KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name
EDRD 8330
Department Secondary and Middle Grades Education
Degree Title (if applicable) EdD
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
x
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
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Vice President for Academic Affairs Date
Approved
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EDRD 8330_
Course Title _Critical Media Literacy__
Credit Hours 3-0-3
Prerequisites Admission to EdS or EdD program
Description (or Proposed Degree Requirements)
This course explores contexts and situations in which adolescent readers use a variety of texts (print, visual, or oral)
and how adolescents are positioned by social, cultural and historical contexts to develop critical awareness of and
through these texts. Beginning with the groundwork of critical understanding of media, the course then addresses
comparisons and contrasts between print and electronic texts; explores the potential of computer-mediated literacy
for all adolescent learners, with particular emphasis on resistant or “at-risk” learners; examines implications of
adolescents’ literacy practices outside of school.
III.
Justification
The purpose of this course is to provide candidates with the knowledge, skills and dispositions necessary
for supporting critical media literacy development in adolescent students. In an educational climate that
has tended to position some media and media activities important to students (e.g., gaming, instant
messaging) outside the sanctions of school literacy, teachers need to be aware of not only the newest
technologies of media production but also of the uses their students make of such technologies. Such
understanding can help teachers build new connections to the mediated lives their students actually live,
thus leading to better instructional practices utilizing media.
IV.
Additional Information (for New Courses only)
Instructor: Various
Text: Alvermann, D. E., Moon, J. S., & Hagood, M. C. (1999). Popular culture in the classroom: Teaching
and researching critical media literacy (Literacy Studies Series). Hillsdale, NJ: International Reading
Association.
Baran, S. J. (2003). Introduction to mass communication: Media literacy and culture. New York: McGrawHill.
McLuhan, Marshall & Fiore, Q. (1967/2005). The medium is the massage. Corte Madera, CA: Gingko
Press, Inc.
The Center for Media Literacy is a national advocacy group which focuses on media literacy in K-12
classrooms. The Website features information and links of interest to teacher, parents and learning
communities. We will refer often to this website during the semester.
http://www.medialit.org/
Prerequisites: Admission to EdS or EdD program
Objectives:
Course Objectives
KSD’s
Demonstrate knowledge
of basic concepts of
media literacy
Demonstrate knowledge
of the nature, definition,
and rationale for critical
media literacy education
in American schools
Become aware of
theories and research on
teaching ‘popular
culture’ in schools
Explore some key
themes and debates in
current educational
research on teaching
critical media literacy.
Demonstrate knowledge
of differentiated skills
demanded by particular
media literacies
(computer literacy, video
literacy, etc.)
Demonstrate
understanding of how
differentiated media
literacy skills are
situated within specific
contexts and practices.
Become familiar with a
range of instructional
strategies for using
alternate texts in the
classroom.
Use a wide range of
materials in developing
effective media literacy
instruction for learners
from differing cultural
and linguistic
backgrounds
Develop an
understanding of social,
cultural and ideological
influences of mass
media alternate texts on
the identities of
adolescents and young
adults.
Increase knowledge of
4c
IRA
Standards
1.1,1.3
1a,2a,2b,2e,4c,
1.2
1a, 2a,4d,4e
1.1
2a, 2b,2d, 3c
1.2
4c,4d,4e
1.4
2a, 6a, 6b, 6c, 6d
1.4
4c,4d,4e,6a, 6b,
6c, 6d
2.1, 2.2, 2.3
4c,4d,4e,6a, 6b,
6c, 6d
2.1, 2.2, 2.3,
4.1, 4.2
1a,3b,3c,4a,4c,6a,
6b, 6c, 6d
4.2
1b,4a,4c
1.1, 1.2, 1.3
critical approaches for
analyzing the content of
alternate texts that are
being viewed and read
by adolescents and
young adults.
Examine curriculum
models and guidelines
on how to integrate the
use of alternate texts in
teaching printed literary
texts to adolescents and
young adults.
Reflect on the power of
critical thinking about
media and media
production as a means
of cognitive, emotional,
personal and social
growth
1a, 2b,
2e,4a,4d,4e
4.1, 4.2, 4.3,
4.4
1b, 5f
5.1, 5.25.3, 5.4
Instructional Method:
Seminar, Socratic dialogue, whole group and small group discussion
Method of Evaluation:
WebQuest: Current trends in media literacy education. (30 points) In order to integrate class
discussions with the real world of school curricula, you will develop a Webquest based on Bernie Dodge’s
model <http://webquest.sdsu.edu/> to illustrate some aspect of the integration of media literacy instruction
into schools. Your project might study, for example, how high-stakes testing programs impact critical
media literacy instruction in schools, or what kinds of developmentally appropriate practices for literacy
instruction in general are most supportive of critical media literacy. Your Webquests will be compiled for
distribution to all class members.
