61. Pauline Center For Media Studies With this degree I can now teach media literacy education as content and processas a life skill both within and outside faith communities through our Pauline http://www.daughtersofstpaul.com/mediastudies/articles/articlemlusa.html

PAULINE CENTER FOR MEDIA STUDIES WHAT IS MEDIA LITERACY EDUCATION? ... CONTACT US Riding the Wave of Media Literacy in the USA By Rose Pacatte, fsp A Brief History I was first introduced to media literacy at the Unda-USA Assembly in Portland, Oregon in 1990. Sr. Elizabeth Thoman, CHM, founder of the Center for Media Literacy ( www.medialit.org ) in Los Angeles, gave a seminar promoting media literacy and the publication (now defunct) . As a Daughter of St. Paul I began to think not only about "making" media, but also about how media, culture and communication intersect and what that might mean to young people, families, church, society and everyone else, including me. www.ioe.ac.uk/scripts/ioecourse.exe ). With this degree I can now teach media literacy education as content and process as a life skill both within and outside faith communities through our Pauline Center for Media Studies. So far about ten people from the USA have gone to the UK to obtain advanced degrees in education in media education (for serving teachers) or media studies (for others who want to teach media literacy), but there are only two that I am aware of who actually work in the field: myself and Steve Baird, SJ.

62. Catechetics And Media Literacy: Is There A Link? most lasting way to impact the lives of our children for the good and teach themthe loveguided morality of the Lord? This is why media literacy education is http://www.daughtersofstpaul.com/mediastudies/articles/articlecatecheticmedia.ht

PAULINE CENTER FOR MEDIA STUDIES WHAT IS MEDIA LITERACY EDUCATION? ... CONTACT US Catechetics and media literacy: is there a link? by Rose Pacatte, fsp Director Pauline Center for Media Studies In the United States, one of the most attention-grabbing statistics of all times has revealed that by the age of 18, American children have watched on the average of 22,000 (hours) of television(1). President Clinton in an exclusive Newsweek interview(2) earlier this year raised the statistic to 25,000 hours while supporting the development of a ratings system by and for the television industry and for the use of the V-chip. He also deplored how much "violence and inappropriate behavior" children are exposed to because of television when "strict guidance" is lacking. I believe that one of the major concerns of parents and educators is that when children are watching television they are not doing something else that is better than watching television. But do we ever stop and analyze this idea? What is better and according to whose standards? And do parents and teachers share their values and standards with the young? We may also think in a common-sense sort of way that children are passive in front of the television. However, research has repeatedly determined that the vast majority of children are mentally active when they are involved in media consumption, although it may not be in the ways parents and teachers would prefer.

63. Saferinternet underblocking and there are even sites that teach children how to Personally, I believethat by developing media and computer literacy, along with critical http://www.safer-internet.net/ViewThread.asp?message_id=19

64. Frontline: Teacher Center: Teachers' Guide: The Merchants Of Cool background information about key media storytellers. Because it exposes motivesand techniques, the film is an invaluable tool for teaching media literacy. http://www.pbs.org/wgbh/pages/frontline/teach/cool/

Just as you might add to your students' knowledge of a piece of literature by providing historical context and profiling the author, "The Merchants of Cool," which first aired February 27, 2001, provides vital background information about key media "storytellers." Because it exposes motives and techniques, the film is an invaluable tool for teaching media literacy. And because it is about their world, "The Merchants of Cool" is sure to hold students' attention and provide you with an excellent opportunity to engage them in discussions of culture, history, business, economics, ethics, mathematics, health, performing arts, gender stereotypes, ethnography, literature, social studies, and civics. NOTE: In showing examples from the media it analyzes, "The Merchants of Cool" includes some adult language and sexual content. Educators are advised to preview the film prior to showing it to students. Traditional literacy is the ability to understand, analyze, and use print to communicate. Media literacy adds the ability to apply these skills to images, sound, and multimedia formats. There are 31.6 million 12-19 year-olds in the U.S. - the largest generation ever. (U.S. Census Bureau, 2000)

