Lindenwood University Hosts TV and Film Camp for High School Students

This summer, high school students from all over are invited to participate in a week long media camp at Lindenwood University in St. Charles, Missouri.

Students will get hands on experience in all phases of film production–both in front of and behind the camera.  On the television side, students will learn what it takes to assemble a LIVE newscast, and how to write and edit a video news package.

There are two sessions to choose from:

June 14th – 18th or June 21st-25th

For more information, check out this camp flier and news release.  To reserve a spot, contact Peter Carlos at 636-949-4513 or pcarlos@lindenwood.edu.

Petition Regarding National Core Standards

It’s up to us….and NOW. Please, if you are in any way interested in sustained media literacy education in our schools, you’ll take the time to review and comment on this petition, written by our media literacy educator friends, Frank Baker, the Media Literacy Clearinghouse, and Richard Beach of the U. of Minnesota.  Together, they have filled in some voids in the recently-distributed national core standards draft, specifically relating to media literacy education.  We thank them for their hard work and diligence regarding  this important education reform effort.

Dear friends and colleagues: Time is running out. If you agree with our petition below, you need to go to the SUBMIT FEEDBACK section of the COMMON CORE STANDARDS documents (online) at http://www.corestandards.org/Standards/K12/ this week.

Please share this with your colleagues today. (DEADLINE IS APRIL 2, 2010)

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From: Frank Baker (Media Literacy Clearinghouse), Richard Beach (University of Minnesota)

Whereas in 1996, the National Council of Teachers of English (NCTE) passed a resolution urging language arts teachers to consider the importance of bringing visual texts into the classroom. The resolution said: “Viewing and visually representing (defined in the NCTE/IRA Standards for the English Language Arts) are a part of our growing consciousness of how people gather and share information. Teachers and students need to expand their appreciation of the power of print and nonprint texts. Teachers should guide students in constructing meaning through creating and viewing nonprint texts.”

Whereas in 2000, the National Association of Media Literacy Education (NAMLE) defined media literacy as: (empowering) “people to be both critical thinkers and creative producers of an increasingly wide range of messages using image, language, and sound. It is the skillful application of literacy skills to media and technology messages. As communication technologies transform society, they impact our understanding of ourselves, our communities, and our diverse cultures, making media literacy an essential life skill for the 21st century.”

Whereas in 2003, the National Board of Professional Teaching Standards (Adolescent and Young Adult, English Language Arts standards) recognized the importance of media and visual literacy when it declared: ” Accomplished teachers know that students must become critical and reflective consumers and producers of visual communication because media literacy has become an integral part of being literate in contemporary society. Teachers understand how words, images, graphics, and sounds work together in ways that are both subtle and profound. They understand that students need to learn the power of visual communication, from the uses typefaces and white space on a written report to the uses of graphics and video in multimedia productions.”

Whereas in 2006, the College Board’s Standards for College Success (in English Language Arts/Media Literacy standards) say:
“To be successful in college and in the workplace and to participate effectively in a global society, students are expected to understand the nature of media; to interpret, analyze, and evaluate the media messages they encounter daily; and to create media that express a point of view and influence others. These skills are relevant to all subject areas, where students may be asked to evaluate media coverage of research, trends, and issues.”

Whereas the 2009 K-12 Horizon Report (http://www.nmc.org/horizon), declared the number one critical challenge for schools in the 21st century is: “a growing need for formal instruction in key new skills, including information literacy, visual literacy, and technological literacy.”

Whereas the 2010 K-12 Horizon Report continues to include this critical challenge when it says:
“Digital media literacy continues its rise in importance as a key skill in every discipline and profession.;

Whereas media/digital literacy has become central to life and work in society;

Whereas, today’s educators recognize that the words “text” and “literacy” are not confined to the words on page;

Whereas the Common Core Standards only refer in general terms to media as “nonprint texts in media forms old and new. The need to research and to consume and produce media is embedded into every element of today’s curriculum;”

Whereas media/digital literacy are now well articulated in much more detail in most state standards, often under the category of “viewing” or “visually representing,” resulting in a strong media literacy curriculum focus;

Whereas if media/digital literacy is not explicitly articulated “in the standards,” many teachers many not focus on media/digital instruction;

We, the undersigned urge that more specific media/digital literacy standards related to critical analysis of media/digital consumption/use, production, representations, social/cultural analysis, ownership, and influence on society be explicitly stated in the Common Core Standards.

