41. Teacher Role Of Library Media Specialist this great source for tips, resources, assessments, lessons and much more developedby BCPS library media specialists to teach information literacy skills and http://www.bcps.org/offices/lis/office/teacher.html

Contents This Page BCPL Assignment Alert BCPL QUEST Best Practices Cohort ... Problem Solving Models - Online Research - WebQuests - I-Question - CyberGuides - I-Search Reading Page Research Scope and Sequence Technology Integration The MSDE Standards for School Library Media Programs provide the guiding principles for program development and evaluation in the Baltimore County Public Schools. A merican A ssociation of S chool L ibrarians Position Statements Information Literacy Resource Based Inst Independent Reading and others Resource Guides These web-based guides comprise a working bibliography of resources gathered by AASL staff to assist library media staff with all aspects of library programming. Cool Tool Try N oodle B ib when you want to create a MLA Works Cited list.

42. ƒJƒiƒ_”ñ‰c—˜‘gDMedia Awareness Network TOP WebŽ‘—¿–|–ó ·? media literacy What Is It and Why teach It? ·? Why teach media literacy? http://www.soj.jp/media-awareness/media-awareness1.html

Media Awareness Network, Canada http://www.media-awareness.ca/ ƒJƒiƒ_‚Ì”ñ‰c—˜‘gDƒƒfƒBƒAEƒAƒEƒFƒAƒlƒXEƒlƒbƒgƒ[ƒNMedia Awareness Network‚ªweb‚ÅŒöŠJ‚µ‚Ä‚¢‚锜‘å‚ȃƒfƒBƒAEƒŠƒeƒ‰ƒV[‚ÉŠÖ‚·‚鎑—¿‚̈ꕔ‚ð–M–ó‚·‚é‹–‰Â‚ð‚¢‚½‚¾‚«‚Ü‚µ‚½B ‚È‚¨A‚±‚̃vƒƒWƒFƒNƒg‚͕č‘‚̏•¬’c‘Ì Global Catalyst Foundation ‚̏•¬‹à‚ðŽó‚¯‚Ä‚¢‚Ü‚·B ‹³ŽtEŽw“±ŽÒŒü‚¯ @(For Educators) ƒƒfƒBƒAEƒŠƒeƒ‰ƒV[ŠT—v Media Education Overview ƒƒfƒBƒA‚ð‹³‚¦‚鋳Þ Teaching Media –ƒƒfƒBƒAEƒŠƒeƒ‰ƒV[ @ Media Literacy -What Is It and Why Teach It? ƒCƒ“ƒ^[ƒlƒbƒg‚ð’m‚낤 Introducing the Internet ƒƒfƒBƒAEƒŠƒeƒ‰ƒV[‚Á‚ĉ½H What is Media Literacy ƒlƒbƒgã‚ÌŽq‚Ç‚à‚½‚¿FƒEƒFƒbƒuEƒŠƒeƒ‰ƒV[ ¬Šw ”N¶ƒŒƒxƒ‹ Kids on the Net: Critical Thinking Skills for Web Literacy ‰½ŒÌƒƒfƒBƒAEƒŠƒeƒ‰ƒV[‚ð‹³‚¦‚é‚Ì‚© Why Teach Media Literacy? ƒƒfƒBƒA‹³ˆç‚Ö‚Ì“ü–å Approach to Media Education ƒƒfƒBƒAEƒŠƒeƒ‰ƒV[‚ðŽ¯•Ê‚·‚鎋“_ A Critical Framework For Media Literacy ƒL[ƒRƒ“ƒZƒvƒgiŽå—v‚ÈŠT”Oj Key Concepts –ƒƒfƒBƒAEƒŠƒeƒ‰ƒV[‚Ì‚W‚‚̃L[ƒRƒ“ƒZƒvƒg Eight Key Concepts of Media Literacy –ƒƒfƒBƒA‹³ˆç‚Ì‚½‚߂̃L[ƒRƒ“ƒZƒvƒg Key Concepts for Media Education ƒZ[ƒ‰[ƒ€[ƒ“‚É‚Ý‚éƒWƒFƒ“ƒ_[–â‘è

