Today's students tweet, text, and navigate apps up to 12 hours each day, but they may not know how to effectively analyze a TV show or website. Award-winning author Renee Hobbs demonstrates how to incorporate media literacy into the secondary classroom, providing the tools teachers need to: (1) Effectively foster students' critical thinking,…

Presents seven strategies to bridge the gap between the English classroom and the pop-media culture, including "the photo-lit poster,""the perceptual trivia quiz," and "the dust-jacket blues." (KS)

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

Provides suggestions for using rock music to stimulate classroom commentary about the world of electronic and mass media. (KS)

Discusses the ways that middle school English teachers can use popular teen culture within the context of general English instruction. Suggests bringing television, film, comics, advice columns, and teen magazines into the English classroom. (HB)

The study of mass media and popular culture in a composition class allows students and teachers together to develop a critical awareness of television and advertising. Jerzy Kosinski's book, "Being There," a novel about the impact of television, is a beginning point for the study of television. Using that book as if it were a collection of events,…

Lists 101 ways to use television, radio, film, and other media-related processes and products in the English classroom. (JL)

Argues that the role of English teachers has been expanded and "decentered" at the same time. Maintains that English teachers' practices should be based not only on the book of traditional literacy but also on ones combined with video, audio, and graphics whose text is linked by multiple paths. (SR)

Discusses the technique and appeal of ten best-selling books, concluding that other mass media may be a better source of the qualities and values represented in the books. (AA)

Examines several novels, short stories, and movies in a mini-course on the image of rural America in popular culture to determine if the idyllic picture of country life sometimes favored in the media leads to a mythologizing of country life. (NKA)

Discusses the media's distorted and stereotyped presentations of Native peoples, popular culture's appropriation of Native culture, and the support of white perspectives in documentary films. Describes a media literacy technique, deconstruction, to help students identify the "jolts" that hold viewer attention and analyze hidden messages…

The goal of genre theory is to construct useful similarities between different texts. It is the meaning-making practices of a community, and particularly its system of intertextuality that determine which possible similarities will count as significant. Whether educators approach genre as a rule or a resource is a moral choice. Rules restrict,…

This book is designed to develop the analytical and creative abilities that will enable an individual to discover and to counter the underlying biases in mass media entertainment. Chapters discuss the mass media's conflicts of interest, the establishment of personal values and viewpoints, the classification of political viewpoints, four basic…

In the 1960s many teachers in the British secondary schools began a major effort to redefine their attitude toward the mass media in the light of certain social and cultural pressures. Changes in students made it necessary to provide materials of a less formal academic kind and to introduce literature, music, and art that would relate more…

The booklet offers a variety of suggestions for integrating a study of popular culture into the high school social studies classroom. Popular culture is described as those elements in society which have the primary function of entertaining or selling and which are becoming a familiar, recognizable, and identifiable entity for a large number of…