Evaluation - Scottish Screen

Methodology
For the evaluation a cross-sectional case study design with a number of longitudinal features
was used. In this particular study, given its duration, a comprehensive longitudinal design
was not feasible despite the fact that a number of literature reviews suggest that such a design
is required for a more illuminative evaluation of the impact of visual and media literacy
initiatives.
Three case studies were identified as those clusters of schools involved in Scottish Screen’s
Moving Image Education initiatives. Two of the clusters consisted of a secondary school and
its associated primary schools, with the third cluster consisting of four primary schools with
nursery classes attached.
Key stakeholders were identified in each cluster: lead practitioners, headteachers, teachers,
classroom assistants and early years practitioners. 1:1 interviews were conducted with all
those involved in the Programme. All stakeholders in two of the clusters were interviewed
twice. MIE sessions were observed by the evaluators on a number of occasions using a
specially designed observation schedule. In addition, the response of the pupils involved was
obtained by inviting selected groups of pupils to participate in focus groups led by one of the
evaluators.
Findings
What are teachers’ understandings concerning the purpose of the Professional
Development Programme in MIE?
The purpose of the Professional Development Programme was understood somewhat
differently by the various stakeholders in each of the clusters. In cluster A, the teachers saw
the purpose of the programme as being about the development of their own skills in order to
help them engage with children’s interests in film and other moving images and make links
with literacy. In cluster B, two distinct but overlapping understandings emerged. The first
related directly to MIE and a perception of literacy as encompassing visual as well as verbal
texts. The second related to ideas linked to citizenship and learning such as collaboration and
independent thinking. In cluster C, however, whilst enhancing visual and traditional literacy
was, to an extent, understood by some as being an aspect of the programme, MIE was also
comprehended as a learning tool to promote a more child-centred pedagogy. For these
teachers and practitioners, the Professional Development Programme was just that: a
programme that allowed them to develop their own teaching skills in order to enhance their
pupils’ learning. However, it was apparent that some variance in emphasis existed amongst
the early years staff involved regarding the main purpose of MIE.
For most teachers, MIE came to be seen as providing a context in which the requirements of
recent training in current initiatives occurred naturally. For example, each of the four
capacities of A Curriculum for Excellence was identified as arising out of MIE activities.
Similarly, MIE was seen as creating a context for critical skills, active learning and
cooperative learning, current initiatives in which many of the teachers had received recent
staff development.
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