Profundizar en la acción educativa en la familia, la escuela y la sociedad:
Instruir y guiar a niños y jóvenes.
Formar juicio crítico en receptores
Establecer un diálogo comprometido con los dueños de los medios y los anunciantes
Fomentar un espíritu creativo que promueva la vida como una experiencia significante
Impulsar el sentimiento artístico y la conciencia de la propia responsabilidad
Dominar las técnicas de difusión que impulsen una educación en medios e hipermedios
Promover contenidos que construyan una sana convivencia
Plantear una comunicación humanizada, axiológica que dignifique los espacios
Insistir en la coparticipación activa de todos los sectores sociales involucrados para dignificar la condición mediática
Desarrollar prácticas multialfabetizadoras
domingo, marzo 04, 2007
A partir del estudio de las idea, imágenes y creencias que permiten los estudios económicos, sociales y culturales que se hacen en relación a los medios de comunicación.
Comparto con ustedes una línea evolutiva de los estudios hechos en Educación en medios. Las diferentes líneas de pensamiento tienen una correlación con el periodo que se vivía y las distintas teorías de la comunicación que se habían desarrollado al momento.
1933. Discriminación: Influencia corruptora. Vehículo de placer superficial. Armar contra la manipulación. Proteccionismo.
1950-60. Estudios culturales. Diferencias entre cultura popular y pop. Construir a partir de experiencias culturales cotidianas. Diferencia entre cultura viviente y procesada. Imperialismo cultural
1970-80. Screen education y desmitificación. Uso semiótica, estructuralismo, psicoanálisis Poner al descubierto ideologías ocultas. Liberar de influencias. Resistencia moral
1980-90 Democratización y actitud defensiva. Democratización de cultura extraescolar. Establecer conexión entre cultura de la escuela y hogar. Actitud defensiva que inmunice o proteja. Resistencia política
1990-2000. Educación en medios. Capacitar, Analizar y Construir para fortalecer, rechazar o desengañar falsas creencias e ideologías. Desplazar y superar
2000-2007. Alfabetización medial e hipermedial. Formar consumidores racionales, críticos y responsables. Insistencia en daños vs Beneficios y placeres de los medios e hipermedios
Presentación realizada por Jorge A. Hidalgo Toledo como parte de la Cátedra FISAC-Anáhuac en comunicación para la responsabilidad ante el Consumo. Universidad Anáhuac México Norte
Ponencia presentada por Jorge A. Hidalgo Toledo en el encuentro de Educación en Medios celebrado en la Universidad Iberoamericana. ...
This groundbreaking documentary dissects a slanderous aspect of cinematic history that has run virtually unchallenged form the earliest days of silent film to today's biggest Hollywood blockbusters. Featuring acclaimed author Dr. Jack Shaheen, the film explores a long line of degrading images of Arabs--from Bedouin bandits and submissive maidens to sinister sheikhs and gun-wielding "terrorists"--along the way offering devastating insights into the origin of these stereotypic images, their development at key points in US history, and why they matter so much today. Shaheen shows how the persistence of these images over time has served to naturalize prejudicial attitudes toward Arabs and Arab culture, in the process reinforcing a narrow view of individual Arabs and the effects of specific US domestic and internationl policies on their lives. By inspiring critical thinking about the social, political, and basic human consequences of leaving these Hollywood caricatures unexamined, the film challenges viewers to recognize the urgent need for counter-narratives that do justice to the diversity and humanity of Arab people and the reality and richness of Arab history and culture.
Director: Sut Jhally
Dr. Jack Shaheen, Professor Emeritus of Mass Communication at Southern Illinois University, is a leading scholar of Arab representations in US popular culture. Shaheen is the author of the groundbreaking study The TV Arab and, most recently, Reel Bad Arabs: How Hollywood Vilifies a People, the most comprehensive review of Arab screen images ever published. Analyzing over 900 Hollywood films made from 1896 to 2004, Dr. Shaheen exposes American cinema's systematic and pervasive degradation and dehumanization of Arabs.