43. Media Literacy And Public Access TV Training Access classes need to teach a diverse group of people a lot of informationin a short amount of time. To add media literacy is a dilemma. http://interact.uoregon.edu/MediaLit/mlr/readings/articles/public.html

Serving Educators Around The World Media Literacy Review Media Literacy Online Project - College of Education - University of Oregon - Eugene Media Literacy and Public Access TV Training Authors: Jesikah Maria Ross and Barbara Osborne Source: Stratagies For Media Literacy Forward Public access television advocates seek to democratize the media by empowering community members to make their own TV programs free of the conventions and restrictions inherent in commercial programming. Ironically, given the opportunity to produce and cablecast, many access users uncritically mimic the conventions of commercial broadcasting, limitations and all. Access has provided the public with the power to produce and to be heard, but over the last two decades it is clear that equipment, technical knowledge, and an airdate are only half the battle. Media literacy (learning to both critically analyze and produce media) teaches people to identify and to question the language of television, its conventions, and its political and economic underpinnings. It also teaches people the nuts and bolts of video production. Obviously, access training already teaches the production part of media literacy. Learning to frame a shot, selecting takes in editing, and other aspects of the production process reveal the "constructedness" and values inherent in all television production. But most of the time, access trainers don't make these connections explicit or contextualize them within the framework of the dominant model of commercial television. Without these connections, which they often do not make their own, access users tend to produce what many trainers refer to as "broadcast clones." As Boston freelance producer Tim Wright put it, "Access has been very good at making users media literate inasmuch as they become aware of how TV is made." But, he adds, "They've been less successful in getting users to reflect on dominant TV forms, their limitations, why they exist, and who they serve."

44. Frontline: Teacher Center: Teachers' Guide: The Merchants Of Cool background information about key media storytellers. Because it exposes motivesand techniques, the film is an invaluable tool for teaching media literacy. http://www.pbs.org/wgbh/pages/frontline/teach/cool/

var loc = "../../"; Just as you might add to your students' knowledge of a piece of literature by providing historical context and profiling the author, "The Merchants of Cool," which first aired February 27, 2001, provides vital background information about key media "storytellers." Because it exposes motives and techniques, the film is an invaluable tool for teaching media literacy. And because it is about their world, "The Merchants of Cool" is sure to hold students' attention and provide you with an excellent opportunity to engage them in discussions of culture, history, business, economics, ethics, mathematics, health, performing arts, gender stereotypes, ethnography, literature, social studies, and civics. NOTE: In showing examples from the media it analyzes, "The Merchants of Cool" includes some adult language and sexual content. Educators are advised to preview the film prior to showing it to students. Traditional literacy is the ability to understand, analyze, and use print to communicate. Media literacy adds the ability to apply these skills to images, sound, and multimedia formats. There are 31.6 million 12-19 year-olds in the U.S. - the largest generation ever. (U.S. Census Bureau, 2000)

45. TeacherSource . Media Literacy . Quiz | PBS literacy skills will not only help you as an everyday media consumer, but will alsohelp your students' critical thinkingno matter what discipline you teach. http://www.pbs.org/teachersource/media_lit/quiz.shtm

April 9, 2003 Quiz 1. What percentage of American children have television sets in their bedrooms? a. 15% b. 25% c. 40% d. 65% 2. The average American seventh grader: a. watches four hours of TV per day b. listens to four hours of music per day c. surfs the internet and communicates via e-mail four hours per day d. plays video games four hours per day 3. Excessive TV viewing has been linked to: a. nearsighted vision b. obesity c. attention deficit disorder d. fine motor skill impairment 4. On average, U.S. kids who have video games at home play with them 90 minutes each day. How many school-age kids own video game equipment? a. 45% b. 75% c. 89% d. 93% 5. Which of the following statements about children and music is correct, according to recent research? a. On average, teens watch three hours of music videos per day b. Only 30% of school-age children know the lyrics to their favorite songs. c. Teens rate music as a more important influence on their decision making than their parents/guardians d. There is a direct cause-and-effect relationship between violent lyrics and violent, real-world behavior.

