To appear in: Research Papers in Education http://www.tandfonline.com/doi/full/10.1080/02671522.2017.1286683 1 Link to 50 free e-prints (first come, first served – if your library subscribes to Research Papers in Education please leave this for those with limited access to academic resources): http://www.tandfonline.com/eprint/fpQUkhDDZqC8Sndgny5M/full PROBLEMATISING THE NOTION OF ‘AUTHENTIC SCHOOL LEARNING’: INSIGHTS FROM STUDENT PERSPECTIVES ON MEDIA/LITERACY EDUCATION CSILLA WENINGER National Institute of Education, Nanyang Technological University, Singapore 1 Nanyang Walk, 637616 Singapore csilla.weninger@nie.edu.sg ABSTRACT Creating authentic learning opportunities in schools has been an important mission for educators and educational researchers, where ‘authentic’ is generally understood to mean connecting school education to students’ current and future identities, experiences and expertise. This article aims to problematise the taken-for-granted notion of authentic learning based on data from a study on media literacy education in Singapore. Thirty-two secondary students discussed their views on and experiences with school-based media/literacy education in focus group discussions with researchers. While the findings highlight students’ articulation of a disconnect between in- school learning and their everyday experiences, they also reveal youth’s expectations for school learning to aid their academic success. Authentic learning, from the points of view of students, thus encompasses opportunities for real-life connections as well as preparation for achievement valued by schools. The study has implications for contexts similar to Singapore where pressures to do well academically coexist with a heavy emphasis on measurable learning. More broadly, it advocates considering students’ perspectives on school and learning as a crucial aspect of designing authentic learning environments. Keywords: authentic learning, media literacy, student attitudes, Singapore, focus group interviews