Representing a significant survey and evaluation of major media literacy projects in the U.S. and selected countries throughout the world, this book covers all aspects of critical viewing skills. It provides comprehensive, theoretical and historical background about the field, the criteria for its evaluation, and various structured programs including the CVS projects and programs sponsored by school districts, individuals, non-governmental national organizations, and private companies.
The book can serve as a guide for curriculum planners as well as teachers in the classroom and adult workshops -- and also parents and individual adult viewers -- in applying the best match of theories, practices, readings, and specific exercises to monitor and enhance television's role.
Table of Contents
Contents: Introduction. Part I: Theoretical and Historical Background: Establishing Criteria for "Critical Viewing Skills" Education. Foundations of Media Literacy Studies. Media Systems and Educations. Historical Development of Television Media Education. Part II: Analysis of Representative Structured Programs of "Critical Viewing Skills" Education. General Characteristics of Major CVS Projects. Projects Funded by U.S. Government. School Districts (Systematic, Formal Instruction). Projects by Individuals: Collaborative and Independent. National Organizations (Nongovernmental), U.S. Private Companies, U.S., U.K. Institution-Related CVS Programs in Non-U.S. Countries. Part III: Evaluation of CVS Projects and Recommendations for Future Planners and Implementers. Quantitative Profile of CVS Projects. Qualitative Review: Distinctive Characteristics of CVS Projects. Retrospect and Prospects: Toward CVS Media Education in the 1990s. Appendices: Initial Three-Page Questionnaire, 1981 Survey. Follow-Up One-Page Questionnaire, 1985 Survey. Sources of Information and of Printed and Audiovisual Materials for CVS Projects.
"In the process of articulating the field's ideological premises, Brown introduces a series of criteria by which today's literacy projects can be assessed....they are the basis on which guidelines for media literacy of the 1990's can effectively proceed."
—Journal of Communication
"...a book that anyone with a serious interest in media education will want to own....This work should not be overlooked, but rather tapped. This is excellent advice."
"This is a book whose time is not past, is not here, but is coming."
—Stuart M. Hoover