46. Rethinking Schools -- Channel One Enters Media Literacy Movement -- Volume 14, N creeping commercialism in the classroom, by offering media literacy workshops tostudents and teachers. The workshops are designed to teach young people how http://www.rethinkingschools.org/Archives/14_02/chan142.htm

Volume 14, No. 2 - Winter 1999 Winter 1999 Like many educators these days, Maggie Annerino is concerned about the increase of corporate advertising in her local public schools. Annerino, a video maker and former teacher from Grand Rapids, MI, has watched in alarm as corporations like Coca-Cola, Hershey's, and Nike, have showered schools with a variety of in-school marketing schemes. There's the math curriculum in which students count pairs of Nikes, the history lesson that touts the role of Tootsie Rolls in the diets of World War II soldiers, and there's Channel One, the commercial TV network that gives schools free televisions in exchange for delivering a captive student audience to advertisers. "It's gotten to the point where when I ask kids how school is going, they talk about the cool commercials they saw in class today," Annerino says. Annerino is challenging what she calls "creeping commercialism" in the classroom, by offering media literacy workshops to students and teachers. The workshops are designed to teach young people how to analyze and understand the barrage of messages they receive daily from television, radio, computers, and advertising. Students in Annerino's workshops pick apart print and television advertisements and analyze how advertisers target and manipulate teenagers into buying certain products and brands. Last June, when Annerino heard that some 300 media literacy teachers from around the country were gathering in St. Paul, MN, for a National Media Education Conference (NMEC), she was eager to attend and swap teaching tips with colleagues. Walking into the conference headquarters however, she was surprised to discover that some of the very same corporate media giants she was dissecting in the classroom were underwriting the conference. Channel One, it turned out, was the conference's main financial sponsor, to the tune of some $30,000, and most visible presence. Time-Warner, Turner Broadcasting, and Discovery Communications, were also sponsors.

47. Institute For Pastoral Initiatives (IPI) Home A child as young as 3 can be introduced to media literacy by talking with storybooks(reading some childrens' biography and some fiction and teach the child to http://www.udayton.edu/~ipi/mediaed/whatnew.php3

Media Literacy Home What is media literacy? Why is it needed? What's New? ... The University of Dayton Introducing Preschoolers to Media Literacy I recently got a request from a student in Singapore who was doing a project on teaching preschoolers the fundamentals of media literacy for her graduation project. She asked: "How is it that a child as young as 3 will be able to grasp the concepts of the workings of TV?" Below are the suggestions that I gave her and the resources I recommended. Dear Adrian, I'm happy to see that you're doing your graduation project on preschoolers and television. Here is some information and further sources: Taking a child to see a play (children's theater) and having them meet some of the actors and see the stage set up close after the play also prepares them for understanding that what they see on TV is "pretend." They can be introduced to the five key concepts of media literacy: Media construct reality: stories on TV are made up, or perhaps they tell the story of a real person, but have to take all the interesting things that happened during their lifetime and pick and choose the most interesting, so that they can tell the story in 30 minutes, or one hour. Media use identifiable techniques: Use story books with lots of pictures and teach the child that every detail of the picture was carefully selected for a reason - and have the child tell you why certain items are in the picture, why some in the foreground, some background, etc. Then ask qq. about why this detail is in this TV program - what clue does it give you about the person, how they feel about this situation, etc.