Becker Library to co-host traveling exhibit “Not a Cough in a Carload”

The Bernard Becker Medical Library and the Farrell Learning and Teaching Center will co-host the traveling exhibit titled “Not a Cough in a Carload: The Campaign by the Tobacco Industry to Hide the Hazards of Smoking” beginning Monday, March 1 through Friday, April 30.

The exhibit has been created by Robert K. Jackler, M.D., the Sewall Professor and chair of otolaryngology and associate dean at Stanford University School of Medicine.

In addition, Jackler will give a free, public lecture about his exhibit at noon Tuesday, March 9, in Connor Auditorium in the Farrell Learning and Teaching Center. He also will be the speaker for the Department of Otolaryngology Grand Rounds Wednesday, March 10.

In 2006, Jackler and his wife, Laurie, an artist, began collecting old magazine ads featuring medical imagery to promote cigarette smoking. By using images of physicians and scientists, the ads were intended to provide “facts,” “data” and “evidence” that cigarette smoking was supported by the medical field and to imply various health benefits from smoking, such as weight loss, relaxation and pleasure.

Using their own advertising images, the exhibit shows how tobacco companies used deceptive and often blatantly false claims to reassure the public of the safety of their products.

In 1950, medical student Ernest Wynder (MD 1950) working with Evarts A. Graham, MD, former Bixby Professor and chair of the department of surgery (1919-1951) and research assistant Adele Croninger (MA 1948), were the first to scientifically demonstrate the causal link between cigarette smoking and lung cancer. The Becker Medical Library Archives holds the Evarts A. Graham papers, documenting this research.

Careers in Media Literacy (2010)

Increasingly, students across the U.S. are developing a passionate interest in the field of media literacy. But although these students clearly understand the value of this area of study, they are faced with a practical consideration—namely, what careers are available for those who study media literacy.

Generally speaking, this discipline prepares individuals for any profession requiring critical thinking, research, and writing skills. But more specifically, media literacy students may pursue careers in the following fields:

Education

In the U.S., media literacy is included in the educational standards–what students are expected to know by graduation–in all fifty states. However, relatively few elementary or secondary schools actually teach media literacy, for a variety of reasons:

• With requirements like “No Child Left Behind,” teachers feel overwhelmed.
• Media literacy content does not appear on the state standardized tests—and, consequently, isn’t taught.
• Teachers are not prepared to teach the material.

However, in this era of educational accountability, it is reasonable to expect that media literacy will become part of the curriculum of elementary and secondary schools in the foreseeable future. As a result, there will be a growing demand for teachers who have a background in media literacy.

Faculty positions at the college level should be opening up as well. Currently, over 180 schools of higher education (community colleges, colleges and universities) throughout the U.S. offer coursework or programs in media literacy.

Most media literacy courses can be found in departments of communication. However, as more elementary and secondary school districts begin to implement their media literacy requirements, require media, there also will be an increasing demand for faculty members in departments of education to teach the teachers. Further, schools such as Morehead State University and Wesley College have added media literacy courses to their general education requirements for all of its students. If this trend catches on, the additional number of course offerings will increase the demand for instructors in this field.

Numerous organizations promote media literacy education in the United States, including:

• The Center for Media Education
• The National Alliance for Media Literacy Education (NAMLE)
• Media Education Foundation
• American Society of Educators (ASE)
• The National PTA – Children First & Media Programming
• Media Workshop New York
• Michigan Association for Media in Education
• National Association for the Education of Young Children
• Project LOOK SHARP

In addition, enterprising media literacy graduates may work as educational consultants. Career opportunities include:

• Introducing media literacy to groups that are not reached through the conventional school system. Speaking to parents’ groups such as Parent/Teacher Organizations (PTOs) about the value of media literacy education has the added benefit of enlisting support for the implementation of the mandate for media literacy education in the schools. Administrators may not be attentive to the recommendations of teachers, but they are extremely responsive to parental concerns.
• Conducting professional development workshops for teachers. School districts routinely offer professional development programs to enhance their teachers’ instructional skills. Since most current teachers haven’t been exposed to media literacy curricula, professional development sessions provide an opportunity to introduce teachers to the principles of media literacy and assist them in developing classroom lessons.
• Developing classroom materials for teachers. Media coverage of news events, new films, advertising campaigns, and Internet developments provide innumerable “teachable moments” that illustrate and extend the principles of media literacy. However, teachers frequently lack the time to develop these relevant and timely lesson plans and curricula. These teaching materials could be distributed over the Internet on a subscription basis.
• Preparing parents to help their children contend with media-related issues, such as messages in video games and violence in the media. To illustrate, Parents as Teachers is an organization designed to equip parents to work with preschool children, so that they can become sensitive to the impact of the media, as well as learn some of the basic approaches to media literacy analysis. Significantly, even young children can become aware of the influence of production values such as music in a media presentation. And in the process, both young children and their parents become more critical consumers of media.