Listserv participation: (20 points) You will sign up for an account on MediaLiteracy.com
<http://www1.medialiteracy.com/community_media_l.jsp> or the Media Literacy Discussion List
<http://www.ithaca.edu/looksharp/resources_join.php>, two listservs that deal with issues of media
literacy. You will spend at least one month as a member of this listserv and do the following:
 “Lurk” for a while, to familiariaze yourself with the conventions and culture of the listserv, then
write a 2-3 page paper describing and evaluating what you have learned.
 Pose a question for the listserv (Provide an electronic copy of your question, any answers you
receive, and your responses to those answers to the professor.)
 Respond to at least two questions generated on the listserv. (Provide an electronic copy of the
questions and your responses and any feedback you receive to the professor>)
Critical Media Evaluations (CME) (10 points each). You will develop five CME’s, each on an assigned
reading/viewing/interaction. Each CME will begin with a summary of the assigned
reading/viewing/interaction (medium, target audience, topic, overall content, etc.) and will include the
following:
1. an exploration of the assumptions that may have been operative for the
author/artist/designer/cartoonist, etc., and how these assumptions may have influenced choices
about content and presentation
2. an analysis of the assigned text from at least two different reading/viewing perspectives
Response to Reading (RtR) (10 points each). Readings will be assigned weekly from the class texts or
related texts of interest and importance. RtR’s are due on the weeks stated in the syllabus (five total).
You are expected not to summarize the reading, but instead to provided an informed, thoughtful
response. As you will with all texts we explore in class, you are expected to adopt a critical stance to the
readings. RtR’s should be prepared according to Standards listed below.
Final Project (50 points). Critical reading and viewing should stimulate the
exploration/evaluation/production of media in both individually and socially constructed ways. The
context in which we undertake our study of critical media literacy will shape our conversations and define
our boundaries (or lack of boundaries!). By midterm, you should prepare a proposal for a final project that
involves the production of some sort of media (with some sort of message, of course.). Proposals will be
discussed/evaluated/negotiated in class, and you may choose to work with someone else on a project or
alone. The project might include video or audio taping; public performance of a scene/commercial/play
you have written; creation of a book, article or work of art—there are many possibilities. Your final project
will include both the presentation and your own critique of the work. You will also be asked to critique the
work of others, based on the principles of critical reading/viewing/interaction.
V.
Resources and Funding Required (New Courses only)
Funding is addressed in comprehensive EdD proposal.
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Adolescent Education
EDRD 8330
Media Literacy
3-0-3
Fall 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EDRD 8330
KENNESAW STATE UNIVERSITY
DEPARTMENT OF SECONDARY AND MIDDLE GRADES EDUCATION
I.
COURSE NUMBER/SECTION: EDRD 8330
COURSE TITLE: Critical Media Literacy in Adolescents
II. INSTRUCTOR:
Name:
Dera Weaver, Ph.D
Office:
Office Phone:
E-mail:
Office Hours:
Kennesaw Hall 1015
770-423-6747
dweaver@kennesaw.edu
TBA
III. CLASS MEETING:
TBA
IV. TEXT(S):
Alvermann, D. E., Moon, J. S., & Hagood, M. C. (1999). Popular culture in the classroom: Teaching and
researching critical media literacy (Literacy Studies Series). Hillsdale, NJ: International Reading
Association.
Baran, S. J. (2003). Introduction to mass communication: Media literacy and culture. New York: McGrawHill.
McLuhan, Marshall & Fiore, Q. (1967/2005). The medium is the massage. Corte Madera, CA: Gingko
Press, Inc.
The Center for Media Literacy is a national advocacy group which focuses on media literacy in K-12
classrooms. The Website features information and links of interest to teacher, parents and learning
communities. We will refer often to this website during the semester.
http://www.medialit.org/
V. CATALOG DESCRIPTION:
This course explores contexts and situations in which adolescent readers use a variety of texts (print,
visual, or oral) and how adolescents are positioned by social, cultural and historical contexts to develop
critical awareness of and through these texts. Beginning with the groundwork of critical understanding of
media, the course then addresses comparisons and contrasts between print and electronic texts;
explores the potential of computer-mediated literacy for all adolescent learners, with particular emphasis
on resistant or “at-risk” learners; examines implications of adolescents’ literacy practices outside of
school.
