A framework for media education that helps students enhance their understanding of the media and use their knowledge to influence individual and community action is proposed. It is experienced that the problem with educating children against, rather than about, the media is the assumption that students are passive audiences of the media, lacking…

Students' out-of-school literacy practices can complement in-school speaking and writing, if the teacher knows how to instill them. A professor analyzes how one student writes an essay and a rap on the same subject and recommends bringing hip-hop culture into the classroom to help students become academically successful.

Examines a very successful popular magazine published between 1899 and 1950 that was devoted to "correct" English usage. Argues that its fundamental aim was to help its readers to know how to conduct themselves in proper (i.e., elite) society. Its longtime editor defended her prescriptive view of English usage and offered many…

Describes several popular song anthologies that make the lyrics of today's music accessible to the classroom and which can provide a sense of understanding for today's culture. (MM)

Argues that using parallels between popular culture and the classics in literature brings greater understanding and appreciation of literature to students. (RL)

English must be seen as including such non-literary phenomena as handbills and headlines, tapes and transcripts, advertisements and articles. (DD)

Describes materials from the ERIC system which may aid teachers in planning and developing courses and units on the mass media. (DD)

Argues that Fritz Lang's film "Metropolis" deserves exploration and analysis because of its outlandish plot, dazzling visual and technical elements, and its reflection of the closing days of Weimar Germany. Presents a brief study guide designed to stimulate student curiosity and facilitate further interest in the film. (RS)

Warns that schools must make sure that students are aware of the relationship between reality and image, particularly the image presented by television. (JL)

Reports on a class activity in which students wrote letters to leaders and personalities in the fields of art, literature, and politics to solicit bits of their "trash" for a student art show. (RL)

Responds to seven objections English teachers make when they consider the serious study of television in their classrooms. (DD)

Cites episodes from "The Bill Cosby Show,""Family Ties," and "Hill Street Blues" to suggest the humanizing potential of television. (EL)

Points out the importance of making students aware of the role stereotypes play in literature and popular culture. Examines several examples of sex stereotypes found in literary classics and offers suggestions for dealing with them. (JL)

Recounts how old radio shows were used by one teacher to help students develop listening, speaking, and writing skills. (JL)