our team to guide the commercialisation of Authentibility Pass through a potential BU spinout company. We also receive valued administrative support from Caroline Jarmolkiewicz, Personal Assistant to Dr Paul Whittington.

We have discovered that people with disabilities can encounter barriers due to web security and privacy technologies. This could result in them being prevented from purchasing goods or registering for services, leading to frustration and cancelling transactions. Our CyberASAP project, named Authentibility Pass, will be an innovative solution to assist people with disabilities to communicate their authentication and accessibility requirements to higher education institutions, schools, non-profit organisations, small medium enterprises and financial institutions. Authentibility Pass builds on the knowledge obtained during Dr Paul Whittington’s PhD (supervised by Dr Huseyin Dogan and Professor Keith Phalp) and postdoctoral research through the development of the SmartAbility Framework.

This funding follows our previously successful bid for Phase 1 of the programme, where we received £31,612 to develop our value proposition and to conduct market validation of our concept. We conducted market analysis and identified that there is a need for Authentibility Pass, as organisations who do not comply with accessibility regulations lose approximately £80k per annum through accessibility claims. Our market validation highlighted that people with disabilities often need to repeatedly inform organisations of their authentication and accessibility requirements. Authentibility Pass will enable customers to enter their requirements into a smartphone application, which can be stored in secure organisational databases.

During Phase 2 (which runs from September 2020 to February 2021), Vers Creative UK (CEO David Passmore) will be sub-contracted to develop the Authentibility Pass Proof of Concept, consisting of an Android application, database and web interface for managing the database. We believe that adopting Authentibility Pass will assist organisations to comply with accessibility and equality regulations, as well as facilitating awareness of the requirements of customers with disabilities when interacting with organisations. The solution will be customisable to suit specific organisations through a ‘Software as a Service’ with varying licensing options, e.g. annual subscriptions for hosting the database or one-off costs to provide an API that interfaces with existing database systems.

Our aim is to evolve Authentibility Pass into a commercial product that improves the relationship with customers, students or pupils who have reduced abilities. The CyberASAP project will culminate in a Demo Day in February 2021 at Level 39 of Canary Wharf (COVID-19 permitting), where we will present our Authentibility Pass Proof of Concept to potential investors.

Online Workshop —-The Craft of Digital Preservation: An Introduction to Archivematica—

Awarded & submitted bids

 

Date: Tuesday  07/07/2020

Time: 14:00 – 15:30

This workshop will introduce some of the ideas and practices involved in digital preservation, drawing on the experience of an ongoing AHRC project led by Associate Professor Paula Callus (‘ArtoP: The Visual Articulations of Politics in Nigeria’). This research project has been concerned, in part, with capturing and archiving ephemeral visual expressions of political ideas, which are often ‘born digital’ and circulate online.

Digital preservation is a growing area of concern for researchers working with digital and online content, and is increasingly an area of interest for research funding bodies like the AHRC.  After briefly introducing some of the major challenges and approaches to digital preservation, Dr. Malcolm Corrigall will demonstrate the use of the web-based digital preservation system, Archivematica. This session is aimed at anyone with an interest in digital preservation, or with a specific interest in using the Archivematica application for digital preservation work.

This session will be followed by a subsequent workshop (date TBC) demonstrating  the use of Access to Memory (AtoM), an application for creating publicly accessible web-based archives that works well alongside Archivematica.

For more information and to sign up please contact:

mcorrigall@bournemouth.ac.uk

pcallus@bournemouth.ac.uk

Faculty of Science and Technology receives funding for CyberASAP Authentibility Pass Project

Awarded & submitted bids, Fusion themes

Dr Huseyin Dogan (Principle Investigator) and Co-Investigators (Dr Paul Whittington, Professor Keith Phalp, Dr Nan Jiang and Dr Benjamin Gorman) from the Faculty of Science & Technology have recently been awarded £31,612 funding from the Department of Culture, Media and Sport, in collaboration with Innovate UK and the Knowledge Transfer Network, through the Cyber Academic Startup Accelerator Programme (CyberASAP). This external funding supports BU2025 Assistive Technology Strategic Investment Area.