"Jack Shaheen continues to be a piercing laser of fairness and sanity in pointing out Hollywood's ongoing egregious smearing of Arabs."
Howard Rosenberg | Los Angeles Times TV Critic
A film by Byron Hurt.
This award-winning documentary links everyday black men from various socioeconomic backgrounds with some of Black America's most progressive academics, social critics and authors to provide an engaging, candid dialogue on black masculine identity in American culture. Featuring interviews with bell hooks, Michael Eric Dyson, John Henrick Clarke, Dr. Alvin Poussaint, MC Hammer, and others.
Peace, Propaganda & the Promised Land: U.S. Media & the Israeli-Palestinian Conflict provides a striking comparison of U.S. and international media coverage of the crisis in the Middle East, zeroing in on how structural distortions in U.S. coverage have reinforced false perceptions of the Israeli-Palestinian conflict. This pivotal documentary exposes how the foreign policy interests of American political elites--oil, and a need to have a secure military base in the region, among others--work in combination with Israeli public relations strategies to exercise a powerful influence over how news from the region is reported.
Through the voices of scholars, media critics, peace activists, religious figures, and Middle East experts, Peace, Propaganda & the Promised Land carefully analyzes and explains how--through the use of language, framing and context--the Israeli occupation of the West Bank and Gaza remains hidden in the news media, and Israeli colonization of the occupied terrorities appears to be a defensive move rather than an offensive one. The documentary also explores the ways that U.S. journalists, for reasons ranging from intimidation to a lack of thorough investigation, have become complicit in carrying out Israel's PR campaign. At its core, the documentary raises questions about the ethics and role of journalism, and the relationship between media and politics.
Interviewees include Seth Ackerman, Mjr. Stav Adivi, Rabbi Arik Ascherman, Hanan Ashrawi, Noam Chomsky, Robert Fisk, Neve Gordon, Toufic Haddad, Sam Husseini, Hussein Ibish, Robert Jensen, Rabbi Michael Lerner, Karen Pfeifer, Alisa Solomon, and Gila Svirsky.
What does it feel like to be a woman on the street in a cultural environment that does nothing to discourage men from heckling, following, touching or disparaging women in public spaces?
Filmmaker Maggie Hadleigh-West believes that the streets are a War Zone for women. Armed with only a video-camera, she both demonstrates this experience and, by turning and confronting her abusers, reclaims space that was stolen from her.
War Zone is an excellent discussion starter for both men and women. It gives voice and expression to a disturbing daily aspect of being a woman in this society. It also gives men a direct personal feeling for what harassing behavior looks and feels like to a woman. Young men who may think such behavior is cool or funny will be forced to rethink their assumptions.
War Zone is a classroom, documentary edition of Maggie Hadleigh-West's first film by the same title. Her film has been screened and applauded at scores of festivals in the U.S. and abroad. She has appeared to discuss the film on the Today Show, CBS News, 20/20, BBC, NPR, CNN, and Eye to Eye with Connie Chung.
While advertising is the visible component of the corporate system, perhaps even more important and pervasive is its invisible partner, the public relations industry. This video illuminates this hidden sphere of our culture and examines the way in which the management of ï¿½the public mindï¿½ has become central to how our democracy is controlled by political and economic elites. Toxic Sludge Is Good For You illustrates how much of what we think of as independent, unbiased news and information has its origins in the boardrooms of the public relations companies.
PR critics include PR Watch founder John Stauber, cultural scholars Mark Crispin Miller and Stuart Ewen. Toxic Sludge Is Good For You tracks the development of the PR industry from early efforts to win popular American support for World War I to the role of crisis management in controlling the damage to corporate image. The video analyzes the tools public relations professionals use to shift our perceptions including a look at the coordinated PR campaign to slip genetically engineered produce past public scrutiny.