65. Frontline/Does TV Kill? Teacher's Guide comprised of selected imagesincluding the making of FRONTLINE filmsit is importantfor students to understand the powerful concepts of media literacy. http://www.pbs.org/wgbh/pages/frontline/teach/tvkillguide.html

Continuing the Discussion Does TV Kill? Aired January 10, 1995 Letter from David Fanning Educator's Primer Classroom Activities Letter from David Fanning, FRONTLINE Executive Producer Dear Educator: Before the age of eighteen, the average American teen will have witnessed eighteen thousand simulated murders on TV. While staggering in number, more disturbing is the effect this steady diet of imaginary violence may have on America's youth. Over the past forty years, more than three thousand studies have investigated the connection between television violence and real violence. Social scientists have attempted to measure television's effect on behavior in different ways, including laboratory studies, field experiments, and correlational studies. Though none conclude a direct cause and effect relationship, it becomes clear that watching television is one of a number of important factors affecting aggressive behavior. Today, in addition to entertaining and informing, television serves as background noise, as babysitter, as safe haven from mean streets, and as a way to avoid social interaction. But does our dependence on television stifle the development of creativity and skew the way we view ourselves and our society? To answer these critical questions, FRONTLINE correspondent Al Austin examines what is known about television violence and how it affects our lives. "Does TV Kill?" a co-production of Oregon Public Broadcasting and FRONTLINE, airing Tuesday, January 10, on PBS, reveals some unexpected conclusions about the impact of TV.

66. Masters In Mass Communications Hobbs, R. (1998). teach with and about film and television Integrating medialiteracy concepts into management education. Why teach media literacy? http://www.siue.edu/MASSCOMM/grad/media_lit/read_list.html

Media Literacy (complied by Vicki Bone) Domine, Vanessa (1999). What is media literacy? Media literacy and media project. Retrieved November 7, 2001, http://kidsplay.org/whatismedialiter.html. Harris, P. (2001, November). The reel deal. The Council Chronicle, The National Council of Teachers of English, Vol. II, No. 2. Hobbs, R. (1996). The seven great debates in the media literacy movement. From opening keynote address for the 1996 National Media Literacy Conference, Los Angeles, CA. Retrieved October 15, 2001, from http://www.medialit.org. Hobbs, R. (1998). Teach with and about film and television: Integrating media literacy concepts into management education. Journal of Management Development, Spring, 1998. Retrieved October 29, 2001, from http://www.interact.uoregon.edu/MediaLit/FA/mlhobbs/hbindex.html. Hobbs, R. (2001). Improving reading comprehension by using media literacy activities. Voices from the middle, The National Council of Teachers of English, 44-50. Lower Stress and Launch Literacy with a Multimedia Sandbox. (2001, November). The Council Chronicle, 2, 7. Masterman, L. (1985). Why study the media? Excerpted, with permission, from Teaching the Media, 1985. Retrieved November 9, 2001, from http://www.media-awareness.ca/admin/nav.map.

67. Media Literacy... Or The Enemy Within? Lastly, it was suggested that, given the pervasive nature of the problem, our schoolmay want to include media literacy in its curriculum to teach our children http://www.holybible.com/resources/living_learning/fall_2000/media_literacy.htm

Media Literacy... or the Enemy Within? The theme he worked from was this: what the authority and centrality of the Bible is to the Christian community, is what the electronic media is to our society (culture) that we live in today. He made several analogies, or parallels, to support his thesis, which are summarized below: 1. "Both tell a story that we are to live inside." Each of the media essentially is a collection of people living their lives, or a story. Stories presume or answer the fundamental questions of orientation to life, such as God-Humanity- Creation-History-Sin. Even the "news," and especially advertising is included in this. Every segment of media invites you to join/agree with their story about what is important in life. 2. "Both nourish us through regular habits of participation." Just as we need to constantly return to reading the Bible to "nourish" us, the media, as well, surrounds us, and we habitually return to culture-nourishment on TV (or...)." An oppositional contract can be observed: Reading the Bible is a quiet activity that prefers solitude... media often is busy and noisy. In Bible reading we prefer to be deliberate and absorbing as we proceed, whereas media often relies on a fast-paced image. The Bible requires a reflective, thinking attitude... media tends to turn your mind off as you passively soak the message. The reading of the Bible involves you interactively in a dialogue... media is one- way, not requiring interaction. Finally, the Bible is personal, the media impersonal.

