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Consequences and coincidences: A case study of experimental play in media literacy

Abstract This article will discuss the way children across three schools in Bristol, United Kingdom have been engaged in a unique short film experiment. The video project they were involved with aimed to inspire the young participants to actively consider notions of storytelling, spoken language and narrative structure. The article challenges narrative conventions and the way audiences read film; asking how much audiences make their own connections of received messages to create their own narrative structures, and how much control producers have over this process. It goes on to argue the importance of Community Media educational activity in research culture and also highlight the potential of media literacy activity as being a conduit in schools to enhancing learning in non-arts subjects.