Our CyberASAP project is named Authentibility Pass and the concept is for a smartphone application that will assist people who have reduced physical and cognitive abilities to communicate their authentication and accessibility requirements to organisations, including banks, SMEs and charities. This will be achieved by implementing secure organisation databases that store customers’ requirements. We believe the benefit of Authentibility Pass will be to increase the awareness of employees of the suitable methods to support customers with reduced abilities, resulting in higher customer satisfaction. The solution will be customisable to suit specific organisations through a ‘Software as a Service’ with varying licensing options, e.g. monthly or annual subscriptions. We have conducted market analysis and identified that there is a need for Authentibility Pass, as organisations who do not comply with accessibility regulations lose approximately £80,000 per annum through accessibility claims. Authentibility Pass builds on the knowledge obtained during Dr Paul Whittington’s PhD and Postdoctoral Research and the development of the SmartAbility Framework (supervised by Dr Huseyin Dogan and Professor Keith Phalp).

The CyberASAP programme is designed to assist academics in UK Universities to commercialise Cyber Security ideas, by providing expertise knowledge and support. Lesley Hutchins (Research Commercialisation Manager, RDS) is also included in our team to provide advice regarding commercialisation and intellectual property. There are two phases of the programme and we are currently midway through the first phase, which is the Value Proposition and Market Validation.

Usually the CyberASAP events are held in London, but due to COVID-19 these were converted to online webinars using Zoom, organised by the Knowledge Transfer Network. The webinars have been successful and included interactive participation, using ‘virtual breakout rooms’. Our team has participated in the Value Proposition and Market Validation Bootcamps, where we have learnt skills to apply in the first phase of the funding. We have presented at the mid programme review and the Value Proposition assessment, where our team was successful in proceeding to the Market Validation phase.

We are currently having discussions with industries to validate our Authentibility Pass concept, in terms of establishing their need for the Application. The team is having video calls with All-Party Parliamentary Group for Assistive Technology, BU Additional Learning Support, Cumberland Lodge, Diversity and Ability and Google. In addition to these discussions, we are distributing the Authentibility Pass Survey to people with reduced abilities, to understand their current challenges of communicating their authentication and accessibility requirements to organisations. The combination of these methods will validate our Value Proposition for Authentibility Pass, which will be presented to the CyberASAP panel at the end of July.

The remaining 20 teams in the programme will then be judged by a panel of cyber security experts and the successful teams will be invited to submit a proposal to Phase 2 of the programme, Proof of Concept. If our team are successful for this phase, we will receive an additional £60,000 of funding to develop Authentibility Pass. This will run from September 2020 to February 2021 and will cover the staff costs of the existing Co-Investigators, as well as an Application Developer.

Our aim is to convert Authentibility Pass into a commercial product that is used by banks, SMEs and charities to improve their relationship with customers who have reduced abilities. This could result in a spinout company from BU to facilitate the dissemination of the application. We envisage this creating impact for our assistive technology research and we will provide updates on our progress.

Refugee Week – British Academy Funded Project – LGBTQ Refugees’ and Asylum Seekers’ Support Needs

Awarded & submitted bids, Fusion, Fusion themes, Grants Academy

 

This week it is  Refugee Week and here in the Faculty of Media and Communication this is significant as we have just started our new British Academy project ‘Understanding LGBTQ Refugees’ and Asylum Seekers’ Support Needs through Listening to Autobiographical Storytelling’.  Although I have recently written about Queer Youth Refugees in Documentary Media and Ieuan and I have a forthcoming article on The Undocuqueer Movement in the journal Interactions: Studies in Communication & Culture this project offers a great opportunity to asses support needs and influence policy, with an aim to develop links between diverse help providers across the UK.