68. ECB Surf Report: Media Literacy Learning from Pictures is a selection of links to help teach visual literacy.It comes from the University of Oregon s media literacy Review. http://www.ecb.org/surf/medialit.htm

Archives text menu Contact us if you have questions or suggestions for the Surf Report! The text-only menu provides accessible and printer-friendly access to the Surf Report Archives. Media Literacy (April 2003) These links are designed to help students learn to critically evaluate and understand the media and its impact on their lives. Media literacy is a part of the Wisconsin Department of Public Instruction's recommended curriculum, or is included in DPI model academic standards, for many subjects. Among them are art and design education, English language arts, family and consumer education, health education, information and technology literacy, and social studies. (ECB also provides excellent video resources on Media Literacy for Wisconsin teachers.) Student Sites l Teacher Sites l Lesson Plans Student sites Games for Kids , from the Canadian Media Awareness Network , helps 7- to 13-year-olds learn how television, film, and video games are produced and marketed. The site uses cartoons, interactive games, and questions to help children understand the Internet and other media.

69. T E A C H I N G - Media Literacy Week 11 media literacy. Book Abstract BREAKING DOWN THE DIGITAL WALLS LEARNINGTO teach IN A POST - MODEM WORLD, by RW Burniske and Lowell Monke. http://teachingwiki.org/ow.asp?Media_Literacy

70. Engage! Media Literacy Research Project - Chapter 1 - Inventory (Non-Formal Lear We teach people many of the basic skills of media literacy as you define it hownews is created, how journalists work, media processes and reading articles http://medialiteracy.engage.nu/modules.php?name=News&file=article&sid=47

71. Media Literacy - Communication - Themepark images of race, class, and gender. People To See CNN Ask An ExpertWhy teach media literacy? http//fyi.cnn.com/2000/fyi/teachers http://www.uen.org/themepark/html/communication/media.html

Words Writing Speaking/Presenting Art ... Technology Media Literacy In the modern world, much of who we are and what we think depends on the various media messages we receive. These carefully crafted messages have a documented impact on our perceptions and behaviors. As we learn more about the techniques of media manipulation, we can be certain to make responsible decisions as consumers and citizens. Learning more about the media and how it affects us requires that we become more media literate. Media literacy is concerned with helping individuals develop an informed and critical understanding of the nature of mass media, the techniques used by media outlets, and the impact of these techniques. Developing media literacy can be likened to the scene in The Wizard of Oz when Toto pulls back the curtain to reveal the small, lever-pulling man behind the image of the mystical wizard. This is the point where Dorothy and her crew come to realize that the wizard is a carefully constructed fiction rather than some omnipotent force. Like Toto, we too need to learn how to "pull back the curtains" to reveal the truth behind the countless media messages that we are exposed to on a daily, even hourly basis. By going beyond the surface of such messages, we begin to understand the implicit as well as explicit ideas that are conveyed. Such scrutiny enables us to become active processors rather than passive receptors of the glut of messages in our daily media diet. This critical awareness will better prepare us to deal with the complex issues facing modern society.

72. Reading Online - From The Editors: Technology And Media Literacy What are we doing to teach them media literacy? And what do we know andteach about the new media technologies proliferating in our culture? http://www.readingonline.org/editorial/april2001/

