61. Eyewitness News 11.com: Safe Schools, Healthy Children teach media literacy skills by talking with your child and looking for hidden meaning,subtle messages, stereotypes, and violent themes in all forms of media http://abclocal.go.com/wtvd/areaguide/safeschools.html

Quick Links News As Seen on ABC 11 NC News Briefs Week in Review Eye on Government E-News Newsletters Weather First Alert Doppler Radar Severe Weather Live Webcams Hurricane Awareness Sports Sports Sunday Where's Charlie Consumer News Troubleshooter Eye on Recalls Features Holiday Guide 2002 Lottery Results Children First Don Ross' Journal Entertainment Health Hampton's Health Reports MoneyScope Mr. Food Community School Guide Community Events Career Center Eyewitness Traffic Gateway to North Carolina Wake County Attractions Durham County Attractions Orange County Attractions Cumberland County Attractions Interactive Message Boards Ask the Troubleshooter About ABC 11 About Us News Team Bios Jobs at ABC 11 ABC 11 Contacts Safe Schools, Healthy Children ABC 11 Eyewitness News is committed to the young people in the Heart of Carolina, that's why we've joined forces with local school systems to raise awareness of the challenges facing America's children. Wake County: 850-1660 Durham County: 560-3714 What Can Parents Do To Help Their Child Use Media Wisely? Consider the impact of violence in movies, television, music, video games and other media has on a young child and a developing adolescent. Make decisions about limiting (or eliminating) violent content for your child.

62. Using Video In The Classroom literacy is the ability to analyze, evaluate and produce communication in a varietyof forms. media education refers to teaching about media when you teach http://www.prairiepublic.org/education/teachers/techniques.htm

Video In The Classroom Useful Techniques For Teachers Instructional television, video, and other technologies like maps, books, film, newspapers and slides, help students learn and retain what they have learned. Most instructional television/video programs are designed to stimulate interaction between the student and teacher. However, to help students get the most out of supplementary video, the teacher must have the knowledge, skills, confidence and enthusiasm to spark that interaction. Television in the classroom is a frienda teacher's aide. Teaching with video is interesting and rewarding; it brings many new and exciting experiences to the classroom. The attitude of the teacher is very important in making the lesson a success. If the teacher doesn't take instructional television and video resources seriously or gives them only marginal attention, learning benefits will be minimal. Instructional television's effectiveness will be only as good as the teacher's method. A good teacher is a good teacher television or no television. The construction and management of learning using a video-based lesson is a technique the teacher will develop from experience. However, many teaching techniques and tips on using television and video can be shared with you to aid in the development of technology-based lesson planning.

63. Media/Media Literacy Why teach media literacy? / Approaches to media Education / EightKey Concepts of media literacy / Making it Happen / Evaluation. http://www.geocities.com/dboals.geo/media.html

Media/Media Literacy Part of the History/Social Studies Web Site for K-12 Teachers COMMERCIAL MEDIA - TELEVISION PRINT AND MEDIA HISTORY GENERAL AND MULTIMEDIA MEDIA LITERACY ... MEDIA AND CHILDREN COMMERCIAL MEDIA - TELEVISION Search this site powered by FreeFind BBC America - Daily Schedule GIST TV listings and much more. See the informational tutorials on Digital imaging on a shoestring Part 1-4. 2000 New York International Children's Film Festival TV Industry - Daily TV Resource ABC News Radio The Harry Smith Site ... All of our Great DISH Network Channels Although a dish network site, all the channels are listed (by number or alpha) and web sites are linked. Scroll bar navigation makes it easy to find the channel web site you are looking for. Bravo: Welcome Teachers' Guide for the Professional Cartoonists' Index DTV TimelineExplore the World of Digital Television... Digital TV - A Cringely Crash Course ... International Channel International Channel provides outstanding foreign-language programming, including global news, sports and entertainment in over 20 Asian, European and Middle Eastern languages. Programming blocks include news from world capitals, exciting drama series and film festivals, world-class rugby and soccer, Japanese anime, international music videos and popular variety series. HotWired: Synapse - Jon Katz "Media historians will look back on it as a time when the mainstream press and the public split off from one another, perhaps for good, each going radically different ways, the fault lines between the two widening."

