Media literacy skills are important for students of today and citizens of tomorrow. Americans get much of their information from television and other visual technologies. The new information skills involved in media literacy such as critical viewing, knowledge of production techniques, and an understanding of the economic bottomline of media productions, need to be taught in our schools. One valuable method for students to learn media literacy skills is through their own media productions. In Florida, a statewide competition for students in kindergarten through college is provided by the Jim Harbin Award Student Media Festival. / This dissertation reports on an investigation that was conducted, using case study research, at four schools which represented the four level divisions of the Harbin competition, K-3rd, 4th-6th, 7th-9th, and 10th-12th. The research was based on documents, questionnaires, fifty hours of observation, nearly forty interviews with principals, school library media specialists, teachers, and students. / This researcher, using the qualitative method, synthesized the results of the investigation into eight broad concepts from which practical and theoretical frameworks for building a media literacy program might be developed. (1) Schools must have sources for funding other than the regular state budget. (2) Schools must have positive leadership for media literacy programs at the district level. (3) Schools must have administrators who believe in the media literacy program and make it part of the curriculum. (4) The SLMS must be committed to the importance of media literacy skills and convinced of the benefits for the students. (5) The SLMS must have assistance from a second SLMS, aides, or volunteers to help with the work of the library media center. (6) Schools must have teachers who have an interest in media and are flexible. (7) A means for presentation and recognition of the media productions must be provided at the school level as well as at the state level. (8) Students must be given the opportunity to select their topic and time to work on it as individuals, in pairs, or as small groups. / Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2464. / Major Professor: Thomas Hart. / Thesis (Ph.D.)--The Florida State University, 1995.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77491 |
| Contributors | Keller-Raber, Candace Ann., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 237 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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