Technology and Media Literacy: What Do Teachers Need to Know? Dana L. Grisham All of our inventions are but improved means to an unimproved end. Henry David Thoreau As a literacy educator who became a teacher before the current technological revolution, it seems like I have always had to play catch up. There are a lot of us out there in the same situation, running as fast as we can to stay abreast of a field where the only constant is change. According to Alvermann and Hagood (2000a, Reading Online coeditor, Bridget Dalton, and I think that this topic is important enough for its own department in the journal, called New Literacies . Department editor Ann Watts Paillotet has written extensively on the subject Discussion of new literacies is not isolated in that department, however. In the Articles section of this issue of Reading Online, Gee, 2000 Luke, 2000 ). But regardless of whether and how we teach them in school, complex multiliteracies are affecting the personal, social, and academic selves of an entire generation. We fail our students when we fail to acknowledge the necessity of addressing these important issues. One new literacy that has received considerable attention in Reading Online ). For the children and young adults who are our students, it has always been this way but some of us teachers may be playing catch up. How well have we done in helping young people understand that media can both serve and deceive us? What are we doing to teach them media literacy? And what do we know and teach about the new media technologies proliferating in our culture?

73. Rocky Mountain PBS: Learn: Teacher Resources TV Planet , a humorous approach to teach media literacy concepts and criticalthinking skills to students in upper elementary and middle school grades. http://www.rmpbs.org/learn/teaml.html

Instructional Television School Membership Math Teacherline ... LEARN@rmpbs.org Rocky Mountain PBS Media Literacy Project NEW! TV Confidential A program for 7th-9th grade students and their teachers and parents. An increasingly important topic for students in the new millennium, media literacy means the ability to critically view what one sees in all forms of media. From television shows to the Internet, the media influence the way we view our world. Television in particular, in 99 percent of homes in the United States, plays a huge part in defining our values and beliefs as a society. Learning to be a critical viewer is thus imperative or we run the risk of allowing the business behind television to create our values. Rather than censoring all television, proponents of media literacy encourage us to equip students with the critical thinking skills needed to best understand the messages received on television. Media literacy empowers viewers to examine their relationship with the media and better understand the business behind television, allowing them to make their own determinations of their values within the context of this new knowledge. Click here for information on Rocky Mountain PBS' Media Literacy funder, the

74. WritingWiki > Media Literacy media literacy Week 11. Book Abstract BREAKING DOWN THE DIGITAL WALLS LEARNINGTO teach IN A POST MODEM WORLD, by RW Burniske and Lowell Monke. http://wiki.etdguide.org/Wiki.aspx?page=Media Literacy

75. Faith. The Anti-Drug. -- Get Involved -- Faith -- Help Youth Sort Out The Meanin Share your ideas. media literacy programs in faith settings can teach youthhow to intelligently navigate the media culture »read more, http://www.theantidrug.com/faith/help.asp

Select a Drug Alcohol Club Drugs Cocaine Ecstasy GHB Heroin Inhalants Ketamine LSD Marijuana Methamphetamine Ritalin Steroids Tobacco FAITH Making Prevention a Priority Spread the Word Media Literacy ... Faith Home Select Faith Activity Age Group Late Elementary Middle School High School Adult Submit your activity or best practice. Share your ideas. "Media literacy programs in faith settings can teach youth how to intelligently navigate the media culture..." Subscribe to "Faith News." Help Youth Sort Out the Meaning in the Messages Many teens spend more waking hours with the media - television, movies, music, magazines and computer technologies - than they do with parents and other adults. Popular culture, reflected in the media, has the power to shape values and beliefs in ways that often challenge the teachings of your faith. The same media can also provide youth with exciting ways to discover important religious values. In order to help youth sort out the subtle meanings in media messages and to become critical viewers of the media, many faith leaders are incorporating "media literacy" lessons into their youth programs. When youth understand the impact of media in popular culture, they are less susceptible to its negative influences. Educate parents and other adults about the importance of helping kids analyze the media. Increase their awareness by including discussions of media literacy principles in parenting classes and tips in parenting materials.

