Defining Media Education
This chapter highlights five interrelated areas (skills, attitudes, affect, values, and knowledge) in terms of outcomes. Media education, which has been challenged at a number of schools, finds faculty and administrators in the midst of soul-searching about how to clearly articulate its missions and purposes to a broader audience. Brown, as part of his analysis of national and international media literacy or critical viewing skills projects, suggested assessment criteria for judging the projects. Media education programs should be in the business of working toward the liberal education of their students. Brown wrote that “media education-just as education in general-ought not limit itself to one form of critical assessment of mass media. Media education programs “must respect the individuality of the person, including their distinctive upbringing by family, so they are not merely indoctrinated with others’ opinions and conclusions”. The Oregon Report (Planning for curricular change, 1987, pp. 51-52) suggested conceptual knowledge areas for media education.