Toxic Sludge Is Good For You urges viewers to question the experts and follow the money back to the public relations industry to challenge its hold on democracy. (more)
Wrestling with Manhood is the first educational program to pay attention to the enormous popularity of professional wrestling among male youth, addressing its relationship to real-life violence and probing the social values that sustain it as a powerful cultural force. Richly illustrating their analysis with numerous examples, Sut Jhally and Jackson Katz ï¿½ the award-winning creators of the videos Dreamworlds and Tough Guise, respectively ï¿½ offer a new way to think about the enduring problems of menï¿½s violence against women and bullying in our schools.
Drawing the connection between professional wrestling and the construction of contemporary masculinity, they show how so-called ï¿½entertainmentï¿½ is related to homophobia, sexual assault and relationship violence. They further argue that to not engage with wrestling in a serious manner allows cynical promoters of violence and sexism an uncontested role in the process by which boys become ï¿½men.ï¿½
Designed to engage the wrestling fan as well as the cultural analyst, Wrestling with Manhood will provoke spirited debate about some of our most serious social problems. (more)
In Deadly Persuasion: The Advertising of Alcohol & Tobacco, Jean Kilbourne exposes the manipulative marketing strategies and tactics used by the tobacco and alcohol industries to keep Americans hooked on their dangerous products. Illustrating her analysis with hundreds of current advertising examples from mainstream and trade sources, Kilbourne presents a compelling argument that these cynical industries have a clear and deep understanding of the psychology of addiction ï¿½ an understanding they exploit to create and feed a life-threatening dependency on their products. Deadly Persuasion casts a critical eye on the corporate interests that lie behind the industries whose products kill more than 450,000 Americans each year.
In this exclusive, illustrated video, Mary Pipher, Ph.D., discusses the challenges facing today's teenagers, especially girls, as well as the role of media and popular culture in shaping their identities. She offers concrete ideas for girls and boys, families, teachers, and schools to help girls free themselves from the toxic influences of today's media-saturated culture.
Reviving Ophelia is one of the most talked about books in America. This video presentation brings together ideas from Pipher's books and from her clinical practice in a highly accessible format. It provides a dynamic discussion-starter for classes from high school through college, as well as for parents, teachers, youth, and civic groups.
While the social construction of femininity has been widely examined, the dominant role of masculinity has until recently remained largely invisible. Tough Guise is the first educational video geared toward college and high school students to systematically examine the relationship between pop-cultural imagery and the social construction of masculine identities in the U.S. at the dawn of the 21st century.
In this innovative and wide-ranging analysis, Jackson Katz argues that widespread violence in American society, including the tragic school shootings in Littleton, Colorado, Jonesboro, Arkansas, and elsewhere, needs to be understood as part of an ongoing crisis in masculinity.
This exciting new media literacy tool-- utilizing racially diverse subject matter and examples-- will enlighten and provoke students (both males and females) to evaluate their own participation in the culture of contemporary masculinity. (more)
Hip-Hop: Beyond Beats & Rhymes provides a riveting examination of manhood, sexism, and homophobia in hip-hop culture. Director Byron Hurt, former star college quarterback, longtime hip-hop fan, and gender violence prevention educator, conceived the documentary as a "loving critique" of a number of disturbing trends in the world of rap music. He pays tribute to hip-hop while challenging the rap music industry to take responsibility for glamorizing destructive, deeply conservative stereotypes of manhood. The documentary features revealing interviews about masculinity and sexism with rappers such as Mos Def, Fat Joe, Chuck D, Jadakiss, and Busta Rhymes, hip-hop mogul Russell Simmons, and cultural commentators such as Michael Eric Dyson and Beverly Guy-Shetfall. Critically acclaimed for its fearless engagement with issues of race, gender violence, and the corporate exploitation of youth culture. (more)
During the spring of 2000, eleven girls aged 8 to 16 from a variety of socio-economic backgrounds and two classrooms of middle and high school students were interviewed about their views on media culture and its impact on their lives.
Their insightful and provocative responses provide the central theme of the film, a half-hour examination of how the media presents girls. Juxtaposing footage culled from a typical week of TV broadcasting with original interviews, What a Girl Wants will provoke debate and, ideally, act as a catlyst for change in media content.