64. MediaChannel.org Media Literacy Classroom Teachers' Toolkit For articles and information on WHY and HOW to teach about media, visitthe media literacy Classroom. For tips on using mediaChannel http://www.thefileroom.org/medialit/searchform.cfm

65. FIRM Top 10 Steps For Parents 7. teach media literacy in School and at Home. media literacy is designedto give kids the tools to see through the hype and filter http://www.firmonline.org/what/tensteps.html

Top Ten Steps For Parents To Help Create a Safer Media Environment for Their Kids "As parents we are our children's first line of defense, and we have to take that responsibility seriously." 1. Establish Good Media Habits Early. By the time your child is two or three, set rules about when, where, and how your kids can use the media, and be very selective about what you let them play with, listen to, and watch. 2. No TV or Computer in Your Child's Room. TVs and computers should be in common areas or family rooms where you can be actively involved in what they are seeing and doing. 3. Set a Media Diet and Stick to It. Strive for a balance in your family's media consumption and decide, as a family, what you will watch and when you'll watch it and stick to it. 4. Teach Your Child to Ask Permission to Use Media. This is a simple way to get children to think of media not as a constant presence but as an activity that they do by appointment only. By exploring your kids' media world with them, you are showing that you are interested in their choices and you will have a far greater chance of influencing them. 6. Set Clear Rules Regarding Your Child's Media Use in Other Homes.

66. Media Knowledge Interns may, if they choose to, teach or coteach a media literacy lesson (thisis handled on a case-by-case basis and must be coordinated prior to the http://www.mediamaniacamp.org/internships.html

INTERNSHIPS College interns are a key component of the success of Media Mania. Interns offer a fresh perspective to the camp experience and provide positive role models to the campers. Media Mania offers a limited number of internships to talented college students majoring in education, communication, or media studies. To learn more about Media Mania internships, or if you are interested in applying for an internship position, keep reading! Job Description Media Mania Internships begin on July 1 and end on July 19. With the exception of two meetings, Interns have most evenings, every weekend, and Independence Day off. The internship is comprised of a total of 120 hours. Ideal candidates will be education, communication or media majors entering their junior or senior year. Experience with middle school aged children, particularly in a camp environment, is desirable but not necessary. Candidates should be mature, hard-working, enthusiastic, amiable, able to take the initiative, and have the ability to display patience when working with children. Interns are responsible for many aspects of the camper's educational experience.

67. ED442147 2000-07-00 Media Literacy. ERIC Digest D152. It is thus imperative for educators to teach what Megee (1997) calls the new basic media literacy - so that learners can be producers of effective media http://www.ericfacility.net/databases/ERIC_Digests/ed442147.html

ERIC Identifier: Publication Date: Author: Abdullah, Mardziah Hayati Source: ERIC Clearinghouse on Reading English and Communication Bloomington IN. Media Literacy. ERIC Digest D152. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Children today are growing up in what O'Sullivan, Dutton and Rayner (1998) call a "media saturated" world, in which mass media, including the Internet, have a commanding presence in daily life. Media messages exert such powerful "social, emotional and intellectual influences" (Hepburn, 1999) that it is important to develop a society which understands how media can both serve and deceive. It is thus imperative for educators to teach what Megee (1997) calls "the new basic"- media literacy - so that learners can be producers of effective media messages as well as "critical consumers of ideas and information" (Rafferty, 1999). WHAT IS MEDIA LITERACY?

68. 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.

69. Innovative Teaching - Media Resources CENTER FOR media literacy includes the media Values archive and 22pages on how to teach media literacy in the classroom. CONSUMER http://surfaquarium.com/media.htm

ABOUT FACE - High-School level site dealing with media treatment of women; lots of room for student interaction and the Light at the End of the Tunnel section is positive activism at its best AD DISSECTION 101 - subtitled 'exposing mmedia manipulation,' this site is a great unit for secondary students in a familiar WebQuest-style format ALLIANCE FOR A MEDIA LITERATE AMERICA - promotes media literacy in education that is focused on critical inquiry, learning, and skill-building CENTER FOR MEDIA LITERACY CONSUMER JUNGLE - targets seconday studnets as media savvy consumers through games, quizzes, and projects; plans and handouts for teachers, too CONSUMER REPORTS FOR KIDS - product tests, media literacy and fun activities to promote children as critical thinkers when considering media advertisements DIGITAL FILM FESTIVAL - a traveling and online showcase of digital films catalogued here for your use DIRECTORY OF ONLINE RESOURCES FOR INFORMATION LITERACY - provides educators with a comprehensive, up-to-date guide World Wide Web resources that relate to information literacy