VI. PURPOSE/RATIONALE:
The purpose of this course is to provide candidates with the knowledge, skills and dispositions necessary for
supporting critical media literacy development in adolescent students. In an educational climate that has tended to
position some media and media activities important to students (e.g., gaming, instant messaging) outside the
sanctions of school literacy, teachers need to be aware of not only the newest technologies of media production but
also of the uses their students make of such technologies. Such understanding can help teachers build new
connections to the mediated lives their students actually live, thus leading to better instructional practices utilizing
media.
Conceptual Framework
Collaborative Development of Expertise in Teaching and Learning
The Kennesaw State University teacher education faculty is committed to preparing teachers who
demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education
community strongly upholds the concept of collaborative preparation requiring guidance from professionals
inside and outside the university. In tandem with this belief is the understanding that teacher expertise
develops along a continuum which includes the stages of preservice, induction, in-service, and renewal;
further, as candidates develop a strong research-based knowledge of content and pedagogy, they develop
their professional expertise in recognizing, facilitating, assessing, and evaluating student learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the
concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at
KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher
leaders. Researchers describe how during the continuum phases teachers progress from being Novices
learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching.
We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued
development.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards
Commission.
Telecommunication and information technologies will be
integrated throughout the teacher preparation program, and all candidates must be
able to use technology to improve student learning and meet Georgia Technology
Standards for Educators. During the courses, candidates will be provided with
opportunities to explore and use instructional media, especially microcomputers,
to assist teaching. They will master use of productivity tools, such as multimedia
facilities, local-net and Internet, and feel confident to design multimedia
instructional materials, create WWW resources, and use presentation software.
Diversity Statement:
A variety of material and instructional strategies will be employed to meet the needs of different learning
styles of diverse learners in class. Students will gain knowledge, skills, and understanding to provide
effective instruction in multicultural classrooms. Kennesaw State University provides program
accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation
Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to help
disabled students with their academic work. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and arrange an individual assistance
plan. In some cases, certification of disability is required.
VII. COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand their disciplines and
principles of pedagogy, who reflect on their practice, and who apply these understandings to making instructional
decisions that foster the success of all learners. The following grid aligns course objectives with the PTEU
Proficiency (documented in the Candidate Performance Instrument--CPI), NCATE, IRA Professional Reading
Standards and NCTE Professional Standards for the English Language Arts:
Course Objectives
KSD’s
Demonstrate knowledge
of basic concepts of
media literacy
Demonstrate knowledge
of the nature, definition,
and rationale for critical
media literacy education
in American schools
Become aware of
theories and research on
teaching ‘popular
culture’ in schools
Explore some key
themes and debates in
current educational
research on teaching
critical media literacy.
Demonstrate knowledge
of differentiated skills
demanded by particular
media literacies
(computer literacy, video
literacy, etc.)
Demonstrate
understanding of how
differentiated media
literacy skills are
situated within specific
contexts and practices.
Become familiar with a
range of instructional
strategies for using
alternate texts in the
classroom.
Use a wide range of
materials in developing
effective media literacy
instruction for learners
from differing cultural
and linguistic
backgrounds
Develop an
understanding of social,
cultural and ideological
influences of mass
media alternate texts on
the identities of
4c
IRA
Standards
1.1,1.3
1a,2a,2b,2e,4c,
1.2
1a, 2a,4d,4e
1.1
2a, 2b,2d, 3c
1.2
4c,4d,4e
1.4
2a, 6a, 6b, 6c, 6d
1.4
4c,4d,4e,6a, 6b,
6c, 6d
2.1, 2.2, 2.3
4c,4d,4e,6a, 6b,
6c, 6d
2.1, 2.2, 2.3,
4.1, 4.2
1a,3b,3c,4a,4c,6a,
6b, 6c, 6d
4.2
adolescents and young
adults.
Increase knowledge of
critical approaches for
analyzing the content of
alternate texts that are
being viewed and read
by adolescents and
young adults.
Examine curriculum
models and guidelines
on how to integrate the
use of alternate texts in
teaching printed literary
texts to adolescents and
young adults.
Reflect on the power of
critical thinking about
media and media
production as a means
of cognitive, emotional,
personal and social
growth
1b,4a,4c
1.1, 1.2, 1.3
1a, 2b,
2e,4a,4d,4e
4.1, 4.2, 4.3,
4.4
1b, 5f
5.1, 5.25.3, 5.4
VIII. COURSE REQUIREMENTS/ASSIGNMENTS:
WebQuest: Current trends in media literacy education. (30 points) In order to integrate class
discussions with the real world of school curricula, you will develop a Webquest based on Bernie Dodge’s
model <http://webquest.sdsu.edu/> to illustrate some aspect of the integration of media literacy instruction
into schools. Your project might study, for example, how high-stakes testing programs impact critical
media literacy instruction in schools, or what kinds of developmentally appropriate practices for literacy
instruction in general are most supportive of critical media literacy. Your Webquests will be compiled for
distribution to all class members.
