Evaluation - Scottish Screen

6 FINDINGS FROM CLUSTER C
6.1 Lead Practitioner’s perspective
Two interviews were conducted with the lead practitioner for MIE in the Early Years based
on the following themes:
• background, understanding of MIE and response of teachers
• impact on learning and teaching
• perspectives on the programme
• reflection/sustainability
In terms of how the purpose of MIE was perceived, it was clear from the outset that the lead
practitioner’s perspective was focussed on the pedagogy of MIE and not only specifically
literacy.
It fits the whole idea of active learning – providing opportunities for
children to become engaged in real and meaningful situations in their lives.
Such ‘active learning’ was directed at promoting media literacy: media literacy is around all
of us in society and children need to be more informed. Literally, the lead practitioner saw
herself as author and facilitator for staff as well as children, a role that was adapted for the
different teachers with whom she worked.
Turning to the perceptions of the impact of her involvement on teachers, her views were
mixed. She saw some teachers as engaging with the MIE activities quite readily but was
cautious about whether all staff had reached the point where they were sufficiently confident
to adopt MIE work on their own. Initially several staff regarded MIE as an ‘add-on’ to their
routine curricular activities and had not yet seen MIE as a potential alternative. As far as the
pupils were concerned, she was of the opinion that MIE activities were encouraging children
to explore their own thinking more and to have a greater say in their day-to-day activities.
At the second interview, which took place subsequent to her direct input to the schools, it
became clear that implementing MIE in the four early-years settings had shifted her
perspective somewhat:
The writing really has made me focus in on (particular) aspects. Originally,
I had thought about the social interaction aspects but now I also think about
narrative and genre.
The other thing I have come to think about is the collaborative nature of
MIE – that is highly important.
The response of staff to their engagement with MIE over a three month period was generally
very positive, though it was apparent that the disposition and confidence of different teachers
played a significant role. In addition, the extent to which the staff involved felt supported by
their school was crucial:
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