Many Americans get most of their information from television yet, until recently, children have not been taught how to use television, the Internet and other electronic media. A growing number of educators, academics and media professionals are calling for media literacy to be taught in schools and elements of this subject are now part of the curricular frameworks in 48 states.

Media literacy is the ability to access, understand, analyze, evaluate and create media messages on television, the Internet and other technologies. It can help us interpret the many messages we receive each day from these sources. In essence, the media literate individual applies the same thinking skills used in reading and writing to other forms of media.

Media literacy is known by a variety of names. Some people call it media education. Others, when specifically referring to television, use the term "critical viewing."

Cable in the Classroom has partnered with the National PTA and the National Cable Television Association in The Family and Community Critical Viewing Project, teaching media literacy skills to parents, teachers and community members through free workshops, videos and booklets.

Parents, consider doing these Media Literacy activities with your kids to help teach them responsible television viewing.

TV Programs and Their Messages Are Created To Achieve Specific Results (Children aren't expected to know that TV programs are "constructions," but they will have ideas about how television shows are made.)

• Discuss TV's point of view - All shows carry underlying messages about who and what is important. Some people are cast as victims; other as heroes. Who's telling this story? How would it have been different if someone else had told the story?
• Keep telling children that TV is pretend. Play "Real or Make Believe?" with young children, asking whether a character is made-up or "real-life." Could an inanimate abject move by itself, or an animal talk?
• Ask how was this program made? What seems real? What doesn't? Is anything left out? How does it make you feel?

Each Person Interprets Programs and Messages Differently (Children receive and interpret messages differently at different ages.)

• Discuss how conflicts on TV are frequently resolved.
• Ask your children who is being stereotyped in a program.
• Relate TV to real life.

Television Violence Takes Many Forms

• Re-sensitize your children to TV violence by asking how the victim might feel.
• Ask your children if violence is ever funny, as in cartoons.
• Help children interpret what they see.

All TV Programs Have an Underlying Economic Purpose

• Ask young children why they think certain commercials are placed (or aired) on certain programs.
• Try to predict the kinds of commercials that will appear in a selected show.
• When your children see their favorite sports hero telling them to try this food, or shoe, or other product, ask them if they think the star gets paid to say those things.

Internet Literacy
Teachers and parents use Cable in the Classroom's web site as their gateway to the Internet because they know our member sites and favorite sites lead them to reliable educational resources. But how can we teach students and children to be selective about the sites they choose?

Typing a keyword in a search engine can easily result in over 50,000 hits. With so much data at their fingertips, how do kids decide which web sites provide accurate information for a school report?

Adults are naturally skeptical of what's behind the glitzy graphics of the Web. Children need to learn how to evaluate their findings. Using the same techniques a journalist might use, they should begin by asking the five W's: Who? What? When? Where? and Why?

• WHO is the site's author? If the information sounds authoritative, children have a tendency to assume it's true. But anyone can create a web page. Look for links to the author's biographical information to evaluate their credibility. Or use a multi-search engine like Profusion.com to research the author's background.
• WHAT is the site's purpose? What is it trying to do-sell products or services; present information; advocate ideas; or entertain. Is it ad supported or sponsored by an organization that is trying to exert influence in some way. Make sure kids understand the purpose of a Web site and that the purpose may not be obvious.
• WHEN was the Web site last updated? If it hasn't been maintained, the data may be no longer accurate. Does the data jive with other sources on the Web or in print?
• WHERE does the site originate from? Due to the global nature of the Web, you may want to dissect the URL or search for an address through the internal links to determine the country or organization of origin. Nationality may or may not have some bearing on the message.
• WHY does the site exist? Designing a personal home, hobby, or class page can illustrate the editorial thinking behind presenting information on the Web. It reminds students to think critically about the motivations or marketing that can influence the messages they find on the Web.

FAQs >>