70. Resources ways to teach about TV and other media. National Telemedia Council 120 E WilsonSt Madison, WI 53703 (608) 2577712 Dedicated to promoting media literacy and http://www.cep.org/resources.html

Various Resources for Media Criticism (with some links) Media Literacy On-Line Project University of Oregon http://interact.uoregon.edu/MediaLit/HomePage Center For Media Literacy 1962 S Shenandoah Los Angeles, CA 90034 website- http://www.medialit.org Dedicated to the promotion of media literacy. Publishes a magazine and resource directory. Association For Media Literacy 40 McArthur Street Weston, ONTARIO M9P 3M7 Canada Members are concerned about the impact of mass media in the creation of contemporary culture. Newsletter, workshops and conferences. Citizens For Media Literacy 38 1/2 Battery Park Ave NW Suite G Asheville, NC 28001 Not-for profit organization dedicated to linking critical thinking about media to the priciples ond practice of citizenship. Has newsletter. Family TV Research 405 Temple St New Haven, CT 06511 Has Information on ways to teach about TV. Jesuit Communication Project 300 - 47 Ranleigh Avenue Toronto, ONTARIO

71. Northwest Media Literacy Center: Board Members and he also teaches media literacy at the Northwest Film Center's summer media academyfor high school teachers. Carl and Susan also coteach a graduate class http://www.mediathink.org/board.htm

About Media Literacy About Us News and Events Education ... Support Us -Join the Conversation- Please join our listserv to receive updates and converse with the Media Literacy community -Become a Member- Become an NMLC Member and/or make a tax-deductible donation, either via secure online credit-card donation by clicking here: or via check by printing this form Northwest Media Literacy Center 1509 SW Sunset Boulevard, Ste. 2D, Portland, OR 97239 info@mediathink.org NORTHWEST MEDIA LITERACY CENTER BOARD MEMBERS, 2002-2003 Amy Ryan (Board Chair, 2002-2003) Amy Ryan works as a graphic designer and senior production coordinator for Willamette Week, an independent newspaper in Portland, OR. In addition to serving a term as the Northwest Media Literacy Center's board chair, she is currently developing a self-taught discussion course on the topic of media and health. Amy graduated with honors from Brown University in 1999. While there, she spent a year as editor-in-chief and president of The Brown Daily Herald, Inc., the daily student newspaper. She oversaw all aspects of the publication and managed a volunteer staff of over 150; she also was the primary financial officer of the independent corporation's $250,000 yearly operating budget. Sandra Taylor (Board Vice-Chair, 2001-2003; Past Vice-Chair/Treasurer)*

72. MediaFamily.org | Links: Media Education And Media Literacy Resources (http//www.childwatch.uio.no); The Christian media literacy Institute equipsparents and educators to teach media evaluation in light of Christian values. http://www.mediafamily.org/links/index.shtml

Get Media Wise Watch what your kids watch Email This Page c o n t e n t s About Us Speakers/Training KidScore Ratings Newsletter ... Support Us Links Media Education and Media Literacy Resources The goal of the National Institute on Media and the Family (Institute) is to provide resources for educators, parents, community leaders, and others concerned about the ever increasing impact of media on children, families, and communities. The following is a list of other organizations concerned with media education and media literacy issues. Continue to check our web site for new sites and resources. The resources listed are organizations separate from the Institute. The Institute does not endorse nor does it assume liability for the currency, accuracy, or availability of any information on these sites. Please inform our webmaster if you locate any links that have moved, are no longer operational, or should be reviewed and added to the resources list. Thank you. American Academy of Pediatrics is committed to the attainment of optimal physical, mental, and social health and well-being for all infants, children, adolescents, and young adults. This site also includes "A Minute for Kids" a library of audio tapes, and "

73. The Other Parent - The Top 10 Steps 7. teach media literacy in school and at home. 8. Have pediatriciansreview your child's media use as part of their annual checkup. http://www.theotherparent.com/book/steps.html