48. Gender Equity-Media Literacy What do ads teach both males and females about body image? Why? 1999 media LITERACYAND GENDER EQUITY CURRICULUM, Western Massachusetts Gender Equity Center http://www.genderequity.org/medialit/unit3_7.html

Next Lesson UNIT 3: Critical Thinking About Media And Its Impact LESSON 7: Images of Women and Men in Advertising GRADES: TIME: three 80 minute class periods plus homework SUBJECTS: English, Social Studies, Communications, Health/Life Skills DESCRIPTION: Students apply to both print and television advertisements the critical thinking and analytic skills they have been learning. In small groups, they analyze the ways in which women and men are portrayed and then discuss the impact that these portrayals have on themselves. In the TAKING ACTION! section, students can choose to create their own ads. OBJECTIVES: Short Term To learn how to analyze the images of women and men in advertising media To understand ways in which advertising conveys values To understand the impact of these images on self Long Term Students will more clearly understand the role media play in imparting values Students will realize another way in which media affect their own self-esteem and attitudes towards gender roles MATERIALS: magazines that contain color advertisements which depict women and men in a variety of ways and which would appeal to adolescents Analysis of Advertising , Worksheet #1, Unit 3, Lesson 7 student access to television and VCR for homework VCR and television monitor in class array of colored pens, crayons, or pencils; posterboard; scissors; paste or glue for "create an ad" activity

49. Media Literacy Web Links Center for media literacy http//www.medialit.org/ This site a calendar of eventsfor media educators, with pbs.org/wgbh/pages/frontline/teach/tvkillguide.html http://www.teachworld.com/tw_pages/media_lit_links.html

Media Literacy Web Links Adbusters http://www.adbusters.org/ Read articles from Adbusters Magazine, view the famous parody ads, and learn about the history and politics of this group of individuals from the media and creative communities who are developing a new way to look at advertising. Cable in the Classroom Online http://www.ciconline.com/ A resource for educators who are seeking to include video as an educational resource in their work, with access to the Cable in the Classroom magazine, technology training initiatives, and more. Center for Media Literacy http://www.medialit.org/ This site provides a calendar of events for media educators, with access to resource materials from all over the world. Discovery School http://school.discovery.com/ This site has lesson plans, vocabulary lists, links to educational web sites, and more resources to connect programming to K-12 curriculum. Now featuring Kathy Schrock's Guide for Educators, a terrific index of teaching materials for K-12 educators. Does TV Kill?

50. Media Literacy Standards provides the content that you can use to teach students how to understand the media,and our daily lesson plan always includes a media literacy question for http://www.teachworld.com/tw_pages/media_lit_standards.html

Standards and Benchmarks Introduction The media literacy standards and benchmarks listed here were compiled and developed by the Mid-continent Research for Education and Learning (McREL) in 1999 under a grant provided by the Channel One Network. These standards are part of a standards database entitled Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education . The two media literacy standards, viewing and media, are recent additions to McREL's language arts standards which include writing, reading, listening, and speaking. Channel One is committed to media literacy education. Our daily news program provides the content that you can use to teach students how to understand the media, and our daily lesson plan always includes a media literacy question for your class discussions. We hope that these new standards and benchmarks will be useful tools as you develop your own media literacy curriculum. Viewing: Uses Viewing Skills and Strategies to Understand and Interpret Visual Media

51. Media Literacy Saskatchewan Federation. Formed in 1990, its mandate is to support teachers who wishto teach media literacy skills in the classroom. MLS publishes http://www.quadrant.net/Media_Literacy/

Media Literacy Saskatchewan (MLS) is a Special Subject Council of the Saskatchewan Teacher's Federation. Formed in 1990, its mandate is to support teachers who wish to teach media literacy skills in the classroom. MLS publishes MEDIAVIEW, a newsletter designed to provide members with practical ideas and lesson plans to put to immediate use. This web site is designed to meet a number of objectives. First, it is to serve as a resource for MLS members to locate resources on the WWW which may assist them with the teaching of media literacy skills. Second, it is a location for MLS resources, including lesson plans and back issues of MEDIAVIEW. This site is also intended to be an electronic link between this organization and other, similar organizations around the world. Our Executive Members President Ann van der Wal, Box 298 Dalmeny, SK., van.der.wal.ann@sbe.saskatoon.sk.ca Vice President Robert Pace, 85 Calder Crescent, Regina, SK space@eagle.wbm.ca Secretary Treasurer Ghislaine de Tilly, 138-320 Heritage Cres

