Media Literacy Online Project - Serving Educators Around The World
Media Literacy Review
Center for Advanced Technology in Education - College of Education - University of Oregon - Eugene

Kathleen Tyner: Strategies For Media Literacy

Ms. Kathleen Tyner's research and development activities include technology planning, evaluation, product development, and professional development projects. In addition to her production credits in news and public affairs, Kathleen Tyner is coauthor of Media & You: An Elementary Media Literacy Curriculum. She is contributing editor to Telemedium: The Journal of Media Literacy. Her most recent book, Literacy in a Digital World: Teaching and Learning in the Age of Information, has beenreleased by Lawrence Erlbaum Associates. Ms. Tyner also writes, directs, and produces print, video, and interactive media for a wide variety of audiences.

The Media Literacy Online Project is pleased to archive articles from Ms. Tyner's Strategies For Media Literacy project.


Article Index

Access in A Digital Age. Access to media is not at all powerful if audiences cannot make sense of the information they receive. As the world moves from analog to digital, it becomes increasingly apparent that access to information -- and to the channels that control its flow -- is only the first plateau of human communication.

The Appalshop School Initiative: A Report on An Experiment in Classroom Research. AppalShop is a media arts center nestled in the Appalachian hills of the Eastern Kentucky coal fields in the Lecher County seat of Whitesburg, population 1,200. Originally created to counter the kind of Tobacco Road stereotypes seen in countless media renditions of "hillbillies" from Appalachia, AppalShop creates, preserves, documents and presents Appalachian art and culture from the perspective of its residents

Can Your Students Read TV. Plato disliked the printed word. He was afraid that reading and writing would destroy oral culture and memory. It wasn't until at least two centuries after the invention of the printing press that ordinary people began to make sense of the printed page. This awareness of print caused tremendous social, economic and cultural upheaval. We are currently in a similar communication revolution so far - reaching that we have yet to fully understand its significance. We still read books, but information bombards us from films, television, radio and advertising, too.

Effective Communication: A Label-less Program. Patricia Lawrie is on a mission. A speech communications specialist in the Chaffey School District in Southern California, she designed a program which expands her role beyond working with a few "special" students to one which stresses effective communication in a cooperative, mainstreamed environment for all students. The key to the programs success has been innovative use of video as a communication medium.

Guide: Print and Video Resources for Teaching About Media in the K-12 Classroom. Tyner has compiled an extensive list of resources for educators including online articles and informational sites.

Implementation: The Next Step. The minimum steps toward implementing media education discussed here grow out of Canada's hard-won experiences and can be applied to media literacy implementation in the United States. The goals, objectives and pedagogical issues which are the underpinnings of media education come from work done in Europe and Australia. Finally, some of the thinking about implementing media literacy across the curriculum has a peculiar U.S. spin. We can implement media literacy by using American fascination with technology to its best advantage in the current climate of reform.

The Media Education Elephant. Media educators in the United States are a fractious bunch. One teacher's definition of media education is another's heresy. Like the blind men and the elephant, teachers often practice one small aspect of media education and conclude that they have the whole picture.

Scanning Television: A Review of a Media Education Resource. This is one of those classroom resources that forces me to re-examine my bias against educational "kits". With a few exceptions, I look at kits as a gross violation of resource-based education principles. While it is nice for beginning teachers to have some materials to "work" in the classroom, most kits, put together by those far away from the classroom, are quickly outdated and, worst of all, violate constructivist principles that beg for more local context, authentic approaches, and inquiry-based strategies. In fact, most of the kits I review are not much different in concept from the textbooks they purport to replace. Scanning Television is a big exception.

Taking Back The Citadel: Managing Nintendo Use at Home. Some basic tips for parents who fear that their children will be sucked off into the Nintendo universe never to return in human form.

What Parents Can Do. An eleven point list of things parents can do to make more effective use of TV in the home.