For marketers who wish to reach the lucrative youth market, the relatively uncluttered medium of the school environment represents the final frontier ï¿½ access to a captive audience of millions of students. Meanwhile dwindling federal, state, and local funding for education has left many schools vulnerable to the advertiserï¿½s pitch. As a result, commercialism has steadily increased in Americaï¿½s public schools in recent years, often with little or no public awareness.
Captive Audience examines this growing phenomenon through numerous examples of in-school advertising; interviews with teachers, students, parents, and activists; and a case study of community action to oppose an exclusive soda contract in the Pittsburgh school district. Media scholars and critics ï¿½ including Alex Molnar, Professor of Education Policy, Arizona State University; Henry Giroux, Professor in Secondary Education, Pennsylvania State University; No Logo author Naomi Klein; and Bill Hoynes, Professor and Chair of Sociology, Vassar College ï¿½ offer a broad look at the issues at stake.
Captive Audience is a compelling exposï¿½ of the transformation of classrooms, hallways, cafeterias, and textbooks into advertising vehicles. It explores how education is short-changed and democracy is at risk when schools become marketplaces and commercialism goes to the head of the class.
The media regularly use public opinion polls in their reporting of important news stories. But how exactly do they report them and to what end? In this insightful and accessible interview, Professor Justin Lewis demonstrates the way in which polling data are themselves used by the media to not just reflect what Americans think but instead to construct public opinion itself. Addressing vital issues (e.g., the role the media play in "manufacturing consent" for political elites, what polls really tell us about public opinion, what Americans actually think about politics), Constructing Public Opinion provides a new way to think about the relationship between politics, media and the public.
Exploding the myth that most Americans are moderate or conservative, Constructing Public Opinion demonstrates the way in which political elites help to promote the military industrial complex and how the media sustains belief in an electoral system with a built-in bias against the interests of ordinary people. Well illustrated with graphics and many examples of media coverage, it is the first film of its kind to present a critical analysis of media and public opinion.
It has been 30 years since Title IX legislation granted women equal playing time, but the male-dominated world of sports journalism has yet to catch up with the law. Coverage of womenï¿½s sport lags far behind menï¿½s, and focuses on female athletesï¿½ femininity and sexuality over their achievements on the court and field. While female athleticism challenges gender norms, women athletes continue to be depicted in traditional roles that reaffirm their femininityï¿½as wives and mothers or sex objects. By comparison, male athletes are framed according to heroic masculine ideals that honor courage, strength, and endurance.
Playing Unfair is the first video to critically examine the post-Title IX media landscape in terms of the representation of female athletes.
Sports media scholars Mary Jo Kane (University of Minnesota), Pat Griffin (University of Massachusetts), and Michael Messner (University of Southern California) look at the persistence of heterosexism and homophobia in perpetuating gender stereotypes. They argue for new media images which fairly and accurately depict the strength and competence of female athletes. Using numerous media examples, Playing Unfair is sure to stimulate debate among women and men, athletes and non-athletes about the meaning of these images in world transformed by the presence of women in sport.
Descarga la ponenci del prof. David Buckingham experto en Educación para los medios en Europa y en el mundo.
Ponencia del Prof. David Buckingham sobre Media Education
Bruselas, 7 de septiembre 2006 (Signis/Ricardo Yáñez) - Se ofrece la ponencia La Educación para los Medios en la era de la tecnología digital que David Buckingham diera en el Congreso “La sabiduría de comunicar”. Dicho encuentro se realizó en Roma, entre el 3 y el 4 marzo, en la Universidad La Sapienza con ocasión de los diez años de la MED, Asociación Italiana de Educación para los Medios y la Comunicación.
David Buckingham es profesor a cargo del Instituto para la Educación de la Universidad de Londres. Es fundador y director del Centro de Estudios para la Infancia, la Juventud y los Medios.