The project has a duration of 15 months with a symposium taking place in a year’s time, yet already through early conversations with NGO help service participants we are beginning to learn about the needs of LGBTQ refugees. For example, this morning I was in conversation with  Mark Lewis of Hoops and Loops in Cardiff. If you look at this interview on BBC Wales which includes commentary from Jo Stevens MP its clear that there is much to be done.

In the era of Covid-19, when many of us are feeling isolated, psychologically compromised, and wondering whats happening next, its clear that this is equally impacting on asylum seekers and refugees, many of whom have little support, or live in conditions that could hardly be considered as welcoming.

Christopher Pullen (Department of Media Production) and Ieuan Franklin (Department of Humanities and Law).

3D Printing: How an Emerging Technology May Help Fight a Pandemic – New Article by Prof. Dinusha Mendis

Awarded & submitted bids, Fusion themes, Industry collaboration, REF Subjects

A new article by Prof. Dinusha Mendis (Department of Humanities and Law, FMC), co-authored with Dr. Ana Santos-Rutschman (St Louis University, USA) and Dr. Rosa Ballardini (University of Lapland, Finland) explores the way in which the Covid-19 pandemic has accelerated the use of 3D printing in healthcare. In particular, the article considers the use of 3D printing in the fight against this pandemic and the implications which have arisen in the legal field – as a result of intellectual property laws.

These implications first became apparent in March 2020 in the Lombardy region in Northern Italy, one of the areas which was hit hardest by the Covid-19 pandemic. As the outbreak progressed, a hospital of Chiari (a town in the province of Brescia) came close to running out of valves to connect patients to ventilators. The hospital reached out to the local manufacturers for more, but they could not deliver replacement valves in time – due to their supply chain and restrictions arising from intellectual property laws. However, a local engineering startup heard about the situation and developed three different versions of the valve prototype in a few hours. Within 24 hours, they had used a series of 3D printers to produce 100 valves, by reverse engineering and 3D printing the replacement valves. Furthermore, while a valve from the original manufacturers cost over 10.000 euros, the 3D-printed valves produced by Fracassi and Romaioli were significantly cheaper at around 1 euro.

One of the main reasons for the price disparity between the original valves and the 3D-printed ones, stemmed from the legal framework around technology use. There were also questions raised about the breach of intellectual property laws, by the local engineers.

However, at a time in which there is great legal uncertainty about how 3D printing in general will be regulated worldwide, it is important to think ahead to future scenarios of infectious disease outbreaks, particularly pandemics – where intellectual property laws may appear to stand in the way of critical health issues. In concluding the article, the authors make recommendations for the future and in this context, suggests a carve-out which would become applicable when there is a declaration of emergency by local or national authorities.

>> Read the full article here: https://iprinfo.fi/artikkeli/3d-printing-how-an-emerging-technology-may-help-fight-a-pandemic/

In April 2020, Prof. Mendis, together with partners from UK, Germany, Austria and Finland completed a large scale empirical and legal study on the Intellectual Property Implications of the Development of Industrial 3D Printing. The project was commissioned by the European Commission to Bournemouth University in 2018.

>> Download the full report and executive summary here.

Bournemouth Lecturer receives award in global dissertation competition

Awarded & submitted bids

Bournemouth Academic Dr Dayle Childs , from the Faculty of Media & Communication, has received the runner-up prize for the 2020 Sales SIG Doctoral Dissertation Award, with his dissertation titled ‘A Within-Person Analysis of Sales Self-Efficacy: Antecedents and Consequences of Self-Efficacy Change’, completed whilst at Loughborough University.

Additionally, the project was also presented at the 2020 American Marketing Association Winter Conference in San Diego and won the award for ‘Best paper in track – Sales Management and Personal Selling). The project is now part of a long-term international collaboration with colleagues at Loughborough University, Warwick Business School, and Florida State University.

