Television represents a potent social influence for today's
children. Whether it is a positive or negative force, however,
continues to be hotly debated. This is the central issue of this
second edition. Has television contributed to a decline in literacy
skills? Are the charges justified by existing evidence or by the
results of current experimentation? Are there certain cultural
biases toward television that narrowly define its uses as a
learning tool? Can these issues be resolved to take advantage of
new opportunities that the television medium presents? Television's
influence on literacy and school learning are examined within a
framework of four major themes: the displacement hypothesis,
whether television influences the way children learn, the public's
concern that television affects school-related behaviors, and
television's capacity to whet children's academic interests. This
book takes a fresh look at these themes, starting with a review and
synthesis of major studies to date and moving on to a new series of
studies analyzing the relationship between media and literacy.
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