"Robert Kennedy once told me that the three traditional influences on a child - home, school and church - were now accompanied by a fourth great influence, television. Many children spend more time with television than in school; sadly, in some homes, more time with television than with their parents. This important book by Jim Steyer illuminates how today's powerful media can enrich rather than harm our children." - Newton Minow, former Chairman, Federal Communications Commission Top Ten Steps Top 10 Steps For Parents Top 10 Steps for the Media Industry Top 10 Steps That Government Should Take Top 10 Steps For Citizen Activists Top Ten Steps For Parents To Help Create a Safer Media Environment for Their Kids 1. Establish good media habits early. 2. Location, location, location: No TV in your child's bedroom. 3. Set a media diet and stick to it. 4. Teach your child to ask permission to use media. 5. Watch and listen with your kids - then tell them what you like and don't like and why. 6. Set clear rules regarding your child's media use in other homes. 7. Teach media literacy in school and at home.

74. The Free Expression Policy Project teach them how to make their own media – be it an online Youth arts, journalism,and media literacy organizations that participated included the Just Think http://www.fepproject.org/commentaries/53colloquium.html

Site Last Updated 4-9-2003 The Free Expression Policy Project began in 2000 to provide empirical research and policy development on tough censorship issues and seek free speech-friendly solutions to the concerns that drive censorship campaigns. Home About Us Commentaries Contact Us ... White Papers Search FEPP this site only Commentary THE MAKING OF A MOVEMENT: Youth Free Expression Network By Stephanie Elizondo Griest To accomplish this, Danya Steele of Harlem Live stressed the importance of making youth feel involved. “The best way to mobilize youth is to put them in the driver’s seat. Teach them how to make their own media – be it an online magazine or a radio show or a documentary film. This will bring our voices to the table. Teens have the audacity to tell the truth, and because of that we have the potential to change the world." A coordinating committee and a youth free-expression listserv have been established to plan the next steps. If you would like to join the movement to combat censorship that threatens the free expression rights of youth, please contact Stephanie Elizondo Griest at sgriest@ncac.org

75. Instructional Materials In Media Literacy/Studies No prior knowledge of graphic design is necessary to teach this unit media AwarenessNetwork offers practical resources for teaching media literacy in Canadian http://www.cln.org/subjects/media_inst.html

Instructional Materials in Media Literacy/Studies Below are the CLN "Theme Pages" which focus on specific topics within Media Literacy/Studies. CLN's theme pages are collections of useful Internet educational resources within a narrow curricular topic and contain links to two types of information. Students and teachers will find curricular resources (information, content...) to help them learn about this topic. In addition, there are links to instructional materials (lesson plans) which will help teachers provide instruction in this theme. Advertising in the Media Theme Page History of Film Theme Page Journalism Theme Page Violence in the Media Theme Page General Media Literacy/Studies Resources Here are a number of links to other Internet resources which contain information and/or other links related to Media Literacy/Studies. Please read our Case Studies Index Over 30 case studies in Media Management and Sales from the School of Journalism at the University of Missouri. Many of the issues that these address would be suitable for high school students. Critical Thinking and Alternative Viewpoints Page This grade 4/5 unit plan from a University of Victoria education student challenges students to understand viewpoints that are different than what the media and society tell us are true. Seven lessons help them to learn focus on searching for the truth using multi media such as the Internet. Warning: This is a Geocities site which means that you'll get intrusive and annoying advertising every time you load a page.

76. Media Literacy And The Internet This latest issue, media literacy and the Internet, is guest commentary and curriculumideas from top media educators on bring to the way we teach and learn http://danenet.wicip.org/ntc/TELEMED.HTM

Current Issue....................................... Media Literacy and the Internet The Summer 1998 issue of Telemedium, The Journal of Media Literacy , is hot off the press! This latest issue, Media Literacy and the Internet is guest edited by NTC board members Martin Rayala and Steve Head, and focuses on the impact of new media technologies on society and the field of media education. The issue features essays, commentary and curriculum ideas from top media educators on the exciting possibilities these new technologies bring to the way we teach and learn about the media. Articles include: Media Education and the New and Converging Technologies:Making the Connections by Canadian media educator Neil Andersen. Mind Meld:The Coming Convergence of Mind and Machine by Martin Rayala. The Opportunity and the Challenge of Internet Publishing by Steve Head Visual Literacy and the Internet by University of Wisconsin's Ann DeVaney Perspectives on Media Literacy and the Internet ; commentary from Kathleen Tyner, Renee Hobbs, John Pungente Barry Duncan, Ben Shneiderman, George Gerbner, Len Masterman