It is hoped that the early promise this project has shown will result in multiple publications in high-ranking marketing journals – I guess the hard work continues

How the C-19 lockdown has affected the work-life balance of BU academics (Part 1)

Awarded & submitted bids, Women's Academic Network

Last month we (Ashencaen Crabtree, Ann Hemingway and I) started a survey to collate data from the Women’s Academic Network on the impact of C-19 lockdown, initially targeting BU women academics, and then opening the survey to the wider academic community. We aim to identify lessons learned that can inform what staff and universities can do to reduce the impact of these abrupt changes on our work-life balance, particularly focusing on people who have been most affected. We have received 157 responses to date, 70 we could identify as being from BU staff (63 from female colleagues). The answers are providing a wealth of quantitative and qualitative data and we have just starting the analysis. However, we know how important and timely the findings are and so we have decided to disseminate our initial results in a series of blogs.

If you have not yet contributed to this survey, you are kindly invited to do so here: https://bournemouth.onlinesurveys.ac.uk/impact-of-lockdown-on-academics, and please do share with your networks. If you want us to be able to identify that you are BU staff, you will need to provide this information in one of the open questions.

This Part 1 presents (crude) initial analysis (graphs mainly) focusing solely on the 70 responses from BU staff. We hope this will give you a timely glimpse of how recent changes have affected BU academics.  Every day next week we will post a blog with further insights on each aspect covered in the graphs below and others we are yet to analyse, including the key coping mechanisms staff have used during lockdown and the changes respondents think could help improve work-life balance if they remain an option in the longer-term.

Work-life balance during lockdown got worse for 59% of respondents and improved for 37% (Figure 1). Blog Part 2 will discuss differences across age groups, faculties and career levels.

Figure 1. Changes in work-life balance of respondents during Covid-19 lockdown (a) and the selected reasons for identifying positive or negative change (b). ‘Other’ refers to other reasons for improved or worsened work-life balance.

Some factors have impacted the work-life balance of more than 70% of respondents (switching to online teaching, changes in the number of emails, changes in the number of meetings and not being able to socialise in person), while others were considered to have minor/no impact by most respondents (not being able to access campus facilities, switching to online meetings, lack of suitable work space at home and not having access to suitable IT equipment at home) (Figure 2). Some of these factors had a positive effect on the work-life balance of most respondents, while others affected a higher number of staff negatively than positively (see next week’s blogs for more details).

Figure 2. The level of impact of selected factors on the work-life balance of respondents during lockdown.

In an open question, less time commuting or travelling for work (46% of respondents) and student support requests (27%) were the most cited factors affecting respondents’ work-life balance positively and negative, respectively (Figure 3).

Figure 3. Most cited top two aspects that have affected respondents’ work-life balance (a) positively and (b) negatively (showing categorised responses cited at least five times).

Respondents’ main concerns have changed through time: longer-term impacts in the country or the world in general and  work-life balance have become more of a concern at present, while the health of a family member or close friend have always remained within the top three (Figure 4).

Figure 4. Respondents’ main concerns at the start of the outbreak, at the start of the lockdown and at present.

Figure 5 highlights the type of support that was considered to be helpful and the ones that need to be improved to help a larger number of staff (e.g. provision of IT equipment, which BU is currently addressing and support from line managers).  Look for the next blogs for further insights on these aspects and suggestions from staff of other support they would welcome from the university.

Figure 5. Respondents indication of how helpful were these particular types of support available to them.

Finding or maintaining work-life balance when lockdown ends was identified as a major challenge by 51% of respondents (Figure 6).

Figure 6. Major challenges identified regarding work at the end of lockdown.

80% or more of respondents think the C-19 outbreak has brought long-lasting changes in their attitude to ‘priorities and needs’ and work, considerably for 27% and 19% of respondents, respectively (Figure 7).

Figure 7. Perception of long-lasting changes brought by the C-19 outbreak.

Who are the respondents?