Listserv participation: (20 points) You will sign up for an account on MediaLiteracy.com
<http://www1.medialiteracy.com/community_media_l.jsp> or the Media Literacy Discussion List
<http://www.ithaca.edu/looksharp/resources_join.php>, two listservs that deal with issues of media
literacy. You will spend at least one month as a member of this listserv and do the following:
 “Lurk” for a while, to familiariaze yourself with the conventions and culture of the listserv, then
write a 2-3 page paper describing and evaluating what you have learned.
 Pose a question for the listserv (Provide an electronic copy of your question, any answers you
receive, and your responses to those answers to the professor.)
 Respond to at least two questions generated on the listserv. (Provide an electronic copy of the
questions and your responses and any feedback you receive to the professor>)
Critical Media Evaluations (CME) (10 points each). You will develop five CME’s, each on an assigned
reading/viewing/interaction. Each CME will begin with a summary of the assigned
reading/viewing/interaction (medium, target audience, topic, overall content, etc.) and will include the
following:
3. an exploration of the assumptions that may have been operative for the
author/artist/designer/cartoonist, etc., and how these assumptions may have influenced choices
about content and presentation
4. an analysis of the assigned text from at least two different reading/viewing perspectives
Response to Reading (RtR) (10 points each). Readings will be assigned weekly from the class texts or
related texts of interest and importance. RtR’s are due on the weeks stated in the syllabus (five total).
You are expected not to summarize the reading, but instead to provided an informed, thoughtful
response. As you will with all texts we explore in class, you are expected to adopt a critical stance to the
readings. RtR’s should be prepared according to Standards listed below.
Final Project (50 points). Critical reading and viewing should stimulate the
exploration/evaluation/production of media in both individually and socially constructed ways. The
context in which we undertake our study of critical media literacy will shape our conversations and define
our boundaries (or lack of boundaries!). By midterm, you should prepare a proposal for a final project that
involves the production of some sort of media (with some sort of message, of course.). Proposals will be
discussed/evaluated/negotiated in class, and you may choose to work with someone else on a project or
alone. The project might include video or audio taping; public performance of a scene/commercial/play
you have written; creation of a book, article or work of art—there are many possibilities. Your final project
will include both the presentation and your own critique of the work. You will also be asked to critique the
work of others, based on the principles of critical reading/viewing/interaction.
Late Work
I will accept late work (with the exception of any class presentations.). However, I do deduct points from
all late work. No exceptions. I consider work late if it is not handed in during the assigned class time.
Each day an assignment is late, the activity will receive a 25% grade reduction per day. (If an assignment
is due on Tuesday and you turn it in on Thursday, the assignment is two days late.) I do count Saturday
and Sunday. Should you turn in work on the day of class but AFTER the class is over, the work is one
day late.
I cannot be responsible for work placed under my door, in my mailbox, or via email, etc., unless we have
a mutual arrangement. I will consider incompletes for extenuating circumstances. I expect all work to be
turned in on time; being absent from class will not serve as an adequate reason for failing to submit work
in a timely manner or for being prepared for class.
Standards:
When submitting work, please remember the following:
Secure single sheets of paper—DO NOT dogear or turn in loose sheets.
Type/word process all assignments (crisp, clear printout)
Use Arial or Times New Roman 10 or 12 point font
No report covers or plastic sleeves
Along with your name, please include the date and course # on work
All work should be edited well. Points will be deducted from all work that does not meet professioinal
standards. In some cases, I may return the work without a grade.
Grading Scale:
186 pts. - 200 pts.
170 pts. - 185 pts.
154 pts. - 169 pts.
138 pts. - 153 pts.
Below 137 pts.
=
=
=
=
A
B
C
D
=F
X. ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of University records
or academic work,malicious removal, retention, or destruction of library materials, malicious/intentional
misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of
alleged academic misconduct will be handled through the established procedures of the University
Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's
minimum one semester suspension requirement.
XI. ATTENDANCE POLICY:
The expectations for attending class are in accordance with the Undergraduate Catalogue. All students
are expected to attend classes in accordance with the scheduled time of the course. Should you be
absent, you are responsible for making up the work missed. In-class activities may not be made up.
XII. COURSE OUTLINE:
Week 1
Introduction/Syllabus
Definitions: media, media literacy, etc.?