Buckingham ha sido un pionero en el desarrollo de la investigación en Educación para los Medios en el Reino Unido, y ha tenido un destacado rol en la aplicación de los estudios culturales para un análisis de las interacciones de los niños y los jóvenes con la televisión y los medios electrónicos.
Entre las 20 publicaciones en las que ha participado se encuentran: Los niños hablan de la Televisión (Falmer, 1993), Imágenes en Movimiento (Manchester University Press, 1996), Haciendo Ciudadanos (Routledge, 2000), Después de la Muerte de la Infancia (Polity, 2000) y Educación para los Medios (Polity, 2003).
El prof. David Buckingham, ofrece en esta ponencia una prospectiva de la Educación para los Medios en Europa y en el mundo. Desde la desmitificación del ingreso de la tecnología en la escuela, las competencias comunicativas de los niños y las niñas de hoy, hasta la complejidad de lo que es hoy hablar de Educación para los Medios se analizan esta ponencia que este especialista ha autorizado compartir a través de este sitio web.
Puede descargar la ponencia aquí.
Más información: http://www.childrenyouthandmediacen...
Ponencia presentada en la II Jornada de Docencia del IPM JMSM de la Universidad Pedaga Experimental Libertador, Caracas - Venezuela
Media Youth Television is a creative non-profit out-of-school time program designed to deliver comprehensive media education to youth between the ages of 12-20. The program is comprised of three major components: Media Literacy, Video Production, and Business Training.
Spin the Bottle offers an indispensable critique of the role that contemporary popular culture plays in glamorizing excessive drinking and high-risk behaviors. Award-winning media critics Jackson Katz and Jean Kilbourne contrast these distorted representations with the often disturbing and dangerous ways that alcohol consumption affects the lives of real young men and women. Illustrating their analysis with numerous examples, Katz and Kilbourne decode the power and influence these seductive media images have in shaping gender identity, which is linked to the use of alcohol. Nowhere is this link more cause for concern than on Americaï¿½s college campuses.
By exploring the college party scene, Spin the Bottle shows the difficulties students have in navigating a cultural environment saturated with messages about gender and alcohol. Interviews with campus health professionals provide a clear picture of how drinking impacts student health and academic performance, but it is the studentsï¿½ own experiences and reflections that tell the real story behind alcoholï¿½s alluring public image.
Spin the Bottle concludes with concrete strategies for countering the ubiquitous presence of alcohol propaganda and challenges young people to make conscious decisions about their own lives.
Jean Kilbourne's award-winning video offers an in-depth analysis of how female bodies are depicted in advertising images and the devastating effects of those images on women's health. Addressing the relationship between these images and the obsession of girls and women with dieting and thinness, Slim Hopes offers a new way to think about life-threatening eating disorders such as anorexia and bulimia, and a well-documented critical perspective on the social impact of advertising.
Slim Hopes is a lively and engaging program suitable for a wide range of audiences at high schools, colleges and universities. Using over 150 ads, it informs as it entertains, allowing viewers to build an analytic framework for considering the impact of advertising on women's health. (more)
If a key indicator of the health of a democracy is the state of its journalism, the United States is in deep trouble. In Rich Media, Poor Democracy, Robert McChesney lays the blame for this state of affairs squarely at the doors of the corporate boardrooms of big media, which far from delivering on their promises of more choice and more diversity, have organized a system characterized by a lack of competition, homogenization of opinion and formulaic programming.
Through numerous examples, McChesney, and media scholar, Mark Crispin Miller, demonstrate how journalism has been compromised by the corporate bosses of conglomerates such as Disney, Sony, Viacom, News Corp, and AOL Time Warner to produce a system of news that is high on sensationalism and low on information. They suggest that unless citizen activism can reclaim the commons, this new corporate system will be characterized by a rich media and an ever impoverished, poor democracy.
