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An overview of the changes taking place in media education, for educators and administrators in comm depts
Part of a major project of the Council for Cultural Cooperation, the project described was specifically designed to identify the aims of, the main approaches to, and problems encountered when teaching secondary school students how to use mass media, and to make proposals on how mass media education can be effectively delivered. Following a brief description of the project and the symposium program, summaries are given of the following lectures and the ensuing discussions: (1) "School and Media," Rene Dubuox (Switzerland); (2) "The Press in Schools," Claude Gambiez (France); and (3) "Television Studies as a Discipline," L. Masterman (United Kingdom). Two plenary sessions are described, followed by reports from three working groups, each of which briefly discusses four themes in relation to the education of young people in schools: media use and citizen education; young people, adults, and the media; the use of the image in teaching; and the implications of media studies for teacher training. Symposium recommendations are listed in four categories: mass media education, use of the image in teaching, media teaching, and teacher training. General conclusions presented by P. Corset conclude the report. Appendices contain the "UNESCO Statement for the Symposium on Secondary School and the Media," by Etienne Brunswic, the Unesco representative, and lists of participants, observers, and journalists who were in attendance. (LMM)
Media Education Goes to School examines the struggles involved in integrating media education across the curriculum at a small urban school. Based on quasi-ethnographic research - specifically semi-formal individual and group interviews with twenty-one participants and participant-observation - the text focuses on how students understand and make meaning of media education in their schools, and what they know about urban education and urban school reform. The book argues against the neoliberal ethos that continuously harms urban youth and the rhetoric of new school reform that replicates, not heals, subjected social positions. Media education is a necessity in secondary schooling, but it cannot be thoroughly integrated into schools until significant structural changes are made in education: this book positions the site of change through the struggles students express with their own experience of education.
This paper discusses the value and role of mass media education, defined as teaching about or by means of: (1) the press in all its forms, including daily papers, magazines, reviews, and strip cartoons for the young; (2) radio and television; (3) tape recordings; and (4) photographs (prints and slides), films, and records. It is noted that mass media education is necessary because mass communication methods are an essential feature of the child's world. The role of mass media in society and in school is outlined, with information on the place of mass media in the curriculum; teacher training problems; the role of teachers, parents, persons from outside the school, and the pupils themselves in teaching with or about mass media; the grade levels at which mass media education should be offered; and methods of providing and evaluating mass media education. Examples from France, Switzerland, West Germany, Belgium, the Netherlands, England, Denmark, Finland, Sweden, and other European countries are provided. Finally, there is a discussion of the development of critical attitudes among the young as a preparation for life, including the need for and the effect of teaching children to critically evaluate information provided by the mass media. Also presented are a 131-item bibliography and a paper describing one teacher's experience of television's impact on school age children. (ESR)