Medium is the Massage
Week 2
Webquest: “An introduction to the arguments”
Analysis of professor Webquest, introduction of Webquest assignment
Reading Response 1
Medium is the Massage
Week 3
First CME due
Introduction to Mass Communication (IntroMassComm) Part 1, Chapters 1,2
Week 4
Reading Response 2
IntroMassComm Part 2, Chapters 3-5 – Books, Magazines, Newspapers
WebQuest workshop
Week 5
Second CME due
IntroMassComm Part 2, Chapters 6-9 – Film, Radio & Sound Recording, Relevision, Cable
Week 6
Reading Response 3
IntroMassComm Part 2 Chapter 10 – Internet and the World Wide Web
Week 7
Third CME due
IntroMassComm Part 3 Chapter 11, 12 – Public relations, advertising
ListServ Project due
Proposal for final projects due – class evaluation, discussion of proposals
Week 8
Reading Response 4
IntroMassComm Part 4 Chapter 13
Teaching Critical Media Literacy (TCML) Chapters 1, 2
WebQuest presentation
Week 9
Fourth CME due
IntroMassComm Part 4 Chapter 14 – Media Freedom, Regulation & Ethics
TCML Chapter 5
Workshop on final projects
Week 10
Reading Response 5
TCML Chapter 6, 7
Workshop on final projects
Week 11
Final CME due
Workshop on final projects
IntroMassComm Part 4, Chapter 15 – Global Media
Week 12
Workshop on final projects
Creation of rubric for viewing/critiquing/evaluating projects
Week 13
Finalize rubric;
Practice critique on
Week 14
Final presentations and evaluations of projects
Week 15
Final presentations and evaluations of projects
XIII.
REFERENCES AND BIBLIOGRAPHY:
Barry, Ann Marie (1997). Visual intelligence: Perception, image and manipulation in visual
communication. Albany: State University of New York Press.
Brown, J. (1991). Television “critical viewing skills” education: Major media literacy projects in the United
States and selected countries. Hillsdale, NJ: Erlbaum.
Buckingham, D. (2003). Media education: Literacy, learning and contemporary culture. Cambridge:
Polity Press.
Dondis, D. A. (1973). A primer of visual literacy. Cambridge, MA: MIT Press.
Fox, Roy F. (1996). Harvesting minds: How TV commercials control kids. Westport, CT: Praeger.
Gitlin, Todd (1986). Watching television. New York: Pantheon.
Heinich, R., Molenda, M., & Russell, J.D. (1982). Instructional media and the new technologies of
instruction. New York: Macmillan.
Himmelstein, H. (1994). Television myth and the American mind. Westport, CT: Praeger.
Lester, Paul M. (1998) Visual communication images with messages. Belmont, CA: Wadsworth
Lester, Paul M. (1999). Girls can be doctors and boys can be nurses: Surfing for solutions to gender
stereotyping. In M. Carstarphen & S Zavonio (Eds.), Sexual rhetoric and the media. Westport, CT:
Greenwood Publishing Group.
Masterman, L. (1985). Teaching the media. New York: Routledge.
McLaren, P., & Hammer, R. (1995). Media knowledges, warrior citizenry and postmodern literacies. In P.
McLaren, R. Hammer, D. Sholle, & S. Reilly (Eds.), Rethinking media literacy: A critical pedagogy of
representation (pp. 171-204). New York: Peter Lang.
McLuhan, M. (1962). The Gutenberg galaxy: The making of typographic man. Toronto, ON: University of
Toronto Press.
McLuhan, M. (1964). Understanding media. New York: New American Library.
Messaris, Paul (1994), Visual literacy: Image, mind & reality, Boulder, CO: Westview Press.
Metallinos, N. (1996). Television aesthetics: Perceptual, cognitive, and compositional bases.
Mahwah, NJ: Lawrence Erlbaum.
Newcomb, Horace (Ed). (1994). Television: The critical view. (5th Ed.). NY: Oxford
Postman, N. (1985). Amusing ourselves to death. New York: Penguin.
Potter, W. James (1998). Media literacy. Thousand Oaks, CA: Sage.
Sillars, Malcolm O. (1991) Messages, meanings, and culture: Approaches to communication criticism.
New York: HarperCollins.
Silverblatt, Art, Ferry, Jane, and Finan, Barbara (1999). Approaches to media literacy: A handbook.
Armonk: NY: M. E. Sharpe.
Soter, A. O. (1999). Young adult literature and the new literary theories: Developing critical
readers in middle school (Language and Literacy Series). New York: Teachers College Press.
Zettl, Herbert (1990). Sight, sound, motion: Applied media aesthetics. Belmont, CA: Wadsworth
Publishing Co.