52. Frequently Asked Questions Is there a curriculum for media literacy? I want to teach media literacy in myschool (church / community center / youth group). How do I get started? http://www.medialiteracy.com/faq.htm

Frequently Asked Questions About Media Literacy If you notice that these questions (and parts of the answers) look somewhat like those on the website of the Center for Media Literacy , it's because I was their consulting webmaster in the late 90's and wrote their FAQ pages for them. Table of Contents What is media literacy? [takes you to another page on this site] What's the difference between media literacy and media education? What is the media literacy "movement" you referred to? Is there an association I can join, or a conference? Is there a curriculum for media literacy? I want to teach media literacy in my school (church / community center / youth group). How do I get started? How many schools are using media literacy in their classes in the United States? ... Why is the United States so far behind other countries? What's the difference between media literacy, media education and media studies? "Media literacy" and "media education" are sometimes used interchangeably in the U.S, and even those within the "movement" haven't decided on exactly when to use one or the other, as each has its advantages and disadvantages as a label. For example, the word "literacy" is abstract and not immediately understandable for many people, who think of reading and writing when they hear the word "literacy." On the other hand, to some people "media education" means teaching kids how to use video production equipment.

53. Membership Associations For Media Literacy Education literacy educator/advocates who mounted the first National media Education Conference(NMEC) in 1998, focuses on K12 public education and the need to teach http://www.medialiteracy.com/membershipassociation.htm

Membership Associations (U.S.) and other organizations for Media Literacy Education Return to home page In the United States, it's been a long, hard road to get the need for media literacy into the popular consciousness. But there is hardly a more important topic in education today, since media is the dominant force in our lives. If you care about our future, you need to care about the influence and impact of media, and to support media literacy for all citizens of all ages. The turn of the millennium has been marked by the launch of two new membership organizations in the U.S. They are listed below with a short description. Other organizations which need your support as donors are also listed. Canadian organizations are on the Links page; see Outside North America for the rest of the international sites I'm aware of at this time. If you would like your organization to be considered for listing below, please send information to info @ medialiteracy.org U.S. Membership Associations for Professional Development Action Coalition for Media Education (ACME) This organization is distinguished from AMLA (below) by its activist orientation to the influence of media, and by the fact that ACME will accept no funding from media corporations. The founding summit for ACME was held in October of 2002. The group's preliminary goals are defined as: (1) Develop, distribute and promote media literacy curricula that encourage critical thinking and free expression, examine the corporate media system, and inspire active participation in society; (2) Advocate independent media-making as a critical part of a democratic society and vibrant culture; and (3) Support local, state, and national media reform efforts.

54. Humanities To Go - Media Literacy prepared by the Center for media literacy, helps viewers explore the thorny questionof media violence and teachers use cable television to teach effectively? http://www.ihc4u.org/htgML.htm

16 Media Literacy [How to Use HTG] Architecture Archaeology Art History Choice Documentary Films Environment History, 18th Century History, 19th Century History, 20th Century Media Literacy Religion Social Issues Women's Studies AN ACQUIRED TASTE A A filmmaker turns 40 and casts a wry look back at the school, work, and media influences which have shaped his life (and all our lives) through four decades. The result is a film that poses critical questions about the forces which fuel the pursuit of successthat particularly American fixation on being "number one." "Who could fail to relate to this? The filmmaker has a wonderful sense of the ironies of life." EFLA Evaluations 26 mins / 1992 BEHIND THE SCENES AT THE LOCAL NEWS C A A lot of hard-won, time-crunching, stress-laden work goes into the nightly production of the local news. This tape candidly shows the closely-timed process of collecting, prioritizing, editing, and producing news stories. We see a reporter follow an officer around a crime scene, then apply her lipstick before a shoot. We see a cameraman review his footage in a van. And a producer drawing the icons that will appear beside the anchors' heads for each story. All of this activity leads up to the full finished broadcast. Because there is no narration, this video leaves this process up for interpretation. What factors determine which stories are chosen? What effect do time constraints have on the substance of the news? The local news will never look the same. The video is accompanied by a book. 2 hours /

