101. Teaching Youth Media: Explores The Power Of Using Media Education To Help Urban Teaching Youth media A Critical Guide to literacy, Video Production and SocialChange by Steven Goodman foreward by Maxine Greene . http://www.evc.org/publications/teaching.html

Teaching Youth Media: A Critical Guide to Literacy, Video Production and Social Change>> by Steven Goodman foreward by Maxine Greene "This is a brilliant and exciting book. It may transform some corners of the world." Maxine Greene "An extremely valuable contribution to several fields—educational technology, school reform, and media education—this engaging book is ‘past timely’ in that it puts a human face on the rhetoric about the benefits of technology in education." , author of Literacy in a Digital World: Teaching and Learning in the Age of Information At last we have a wonderfully articulate description of how inquiry-based media education works to transform learning—and teaching as well. It's going to the top of my 'recommended' reading list!" Elizabeth Thoman , Founder, Center for Media Literacy This book explores the power of using media education to help urban teenagers develop their critical thinking and literacy skills. Drawing on his twenty years of experience working with inner-city youth at the acclaimed Educational Video Center (EVC) in New York City, Steven Goodman looks closely at both the problems and possibilities of this model of media education. Responding to our national concern about adolescents, literacy, media, and violence

102. K-12  Standards Speaking, Listening, and media literacy Standards for K through 12 Education is The teaching of the specific concepts and skills of speaking, listening, http://www.natcom.org/Instruction/K-12/K12Stds.htm

N C A National Communication Association Founded 1914 Speaking, Listening, and Media Literacy Standards for K Through 12 Education Speaking, Listening, and Media Literacy Standards for K through 12 Education is the first in a series of three documents. This document concentrates on speaking, listening, and media literacy standards. The second document, Activities for Teaching to the Speaking, Listening and Media Literacy Standards, will set proficiency levels as they relate to speaking, listening, and media literacy and focus on in-class projects and assignments to aid in teaching toward the standards. The third document, Assessing the Speaking, Listening and Media Literacy Standards, will present means for evaluating and testing the learning which results from teaching speaking, listening, and media literacy. The present concept of educational standards for teaching and learning began in January 1992, when the National Council of Education Standards and Testing called for a system of voluntary standards in the "core" subjects of English, mathematics, history, geography, and science. The national education reform legislation

103. Teaching TV Production In A Digital World: Integrating Media Literacy - Teachers (Paperback, 212 pages, $25) Author Robert F. Kenny, Ph.D. Publisher LibrariesUnlimited ( http://thejournal.com/magazine/vault/A5304.cfm

August 2005 Teaching TV Production in a Digital World: Integrating Media Literacy - Teachers/Second Edition By Matthew Miller, Managing Editor April 2005 - Product Watch (Paperback, 212 pages, $25) Author: Robert F. Kenny, Ph.D. Publisher: Libraries Unlimited www.lu.com Available in both teacher and student editions, this guide has been updated with the latest advances to provide an exciting alternative approach to teaching first-year TV production to high school students. A combination of class instruction and independent video-action projects based on the concept of thematic mapping helps prepare students for a year-end video competition. The projects borrow knowledge from other subject areas to teach media and visual literacy, broadcast history, video production skills and multimedia animation. Special Report Editorial Applications Educator's Evaluation ... Contests If you have comments or questions about our Magazine features or stories, please email the editorial staff at editorial@thejournal.com . If you have any comments or questions about subscriptions, please email subscriptions@thejournal.com

104. Teaching Multimedia Literacy Let us not waste this chance! Let us offer our collections as tools for teachingmedia literacy and give the community the opportunity to support us. http://www.lib.mq.edu.au/mcm/umac/2003/weber.html

University Collections as a Tool for Teaching Multimedia Literacy Dr. Cornelia Weber Humboldt University at Berlin Unter den Linden 6, 10099 Berlin, Germany. weber@mathematik.hu-berlin.de Abstract In today's world the rapidly growing use of digital media demands adequate multimedia and information technology skills. Students without sufficient media literacy are often in need of further training. University collections provide a setting particularly suited to teach these much needed skills. There, students can take advantage of the many opportunities to employ various techniques (digital photography, Web sites and databases for example) in real-life projects of long-lasting value. At the same time university collections profit from the fresh ideas and appealing Web sites created by the students. Last but not least, students develop a genuine interest in the collections. University Collections The Application of New Media At the Humboldt University in Berlin we are attempting to adopt a strategy that is specific to our university and are testing new possibilities to integrate collections sensibly into university life. Above all, we offer interdisciplinary courses, for instance in the context of a general course of studies. One of the many possibilities is the use of the collections as a tool for teaching media literacy. In the university, not all departments are ready to adapt to the utilization of the new media. Individual disciplines are therefore thankful when this mission is centrally organized and realized. Here resides an unique opportunity for university collections to assume additional and extremely important functions within the university. In this way, their position will be consolidated and enhanced. At the same time, the interest of the students for the collections will be reawakened.

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