 

Exposure to Covid-19

  • 7% of respondents (5 out of 68) had severe symptoms of Covid-19 or tested positive or live with someone who did. All are female respondents in their 20s, 30s and 50s.
  • 22% of respondents (15 out of 68) had close family members, friends or colleagues who had severe symptoms of Covid-19 or tested positive. All are female respondents in their 30s, 40s and 50s (the majority, 10 respondents).
  • 41% of respondents (28 out of 68) live in a household where there is at least one person at higher risk for severe illness from COVID-19.

Major Study on 3D Printing and IP Law Led by Prof. Dinusha Mendis Published by the European Commission

Awarded & submitted bids, Business Engagement, Fusion themes, Industry collaboration, innovation, Knowledge Exchange, PG research, Post-award, REF Subjects

A large scale empirical and legal study on the Intellectual Property Implications of the Development of Industrial 3D Printing, funded by the European Commission and led by Professor Dinusha Mendis (FMC, Law and Co-Director CIPPM) has been published.

The report can be accessed here: https://op.europa.eu/en/publication-detail/-/publication/e193a586-7f8c-11ea-aea8-01aa75ed71a1/language-en/format-PDF/source-124493516

The project was awarded to Professor Mendis in 2018 and together with academic and industry partners from UK (Dr. Julie Robson, Bournemouth University; Prof. Phill Dickens, Added Scientific Ltd), Germany (Prof. Dr. Jan Nordemann, Nordemann LLP; Hans Brorsen) Austria (Dr. Maria del Carmen Calatrava Moreno, Technopolis Group) and Finland (Dr. Rosa Ballardini, University of Lapland) the project was completed in February 2020, with the report being published in April 2020.

Ahead of the completion of the project and publication of the report, a final workshop was hosted in Brussels on 14 October 2019. The presentations from the workshop as well as the panel discussion, can be accessed here.

The project provides an overview of the past and current industrial applications of Additive Manufacturing (AM) and 3D printing in seven  selected sectors (health, aerospace, automotive, consumer, energy, construction and tooling) whilst identifying potential challenges and opportunities in need of clarification. With the aim of enhancing the competitiveness of the AM sector in Europe, the Study makes policy recommendations in the field of intellectual property for businesses engaged in the AM and 3D printing field, and in the present context, is highly relevant for businesses and consumers working with 3D printers, in the fight against Covid-19.

HEIF6 Project – Neuravatar: Integrated augmented reality platform for medical education, postgraduate training and decision support.

Awarded & submitted bids, BU Challenges, Fusion, HEIF, Industry collaboration, NHS

The understanding of human anatomy is vital to the delivery of healthcare. In medical education, this has historically been done through direct dissection of human cadavers by medical students or close observation of such dissection by an anatomist. This helps with the development of a comprehensive understanding of the three-dimensional relationships of the structures human body in health and disease. The intricate complexity of the human nervous system, combined with the vast range of neurological diseases make this area one of the most challenging for medical education.

The computer animation and visualisation skills already at BU offer a unique opportunity to develop a suite of tools ready for the influx of medical students using immersive virtual reality and mixed reality techniques. The primary aim of the project is to develop a medical teaching platform that provides an anatomically correct three-dimensional teaching tool using virtual reality and mixed reality such as Microsoft’s HoloLens 2. This will facilitate a deeper understanding of the human body in real individuals. The platform will be developed to allow immersion in a range of clinical scenarios and provide virtual training for students to supplement live clinical experience. This approach will be supported with modular teaching tools and case scenarios derived from real cases and outcomes. Future developments of the platform will include decision support tools, case recording and data analytics tools to support machine learning and personalised actionable analytics.

The project will blend cutting-edge animation/visualisation techniques with digital health approaches with human-centred design principles to provide a platform to train the next generation of healthcare professionals. The project aim is to build on work already undertaken between BU and NHS organisations in Dorset to develop a blended reality platform for undergraduate medical teaching and postgraduate training. Large clinical datasets from existing data repositories in Dorset will be used to train machine learning driven education and decision support tools using supervised learning. Prospective clinical data collection using the de-identification/re-identification pipeline being developed as part of the Dorset informatics strategy will be subjected to unsupervised learning approaches to evaluate and improve accuracy.