55. Media Literacy In A Post 9/11 World To help students develop media literacy skills, which a topic or issue, and also tobe scholarly and think critically about media sources. To teach students to http://www.hrusa.org/september/activities/medialiteracya.htm

Media Literacy in a Post 9/11 World Introduction In today's information age, the media that has become the dominant force in shaping our view of reality and our understanding of the way the world works. As educators in this era, we have a professional responsibility to teach our students how best to access and evaluate the vast spectrum of information, in the variety of forms and structures, which they have available to them. About the Lesson The aim of this lesson is to have students study the atrocities of September 11, 2001, and its aftermath while building media literacy skills. It offers educators a student-centered teaching model to explore the multiplicity of issues surrounding these tragic events and the way the world has changed as a result. Students will explore multiple sources of media and varying points of view- ranging from the local to the global and the global to the local. This lesson is designed to be self-directed for the teacher and/or student. Both the topic related to September 11 and its aftermath and the sources of media to study the topic are open to the discretion of the educator and can be tailored to meet larger curricular objectives and student interests. The media should be selected both to demonstrate the diversity of information sources and varying points of view that exist on the topic of study.

56. KIDSNET Media News: Media Literacy program provides expert advice and concrete suggestions to help teach parents to Thisvideo resources introduces the key concepts of media literacy to educators http://www.kidsnet.org/medianews/literacy/literacy.html

KIDSNET MEDIA NEWS: Media Literacy AAP Statement Of Policy On Media Education The American Academy of Pediatrics has issued an official statement of policy on the importance of media education. The policy includes brief statements on the amount of time spent with the media; the impact of media violence on aggressive behavior; sexual content in the media; tobacco and alcohol; effects of media on obesity and school performance; and the value of media education. The abstract for the statement is given below; the full text may be read at the AAP's website. Abstract: The American Academy of Pediatrics recognizes that exposure to mass media (i.e., television, movies, video and computer games, the Internet, music lyrics and videos, newspapers, magazines, books, advertising, etc) presents both health risks and benefits for children and adolescents. Media education has the potential to reduce the harmful effects of media. By understanding and supporting media education, pediatricians can play an important role in reducing the risk of exposure to mass media for children and adolescents. Also see www.aap.org/family/mediaimpact.htm for a more detailed brochure, "Understanding the Impact of Media on Children and Teens," which includes recommendations for media education at the family level

57. Kellner: Media Literacy And Critical Pedagogy can serve their pedagogical goals and how they can both use media to promote multiculturaleducation and to use this material to teach media literacy as well. http://www.gseis.ucla.edu/courses/ed253a/dk/ML&CP.htm

Douglas Kellner Shared Differences collects a wide range of articles which discuss how to organize courses in "multicultural media and practical pedagogy," while a diverse group of books that I will review focus on the importance of developing critical media literacy in analyzing media culture and producing alternative media. The books under review thus complement each other in terms of contributing to a critical pedagogy and challenge educators to rethink their curricula and teaching strategies to meet the challenge of confronting and dissecting media culture in our increasing multicultural society, while teaching the skills that will empower citizens and students to become sensitive to the politics of representations of race, ethnicity, gender, class, and other cultural differences in media culture. In this review, I will use Shared Differences to discuss how media of cultural representation such as film, video, photography, and multimedia can be used to promote multicultural education. I then engage a series of books that presents theoretical and practical articulation of the issues involved in developing critical media literacy. My argument is that education today needs to foster a variety of new competencies in using, analyzing, and producing media to empower students and to make education relevant to the challenges of the present and future. New technologies are altering every aspect of our society and we need to understand and make use of them both to understand and transform our world.