Big Bucks, Big Pharma pulls back the curtain on the multi-billion dollar pharmaceutical industry to expose the insidious ways that illness is used, manipulated, and in some instances created, for capital gain. Focusing on the industry's marketing practices, media scholars and health professionals help viewers understand the ways in which direct-to-consumer (DTC) pharmaceutical advertising glamorizes and normalizes the use of prescription medication, and works in tandem with promotion to doctors. Combined, these industry practices shape how both patients and doctors understand and relate to disease and treatment. Ultimately, Big Bucks, Big Pharma challenges us to ask important questions about the consequences of relying on a for-profit industry for our health and well-being.
Featuring interviews with Dr. Marcia Angell (Dept. of Social Medicine, Harvard Medical School; Former Editor New England Journal of Medicine), Dr. Bob Goodman (Columbia University Medical Center; Founder, No Free Lunch), Gene Carbona (Former Pharmaceutical Industry Insider and Current Executive Director of Sales, The Medical Letter), Katharine Greider (Journalist; Author, The Big Fix: How the Pharmaceutical Industry Rips Off American Consumers,), Dr. Elizabeth Preston (Dept. of Communication, Westfield State College), and Dr. Larry Sasich (Public Citizen Health Research Group). (more)
Camouflaged presents a probing look into the diverse perspectives of youth on the issue of military recruitment in schools. High school students, members of Military Explorers (a J-ROTC program), and anti-military recruitment activists engage in thought provoking discussions ranging from class issues with recruitment, the US motivations for war and occupation in Iraq, forces that drive young people to join the military, to the costs of war -- the lives of young American soldiers.
RESOURCE AND LEADERSHIP DEVELOPMENT INSTITUTE FOR YOUTH - This program offers a 6-month training on social documentation and digital media for high school youth with support from the Community Technology Foundation of California. This program also provides leadership development training and education on gang prevention, environmental health, reproductive health, and substance abuse prevention. As an integral component of youth leadership development, youth involvement in community service projects are integrated into the trainings.
Youth Media Arts Project (YMAP) * Youth Capacity Building Project
David Considine publica una breve introducción a la Educación en medios apoyado por una serie de recursos. Ojalá y puedan visitar su sitio: http://www.ced.appstate.edu/departments/ci/programs/edmedia/medialit/article.html
An Introduction to
The What, Why and How To's
For many years now, The National Telemedia Council has been asked if any clear, succinct yet comprehensive overview of media literacy was available. While Telemedium consistently addresses curriculum concerns, and textbooks like Visual Messages provide K-12 strategies and activities to integrate media literacy into the curriculum, there is need for a simple overview that explains to a newcomer to the field, just what media literacy is, and why we need it and where it belongs. These few brief pages then, represent our contribution to that need.
by David Considine
(Published in the Fall 1995 issue of Telemedium, The Journal of Media Literacy,Volume 41, Number 2)
What is Media Literacy and why do you need it?
Who teaches Media Literacy?
Approaches to Media Literacy
Some Principles of Media Literacy
References and Resources
First, the "why?"
In an age when most Americans get most of their information from television not textbooks, pictures not print, we need a wider definition of what it means to be literate. Many of us grew up hearing the proverbs and adages like these: You Can't Judge a Book By Its Cover, A Picture is Worth a Thousand Words.
These words are even truer today in an age not only of computers and telecommunications but of virtual reality and imageneering. Today's technologies represent a startling fusion of sight and sound that frequently make it difficult for us to discern illusion from reality, fact from fiction. Special effects like those seen in movies like "JFK" and "Forrest Gump" merge the past with the present, color with black and white, the dead with the living, fact with fiction in such a way that the real truth can often be confused with the reel truth.
lt would be one thing if such technologies were employed only in the entertainment media, but increasingly these production values are evident in broadcast news. A reporter in a TV studio is, for example, magically transported by computer onto the White House lawn. The mere location lends power, authority and therefore credence to the reporter and the story. This form of set decoration or window dressing is deceptive, especially when it is utilized during a program which is meant to provide us with factual information that we can rely upon.
