ABSTRACT
Because various kinds of media education have proliferated, it is useful to identify their range of objectives and also their differing assumptions about why and how people use mass media and about presumed impact on personal development. Most often media literacy projects occur in a context of formal education, which itself reflects various educational and cognitional theories. And, of course, the sociopolitical and economic environment where specific media study programs exist influence those projects in their assumptions, purposes, structure, and materials. On the following pages these well-springs of communication, media, and education are examined as the foundation for identifying criteria for designing and appraising media education programs.