58. The Promises And Limitations Of Media Literacy media literacy education may be part but only part of Recent research on mediaviolence shows, for example also been some efforts to teach children the http://www.commercialexploitation.com/2001_summit/J_Cantor_Summit2001.htm

Coping with the Marketing of Media Violence: The Promises and Limitations of Media Literacy Joanne Cantor, Ph.D., Professor Emerita, University of Wisconsin-Madison jrcantor@facstaff.wisc.edu; www.joannecantor.com The overabundance of advertising to children in our culture is harmful for many reasons, independent of what’s being advertised. However, when the products being advertised are detrimental to children’s physical or mental health, the harms are even greater. Research confirms that exposure to media violence promotes aggressive behaviors, attitudes more accepting of violence, and increased hostility ; it also often causes intense fears, anxieties, and sleep disturbances. Yet, not only are intensely violent media portrayals readily available to children, violent products labeled as appropriate only for adults are actively marketed to them. The advertising of violent products not only lures more children into unhealthy forms of entertainment; the advertising itself has effects even on those children who would not choose to consume these products. A specific problem with advertising on television is that children can stumble into just about anything that’s advertised no matter what they’re watching.

59. Media Literacy - Communication - Themepark images of race, class, and gender. People To See. CNN Ask An ExpertWhy teach media literacy? http//fyi.cnn.com/2000/fyi/teachers http://www.uen.org/themepark/html/communication/media.html

Words Writing Speaking/Presenting Art ... Technology Media Literacy In the modern world, much of who we are and what we think depends on the various media messages we receive. These carefully crafted messages have a documented impact on our perceptions and behaviors. As we learn more about the techniques of media manipulation, we can be certain to make responsible decisions as consumers and citizens. Learning more about the media and how it affects us requires that we become more media literate. Media literacy is concerned with helping individuals develop an informed and critical understanding of the nature of mass media, the techniques used by media outlets, and the impact of these techniques. Developing media literacy can be likened to the scene in The Wizard of Oz when Toto pulls back the curtain to reveal the small, lever-pulling man behind the image of the mystical wizard. This is the point where Dorothy and her crew come to realize that the wizard is a carefully constructed fiction rather than some omnipotent force. Like Toto, we too need to learn how to "pull back the curtains" to reveal the truth behind the countless media messages that we are exposed to on a daily, even hourly basis. By going beyond the surface of such messages, we begin to understand the implicit as well as explicit ideas that are conveyed. Such scrutiny enables us to become active processors rather than passive receptors of the glut of messages in our daily media diet. This critical awareness will better prepare us to deal with the complex issues facing modern society.

60. Daniels Cablevision: Family Viewing Guidelines - Media Literacy Workshops monitor their children's television viewing habits. We also are committedto helping educators teach media literacy to their students. http://www.danielscablevision.com/pages/workshops.html

Family Viewing Guidelines -Media Literacy Workshops Adelphia Communication's is committed to assisting parents to better monitor their children's television viewing habits. We also are committed to helping educators teach media literacy to their students. We are pleased to present Taking Charge of Your TV workshops for parent, church and educator groups, or any group interested in learning how to better monitor their children's television viewing habits. Using video clips and free workbooks, participants discuss media literacy with one another. Presenters do not tell parents what their children should or should not watch. Instead, parents are encouraged to think about what television viewing guidelines are appropriate for their households. We also work with The Discovery Channel to present Know TV, a media literacy program for teachers. The three-to four-hour program is taught by educators on contract with The Discovery Channel. Schools throughout the country have used Know TV for teacher in-service days. All costs are covered by The Discovery Channel and Daniels Cablevision. The Family Channel also offers an excellent media literacy program titled, Make Educated Decisions in the Information Age, or

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