The project is funded through HEIF6 running from November 2019 until July 2022. Please contact Dr Xiaosong Yang (xyang@bournemouth.ac.uk) or Dr. Rupert Page (Rupert.Page@poole.nhs.uk) if you have any questions about the project.

Media Literacy vs Fake News – recommendations from CEMP research

Awarded & submitted bids, Post-award, Publishing

As many as possible of the citizens of a democracy must be not only literate but critically literate if they are to behave as full citizens. (Hoggart, 2004: 189)

CEMP have published the outcomes of an ethnography funded by the United States Embassy in London, consisting of a field review, 25 interviews and four multi-stakeholder workshops, bringing together and capturing dialogue between media educators, journalists, students and information professionals, to address the educational response to ‘fake news’ and disinformation.

25 interviews with media educators and journalists were transcribed and analysed for key discursive patterns. Participative workshops were held at the Media Education Summit in Hong Kong, the English and Media Centre in London, the National Higher Research University in Moscow and Loughborough University’s campus at Olympic Park, London.  The total sample, including the interviews and participants in the workshops, is 88, across the four stakeholder groups.

See the project site for the field review, workshop videos, presentations, participant blog, report, recommendations and the ‘top ten’ toolkit of media literacy resources selected by the stakeholders for dealing with fake news.

At the major event in London, with additional sponsorship from the Media Education Association, two days of activities in London at the Olympic Park on 15th and 16th March 2019 brought together the four stakeholder groups for a public event consisting of keynote presentations and a panel comprised of the US and UK academics involved in the project – Professor David Buckingham, Professor Monica Bulger, Professor Paul Mihaildis, Dr Karen Fowler-Watt and Dr Roman Gerodimos.

The workshop was designed to generate dialogue on four issues: (1) clarifying the problem (the apparent ‘information disorder’) from lived experience of the stakeholders; (2) identifying any competing or partly integrated discourses around the concept of trust in media and information; (3) evaluating a range of educational resources already in the world – we called this ‘testing the wheel’ and (4) agreeing on what media education can realistically do, to move beyond ‘solutionism’ (Buckingham, 2019) towards a more viable, modest proposal for Fake News vs Media Studies. Where do / can we have agency?

From the findings of the project, we make the argument that critical media literacy, if adopted as a mandatory subject in schools and taught as a dynamic literacy education, would better equip young citizens with resilience to ‘information disorder’ (Wardle and Derekhshan, 2017) than reactive resources (such as fact-checking and verification tools) and small-scale projects which focus primarily on competences. The latter are described, metaphorically, as ‘giving a fish’, the former are described as ‘teaching to fish’. To use an alternative analogy, the former boosts the immune system, the latter treat the infection (see Rushkoff, 2018).

Both are needed, but ‘teaching to fish’ is the key recommendation, and, in the UK schools’ context, making Media Studies a mandatory subject would be the obvious starting point.

The workshop identified a ‘top ten’ of media literacy resources for dealing with information disorder. These include more holistic, critical media literacy activities (Teaching to Fish) – a more effective and sustainable approach than ‘giving a fish’ through fact-checking tools or surface level media / information literacy competences.

The data generated from the field review, interviews and workshops, taken together, lead us to the following three recommendations:

(1) Rather than producing competence frameworks for media literacy, as though it is a neutral set of skills for citizens, media education needs to enable students to apply the critical legacies of both Media Studies and literacy education on the contemporary media ecosystem;

(2) Media education must adopt a dynamic approach to media literacy and increase the experiential, reflexive aspects of media practice in the curriculum, with reciprocal transfer between the critical rhetorics above and creative media practice in order to respond, academically, to media as primarily a question of representation. In other words, resilience to representation is enhanced by expertise in representing.

(3) We need to add the critical exploration of social media, algorithms and big data to the media education curriculum, accompanied by applied practical learning in the uses of them for social justice, as opposed to training the next generation in the use of these for even further commercial and political exploitation of one another.