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.
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