Description
Book SynopsisMaking Media Literacy in America presents a history for the field of Media Literacy. It recounts how people have developed knowledge and skills in organized ways to respond to their rapidly changing media environments as seen through the lens of Media&Values magazine, a quarterly publication that spanned the formation, recession and revitalization of the U.S. media literacy movement from 1977 to 1993. This book maps the discourses of media studies, education reform, and the public sphere that made media literacy concepts and practices possible in America. It is a history of vital importance for scholars of media communication and education, as well as for thought leaders in teacher education, informal learning, youth media, educational technology, library sciences, and media reformall of whom comprise the field of media literacy today.
Trade ReviewIn the current time, when media literacy is more urgently needed than ever, this scholarly volume reconstructs a history of how the study of media literacy began. Its ambition is to excavate the insights of the past, help us avoid repeating old mistakes and, most importantly, enrich today’s debates as we—scholars, educators, practitioners—now work together to ensure a more media literate society fit for the digital age. -- Sonia Livingstone, London School of Economics and Political Science
Table of ContentsList of Tables and Figures Chapter 1. Now, More Than Ever, Always: The Field of Media Literacy Education Needs History Chapter 2. Powerful Media, Powerful Audiences, Powerful Learners: Roots of Media Literacy in Media Studies and Education Reform Chapter 3. Making Media for Media Literacy: Production History of Media&Values Magazine Findings Section 1: Media Literacy as Reform Chapter 4. Problematizing Media Chapter 5. Finding Solutions Findings Section 2: Media Literacy as Understanding Representation and Reality Chapter 6. Deconstructing Stereotypes Chapter 7. Clarifying Values Chapter 8. Addressing News Bias Findings Section 3: Media Literacy as Pedagogy Chapter 9. Designing Practice, Creating Curricula Chapter 10. Situating Historical Debates and Contemporary Praxis Chapter 11. Drawing Conclusions: On Legacy and Agency References Index About the Author