While such techniques may render the program more visually pleasing, they represent the emergence of infotainment and the decline of objective, neutral and reliable news. Given these trends, responsible citizens need to possess the ability to question the accuracy and authenticity of information in all its forms, not just print. They need the ability to make reflective critical responses to this information. But media literacy is about more than just consuming information. A media literate individual is able to produce, create and successfully communicate information in all its forms, not just print. A simple example of why these skills are now necessary is evident in the emergence of CD-ROM. This technology represents a fusion of two previously discrete technologies, the computer and the video camera. It also represents a fusion of two information formats, print and picture.
As we approach the end of the 20th century Americans in the workplace as in their daily lives will increasingly need the information and communication skills necessary to live and work with multiple formats. Rather than simply typing print from page to screen, they will work with still and moving images, graphics and text. The organization and arrangement of these elements on the screen will require expertise in visual language and human perception. It will require individuals skilled in the design and display of information that is electronically produced, stored and accessed.
Media literacy, then, is an expanded information and communication skill that is responsive to the changing nature of information in our society. It addresses the skills students need to be taught in school, the competencies citizens must have as we consume information in our homes and living rooms, and the abilities workers must have as we move toward the 21st century and the challenges of a global economy.
In North America, while a phrase or word may change here or there, most media literacy organizations and leaders accept this definition of media literacy: The Ability to
Communicateinformation in a variety of format
including print and nonprint.
Like traditional literacy it includes the ability to both read (comprehend) and write (create, design, produce). Further, it moves from merely recognizing and comprehending information to the higher order critical thinking skills implicit in questioning, analyzing and evaluating that information.
Considine Appointed Chairperson 2003 National Conference
David Considine: Resume
Media Literacy: 1999 National Conference
Media Literacy and Adolescents
Media Literacy: Barry Duncan's Class at Appalachian
Media Literacy and Juvenile Justice
Media Literacy and North Carolina Curriculum Connections
Media Literacy and Presidential Politics
Media Literacy: ASU's Management Model
Media Literacy Class Online Spring 2002
Media Literacy: First National Media Literacy Conference at ASU
Media Literacy: From Television to Telling-Vision
Media Literacy, Health and Medical Issues
Media Literacy Hot Links
Media Literacy in North Carolina
Media Literacy: The Purposes and Rationale
Media Literacy Stipends & Summer School 2001
Media Literacy: Summit 2000: Reflections on Toronto Conference
Media Literacy: Teachers Talk Media Literacy
Putting the ME in MEdia: Student Reflections
Support Telemedium: The Journal of Media Literacy
Tyner to Teach in New York July 2002
Enlace directo a la revista que publica el Center for Media Literacy y algunos de sus principales documentos
For over 15 years — 1977–1993 — Media&Values magazine plowed the field for planting the media literacy movement in the United States. Begun as a graduate school project by CML founder Elizabeth Thoman, a former high school English and journalism teacher, the magazine grew over the years to become the "smartest magazine about the media published in the United States" according to the London Sunday Telegraph.
Originally a newsletter for teachers and leaders in the religious community, it evolved over time into a non-commercial, non-sectarian publication with a circulation of over 5,000. Each issue explored a single topic through articles by scholars, interviews, excerpts from new books, and action ideas for teachers, youth workers, family counselors and others.
Media&Values Archive: Issues 1 – 63
Acclaimed for its ability to interpret complex issues without watering down their significance, it served for many as a low-cost accessible "reader" on core media topics facing our society in the last quarter of the 20th century. The publication was discontinued in late 1993 but many articles in its 63 issues continue to be relevant to the ongoing conversation about the function and future of media and technology in our lives.
Thanks to grants and contributions from many longtime supporters of the magazine, including former staff, writers, photographers and artists, CML is pleased to provide this archive of articles from Media&Values as the foundation for our online "Reading Room."
Top 20 Articles
Otros enlaces a recursos interesantes del Center for Media Literacy
CML's online reference center for background articles, core research studies and timely reports as well as an historical archive documenting the development of media literacy in the United States.
Published from 1977 to 1993, Media&Values magazine served for many as the charcoal to ignite the flame of media literacy in the United States. Over 350 articles from 63 issues are now online.