76. A Parent's Role In Media Literacy why it s encouraging to find out that many schools are adding a media literacy component to already, you do have to wonder who they get to teach these courses http://www.stargeek.com/item/35200.html

stargeek home PHP scripts articles seo tools ... shop A Parent's Role In Media Literacy A Parent's Role In Media Literacy From: A Parent's Role In Media Literacy Professor Henry Jenkins at MIT has written a very interesting piece in MIT's Tech Review about a parent's role in the media literacy of children document.write('Click here for great deals on Salvia - IamShaman'); This is a GrokNews Entry: ( what is grok? No Comments yet. Add A New Comment Name: Email Address: (it will not be displayed) Send me information on updates at stargeek.com: Title: Comments: Similar Items A Parent's Role In Media Literacy Putting Media Literacy In The Elementary School Curriculum From: Putting Media Literacy In The Elementary School Curriculum Since much of what we seem to focus on here is about the way various people and organizations "spin" stories to prove a point, I think it's increasingly important that people learn (at an early age, if possible) to be skeptical about how ideas are presented to them, and learn to be more discerning in asking deeper questions and looking for additional context. That's why it's encouraging to find out that many schools are adding a "media literacy" component to their English programs, where students learn just how easy it is to manipulate or spin a message. While some complain that this is just teaching kids "pop culture", I would disagree. It's a way to help develop critical thinking skills at a very young age. In a world where everyone seems focused on only presenting their side of the story, getting people, at a very young age, to realize that there are many sides (not just two) to every story is important - and is likely to be a very practical skill for anyone to have. Of course, already, you do have to wonder who they get to teach these courses, and if they'll have their own spin to put on it as well. Perhaps such courses should have multiple teachers with multiple points of view, just to prove the point. Found via

77. Humanities To Go - Media Literacy prepared by the Center for media literacy, helps viewers explore the thorny questionof media violence and teachers use cable television to teach effectively? http://www.ihc4u.org/htgML.htm

16 Media Literacy [How to Use HTG] Architecture Archaeology Art History Choice Documentary Films Environment History, 18th Century History, 19th Century History, 20th Century Media Literacy Religion Social Issues Women's Studies AN ACQUIRED TASTE A A filmmaker turns 40 and casts a wry look back at the school, work, and media influences which have shaped his life (and all our lives) through four decades. The result is a film that poses critical questions about the forces which fuel the pursuit of successthat particularly American fixation on being "number one." "Who could fail to relate to this? The filmmaker has a wonderful sense of the ironies of life." EFLA Evaluations 26 mins / 1992 BEHIND THE SCENES AT THE LOCAL NEWS C A A lot of hard-won, time-crunching, stress-laden work goes into the nightly production of the local news. This tape candidly shows the closely-timed process of collecting, prioritizing, editing, and producing news stories. We see a reporter follow an officer around a crime scene, then apply her lipstick before a shoot. We see a cameraman review his footage in a van. And a producer drawing the icons that will appear beside the anchors' heads for each story. All of this activity leads up to the full finished broadcast. Because there is no narration, this video leaves this process up for interpretation. What factors determine which stories are chosen? What effect do time constraints have on the substance of the news? The local news will never look the same. The video is accompanied by a book. 2 hours /

78. Facilitating Media Literacy Learning 428.0071 Kru, Seeing and believing how to teach media literacy in the Englishclassroom Written by experienced classroom teachers, this book offers a http://www.londonpubliclibrary.ca/info_by_subj/info_by_subject.php?subject_uid=1

79. Media Literacy This one semester class is designed to teach students some of the tools needed tohelp them critically interpret the messages they Good media literacy Links. http://faculty.ehshouston.org/mpool/medialit.htm

Home [ Media Literacy ] Newspaper Interests In today's information deluge, it is more important than ever to teach students how to understand and evaluate the many different forms of media they encounter. Television, radio, the Internet, video games, newspapers, and movies all help shape the way we see and interpret a world that seems to grow smaller every day. This one semester class is designed to teach students some of the tools needed to help them critically interpret the messages they receive. It covers both history, analysis and production of media. It is also a pre-requisite for any of the advanced media arts classes in photography, journalism and video. Spring 2003 Syllabus Good Media Literacy Links "Freedom of the press is limited to those who own one." A.J. Liebling "If absolute power corrupts absolutely, does absolute powerlessness make you pure?" Harry Shearer

80. UNICEF Activity File Media WHY teach ABOUT media literacy? Before they are two years old, manychildren are aware of racial differences. By the age of three http://www.unicef.ca/eng/unicef/lessons/media/why.htm

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