Children and television : a challenge for education

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書誌事項

Children and television : a challenge for education

edited by Michael E. Manley-Casimir and Carmen Luke

Praeger, 1987

大学図書館所蔵 件 / 全12件

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注記

Includes bibliographical references and index

Annotated bibliography / Carmen Luke: p. 249-303

内容説明・目次

内容説明

Since the mid-1970s a shift in perspective has occurred on the relationship between TV and young viewers. Researchers, parents, teachers, policymakers, and consumer advocate groups have shown increased criticism of televisions's role as social educator, babysitter, agent for mass consumer socialization, and perpetrator of questionable social values, morals, and mythical human behaviors. Educators intersted in understanding the complex and wide-ranging contrversies about the influence of television on children will find much in this edited collection to clarify their understanding of the empirical research, educational practice, and national policy issues raised by the relationship between TV and children. The empirical and theoretical studies in Part I explore the interactive relationship between TV and the child viewer. In opposition to the widely held view that the child is a passive recipient of TV information, these studies show that children's background knowledge and their cognitive and experimental skills influence how they interpret TV content, symbolic form, and ultimately, its influence on what kind of learning takes place. The effects of reciprocal relationships of TV violence, commercial advertising and reading ability are investigated in other chapters in this section. Part II moves to practical educational questions and presents approaches to curriculum design for the teaching of critical and literate viewing skills. Innovative curricula, based on principles of liberal education, which encourage active and critical viewing, are spelled out in detail. Part III compares the policies of governments in industrialized nations in assuring the quality of children's television. An annotated list of studies and position papers published from 1975 to 1983 concludes this work.

目次

  • Preface Part I: Television and the Developing Child Television, Cognition, and Learning by Ellen Wartella Television and Reading: The Roles of Orientations and Reciprocal Relations by Gavriel Salamon Television and Children's Food Habits: A Big Brother/Sister Approach by Gerald J. Gorn and Marvin E. Goldberg Television Violence
  • Does it Promote Aggressive Behavior? by Meredith M. Kimball and Lesley A. Joy Television Discourse and Schema Theory: Toward a Cognitive Model of Information Processing by Carmen Luke Part II: Educating Toward Media Literacy The Power of Television: Enrichment of the Television Experience by Parents and Teachers by David Nostbakken Television and Literacy by David R. Olson The Active Viewer: Critical Viewing Skills in the Classroom by Jack Livesley Part III: Television Literacy and Social Policy U.S. Children's Television in Crisis: Problems of Tradition, Vision, and Value by Edward L. Palmer Children's Television in Canada: Program Policy in the Eighties by Frederick B. Rainsberry Communications Media in the Eighties: Priorities for Children's Television by Jean NcNulty Children, Culture, and the Curriculum of Television: The Challenge for Education by Michael E. Manley-Casimir Part IV: Annotated Bibliography Children and Television by Carmen Luke

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