Media Literacy in the USAOriginal source documents, reflection articles, papers and reports trace events and influences on the development of media literacy in the USA.
• History of US Media Literacy-Decade by Decade
• Why Media Literacy is Important
• Media Literacy: A Definition...and More
• Issues in the Development of Media Literacy
• CML Contributions to the Conversation
On Media and Living in a Media Culture
• Useful Articles, Reports and References
• Justice Issues in the Media
• Impact of Technology
Media Literacy and Education
• Education for the 21st Century: Issues and Trends
• Integrating Media Literacy Across the Curriculum
• Media Literacy Works! Case Studies and Success Stories
• How to Teach Media Literacy
• Lesson Plan Library
Five Key Questions of Media Literacy
Media Literacy in the Home
Media Literacy in Faith Communities
Media Literacy and Public Health
CML News and Publications
Les comparto una serie de recursos valiosos que ofrece el Center for Media Literacy. Encontrarán el enlace directo al Centro y su zona de descargas.
CML Completes MediaLit Kit™ Framework for K-12 Media Literacy Now all together in one place, the components of inquiry-based media literacy using the Five Core Concepts and CML's Five Key Questions of Media Literacy.
I. Theory: Literacy for 21st Century: An Overview & Orientation Guide
Explains media literacy pedagogy in plain language. Also: En Español! I
I. Practice: Five Key Questions That Can Change the World
Cornerstone lesson plans for K-12 across the curriculum
III. Implementation: Project SMARTArt: A Road to Follow
Discover innovative strategies for implementing media literacy and the arts while meeting state education standards in this comprehensive case study.
Media Literacy on Menu in Middle School Pilot Project
CML's "Media Literacy, A Recipe for Action," taught students media literacy skills as they learned about the key ingredients of a healthy diet.
CML CONNECT Newsletter - Read our latest Issue!
ALL NEW!Lesson Library: HIghlights from CML's Growing Collection
• We Tell Stories - In four sessions, students learn about Elements of Storytelling and skills to originate a reenactment of a story that contains a Community concept. (Grades K-5)
• Maps and the Pictures in our Head - Are maps media? Of course, and they're a perfect way to explore the 'constructedness' that is a building block of media literacy. Hidden Treasures: From CML's Reading Room Archive
• The First TV Studio in an Elementary School
• Screen-Agers...and the Decline of the "Wasteland"
• From Savers to Spenders: How Children Became a Consumer Market This is only one of 22 media topic pages linking you to selected articles and reports from our Reading Room plus recommended resources for teaching and learning.
Girls get this message repeatedly: What matters is how “hot” they look. It plays on TV and across the Internet. You hear it in song lyrics and music videos. You see it in movies, electronic games, and clothing stores. It’s a powerful message.
As parents, you are powerful too. You can teach girls to value themselves for who they are, rather than how they look. You can teach boys to value girls as friends, sisters, and girlfriends, rather than as sexual objects. And you can advocate for change with manufacturers and media producers.
The following list of resources can help. See http://www.apa.org/pi/wpo/www.apa.org/pi/wpo/sexualization.html for more information, including APA's Report of the Task Force on the Sexualization of Girls.
This list of resources was provided to APA’s Council of Representatives with the Report of the Task Force on the Sexualization of Girls and has been filed with APA. This means that the list of resources has not been adopted as a policy of APA nor has APA endorsed each of the resources cited. This list of resources is provided only for information and reference purposes.
ACT--Alliance for Children and Television
Advocates for Youth
Beacon Street Girls
Center for Media Literacy
Dads and Daughters
Girl Scouts of America
Girls Inc. Media Literacy
Girls, Women, and Media Project
Hardy Girls Healthy Women
Media Awareness Network
Media Literacy Clearinghouse
New Moon Magazine
See Jane/Improving Gender Portrayalsin Children’s Media
Teen Voices/Women’s Express
Third Wave Foundation
uniquely Me! The Girl Scouts/Dove Self-Esteem Program
Words Can Work