Introduction

The recent increase of interest and activity in teaching about media is at least surprising if not extraordinary. When government policy leads, as now, to a narrowing of the curriculum frame, it is surprising to discover evidence of considerable growth in a focus of knowledge on the periphery of proposed cores and foundations. Evidence is discernible from 'A' Level and GCSE syllabuses, TVEI modules, DES and other INSET courses,l and the proliferation of agencies and conferences whose object is to promote and extend education in the media. As little as five years ago, the range of activity was no more than could be comfortably referenced in the memory and a single bibliography. Today, it is hard to keep track of each new book and classroom resource as it emerges. Consequently, it is harder to chart overall provision.