In March 2008, the US Department of Education’s Office of Educational Technology convened an information session on media literacy that was open to all department employees. Kimberly Brodie, Special Assistant in the Office of Educational Technology, led the discussion. Tessa Jolls of the Consortium was an invited speaker, as well as Doug Levin of Cable in the Classroom, the U.S. cable industry’s education foundation.
In this issue, we discuss the work of the Waters Foundation and the movement towards the use of systems thinking tools in K-12 education and the strong connections to media literacy. We explain what systems thinking is, trace the connections between systems thinking and media literacy, discuss the research which supports the use of systems thinking in K-12 schooling, and discuss how systems thinking can be used to solve real-world problems.
Research that provides evidence of the effectiveness of media literacy education is so important, and yet can be so difficult to find. In this issue, we review the literature in the field, and we offer research and resources to contextualize the issues that need to be addressed to move the field forward.
The British Government releases an ambitious new plan for its media and communications industries, including a national plan for media literacy education. Also, the British Office of Communications audit entitled Digital Lifestyles.
In our research section, we review current research and trends in professional development for K-12 educators, and discuss the opportunities which recently developed models of professional development present for dissemination of media literacy concepts and pedagogy.
Last month’s discussion between Tessa Jolls (CML) and Henry Jenkins (USC) focused on What’s in a name? Now, the conversation turns to preparing students for a participatory culture, but what does that mean? This issue tackles Participation in What? We’re all in agreement that students need media literacy education to participate fully in our global media environment but there are a variety of opinions about the tools and methods for making this a reality.
In 2007, Bennington College President Liz Coleman led a re-structuring of the entire curriculum. With its renewed focus on problem-solving and empowerment, Bennington is joining a growing number of educational institutions which are fashioning a curriculum radically different from what’s been taught in 20th century schools. First, we survey the structure and curriculum at several schools to arrive at an overview of New Curriculum principles. Next, we reveal how media literacy instruction embodies them.
We discuss why zombies are relevant to the philosophy and purposes of media literacy education. In our second article, we focus on the pedagogical applications of horror texts, including media production and building students’ awareness of the role they play as media audiences.
We survey media violence research, examine the debates that make media violence a “hot” topic, and explain why media literacy education is a game- changing strategy which re-frames the terms of debate.
We discuss the four effects of media violence, and review recent media effects research, as well as research supporting media literacy as an educational intervention. In our second article, we apply theories of audience response to violent media to the American action film. And we examine the possibility that media producers may be shaping audience views of what constitutes realistic media violence. Also Conducting a Close Analysis of a media text teaches fundamental skills for media literacy.