77. COURT TV ONLINE - CHOICES AND CONSEQUENCES teach students to analyze the content and intent of advertising, Web site Thinkfor Yourself media literacy for the Millennium Produced by NMSA and http://www.courttv.com/choices/teachers/7.html

var openThis = 2; Media Smarts Today's middle schoolers are immersed in the media. They watch TV and movies, surf the Internet, use CD-Roms to research information, exchange e-mail, converse on cell phones, make tapes of favorite songs, and are rarely without a Walkman. Yet they are not very discriminating. Too often they are passive receivers and acceptingly uncritical of the myriad messages delivered t hrough all these sources. Middle school teachers have a vital role to play in teaching young adolescents to be media literate. Cable in the Classroom programs. Look in Cable in the Classroom magazine for information about programs, projects, and support materials, or visit CIC's Web site ( www.ciconline.org ) to do a keyword search or link to sites with downloadable lesson plans. • Control the remote control. Pause frequently and pose questions. "Can you predict what will happen?" "How did the characters' choices affect the outcome?" "What would you do in a similar situation?"

78. COURT TV ONLINE - CHOICES AND CONSEQUENCES Increasing media literacy for Families with Young adolescents • teach your childrento choose television programs rather than randomly surfing channels. http://www.courttv.com/choices/media/13-14.html?sect=2

79. Heinemann Seeing Believing Seeing Believing How to teach media literacy in the English Classroom Ellen Krueger,Millburn High School, New Jersey, Mary T. Christel, Adlai E. Stevenson http://www.heinemann.com/shared/products/0573.asp

Welcome to Heinemann Search Advanced Search Browse New Titles Firsthand Reading Writing ... View All Topics >> Professional Development Planning Services Heinemann Workshops Heinemann Speakers HeinemannU ... Seminars Special Features Resource Center Sample Chapters Exhibit Schedule Heinemann Distributors ... Help How to Teach Media Literacy in the English Classroom Ellen Krueger , Millburn High School, New Jersey,  Mary T. Christel , Adlai E. Stevenson High School, Illinois Boynton/Cook/0-86709-573-3/2001/184 pp/paperback Availability: In Stock Grade Level: 9-12 List Price: $19.50 Savings: $1.95 Online Price: $17.55 Table of contents Online resources People who bought this also bought... EMAIL this page to a friend Foreword by Alan Teasley Whether it's television, film, print, or the Internet, our world is saturated with visual images. That flow has become so persistent, so insistent, we can no longer dismiss its impact on our students' perceptions. We need to make media literacy a vital component of language arts education and equip our students to analyze and respond critically to media texts. was written to assist you with that process.

80. Calls For Papers: Bibliography: CFP: Media Literacy (11/30; E-j media production and the methods that could be used to teach the skills arising fromthe diverse cultural contexts which undergird media literacy issues world http://www.english.upenn.edu/CFP/archive/Bibliography/0002.html

CFP: Media Literacy (11/30; e-journal) From: Juris Dilevko ( dilevko@fis.utoronto.ca Date: Thu Feb 10 2000 - 17:36:29 EST Next message: Previous message: Wayne Wiegand: "CFP: The Library as an Agency of Culture (2/1/01; journal issue)" Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] ANNOUNCING A NEW REFEREED E-JOURNAL IN THE FIELD OF MEDIA STUDIES, ENGLISH, and EDUCATION. The first issue will be published in February, 2001. Call for papers for the 1st issue closes November 30, 2000. SIMILE is a new refereed e-journal that will be published quarterly by the University of Toronto Press starting in the winter of 2001, with issues appearing at the beginning of February, May, August, and November. All manuscripts will be subject to a double-blind peer review process. SIMILE will focus on topics connected with media literacy instruction in school, public, and academic libraries, as well as with the role that teachers, librarians, and information professionals at all levels can play in bringing about a better understanding of the social, cultural, economic, and political forces that shape traditional and

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