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Future workshops were originally developed to facilitate civic participation among groups that otherwise seldom take part in decision making processes, such as children and young people (Jungk & Mullert, 1987). It is a collaborative method where participants identify problems within a specific context and come up with concrete solutions together. This text combines the future workshop model with creative and participatory approaches as a way to discuss and imagine alternative futures for visual arts education with students in teacher training.

Figure and ground are analytical concepts used to discuss how some elements of a lived situation dominate perception, while others remain in the background. This applies not least to media and research from the medium theoretical tradition as well as later scholarship on media infrastructures, which have been keen to explore the taken for granted or invisible aspects of the media landscape. In media education, however, there is still a tendency to focus on the figure of digital media by treating media technologies as tools or to focus on the critical evaluation of media content. This article draws on McLuhan’s co-authored textbook City as Classroom to suggest a pedagogical turn towards the ground of the internet. Based on concrete examples from middle school digital citizenship education, the article shows how a focus on the ground of digitalization actualizes topics such as environmental concerns, global inequalities and data privacy. These topics are conceptualized and discussed through the environmental/spatial metaphors clouds, exhaust and architecture.

Landets lärarutbildningar har problem med att förbereda framtidens lärare för den alltmer digitaliserade skolan. Digital kompetens är redan en integrerad del i skolornas verksamhet men lärarstudenter, skolor, lärarfack, politiker, teknikföretag och andra pekar på att landets lärarutbildningar släpar efter. Vår uppkopplade samtid behöver också satsningar på medie- och informationskunnighet (MIK). I den här artikeln beskriver och reflekterar tre lärarutbildare från Södertörns högskola över sitt arbete med MIK som inom ramen för en pågående satsning i lärarutbildningen används som samlingsterm för tre förmågor som både lärarstudenter och lärarutbildare bör nå: digital kompetens, mediekunnighet och informationskunnighet. Målsättningen med att implementera dessa tre förmågor och begrepp på lärarutbildningen har varit att kombinera konkret tillämpning och kritisk reflektion för att på så sätt skapa förutsättningar för att utbilda medie- och teknikmedvetna lärare för den digitaliserade skolan och det medialiserade samhället. I artikeln diskuteras organisatoriska och praktiska utmaningar med ett sådant utvecklingsarbete samt vikten av samverkan, erfarenhetsutbyte och kontinuitet. En slutsats är att det är viktigt att tänka på digitala medier inte bara i termer av verktyg utan också som miljöer inom vilka lärarutbildningen ska utbilda digitalt kompetenta lärare för framtiden och samtidigt behålla sin autonomi visavi starka externa ekonomiska, politiska och pedagogiska krafter.

This essay is a visual interpretation of the media ecologies of visual art education in Sweden and Estonia. As the title of the article suggests, an ecology of visual art education means infrastruc ...

The work of creators of digital media today is profoundly reliant on the use of specialised software. Yet, software is not merely an instrument of labour. The current hegemonies of society are incorporated in the technological design of tools, explicating what Feenberg (2009) calls technical rationality. Different production frameworks can embed distinct forms of such rationality depending on the goals of their creators. Drawing on theories of knowledge and feminist theory of technological development, Forsler and Velkova present an analysis of the production frameworks of three different manufactures of software tools for computer graphics, both industrial and user-driven. The chapter contributes with a conceptual theoretical model of how these frameworks are underpinned by different epistemological assumptions and competing visions of media practitioners.

This case describes the development and implementation of the Future workshops method (Jungk and Mullert 1987), as part of a mixed methodology in a PhD project about media technologies and future i ...

Digital activities are a natural part of children's and young people's everyday lives and offers opportunities for meaning and learning. Accessible technology has changed the producer and consumer ...

This paper suggests that a broadening of MIL to include what Lisa Parks (2010) call infrastructure literacy - a close understanding of the material and infrastructural conditions of our current media landscape – is necessary in order for citizens to develop the critical skills needed to navigate and participate in the contemporary media society, as well as to shape the world of tomorrow. By exploring digitalization policy and K-12 curricula for Sweden, the paper shows that the field is currently dominated by an understanding of media as content or tools for communication, and of the future as predetermined by technology. It also shows a lack of critical perspectives when it comes to media used within education.