Business

In 2009, the average American consumed approximately 34 gigabytes of data and information each day — an increase of about 350 percent over nearly three decades At the same time, however, the amount of time that individuals spent reading actually declined.1 Consequently, many companies now place a value on employees who have the ability to interpret and construct messages, using the different “languages” of media, such as film & television, audio, and the Internet.

Elizabeth Daley, Dean of the School of Cinema-Television at the University of Southern California explains, “The greatest digital divide is between those who can read and write with media, and those who can’t. Our core knowledge needs to belong to everybody.”2 To illustrate, 60 academic courses at U.S.C. now require students to create term papers and projects that use video, sound and Internet components

In addition, premier business schools such as Harvard, Stanford, and The Rotman School of Management at the University of Toronto have redesigned their curriculum to emphasize critical thinking—the foundation of media literacy. Garth Saloner, Dean of Stanford’s Graduate School of Business, declares, “If I’m going to really launch you on a career or path where you can make a big impact in the world, you have to be able to think critically and analytically about the big problems in the world.”3

Steve McConnell, a managing partner of NBBJ, an architecture firm based in Seattle, has noticed a distinctly different approach in the Rotman students he has hired. “They seemed to be naturally free of the bias or predisposition that so many of us seem to carry into any situation. And they brought a set of skills in how you query and look into an issue without moving toward biased or predetermined conclusions that has led to unexpected discoveries of opportunity and potential innovation.”4

Recognizing this connection, Business and Management majors at Webster University can supplement their program of study with an 18-hour Certificate in Media Literacy.

Graduate Study

The discipline of media literacy is an excellent preparation for graduate study in a variety of disciplines. First, an undergraduate degree provides a solid foundation for continued study in media literacy and media studies (e.g., journalism, media studies, film studies production programs in video, film, and interactive media). In addition, coursework in media literacy is also valuable for students interested in graduate programs requiring research and critical thinking skills, such as public policy or law school.

Research

Media literacy students have become proficient at conducting research. A number of research centers affiliated with universities provide ongoing analysis of the media industry and media content, including:

* The Black Film Center Archives at Indiana University

* Media Hyperlinks: Northwestern University

* Media Lab at MIT.

* Television and Violence- Kansas State

* Yale University Family TV Research and Consultation Center

In addition, privately funded organizations examine media coverage, including:

* The Center on Blacks and the Media (CBM)

* Center for Research on the Effects of Television

* The Center for Research on the Influences of Television on Children

* Mediascope.

* Media Study

* Media Watch

* The On Television Project

* Television Information Office

* UNESCO International Clearinghouse on Children and Violence on the Screen

In addition, media literacy students can apply these research methodologies in a variety of other fields requiring qualitative and quantitative research skills, such as marketing and advertising.

Writing

A number of publications, both print and on the Internet, focus on media analysis, including:

• FAIR (Fairness and Accuracy in Media)
• Media Reality Check
• American Journalism Review
• Project for Excellence in Journalism
• Media Literacy for Prevention, Critical Thinking, Self Esteem
• The on-line project—University of Oregon

Surprisingly, media literacy analysis also appears throughout the popular press. To illustrate, many newspapers and magazines include media critics on their staff. Many of these critics have a narrow conception of their role, providing superficial reviews of films and television programs. However, others have broadened their discussions to examine cultural trends, as reflected through media programming. In addition, feature stories and entertainment journalism can also reflect cultural attitudes, values, behaviors, preoccupations and myths.

Media Literacy Organizations

The mission of media literacy organizations is to promote the field of media literacy, as well as collecting and disseminating media literacy information. They also sponsor programs and conferences throughout the country. Examples of media literacy organizations include:

• Center for Media Literacy
• Center for Media Education
• About Face
• The National Alliance for Media Literacy Education (NAMLE)
• National Telemedia Council
• Gateway Media Literacy Partners (GMLP)

Other organizations promote goals associated with media literacy. These organizations include:

• Children Now
• Action for Children’s Television
• Children’s Advertising Review Unit
• National Alliance for Non-Violent Programming

In addition, organizations formed by the newspaper, film, and television industries have instituted programs that promote critical understanding of the media. These programs are a very powerful and effective voice for media literacy outreach, lending valuable expertise and legitimacy to media literacy. Professional media organizations include:

• The Newspaper Association of America Foundation
• Creating Critical Viewers (National Academy of Television Arts & Sciences)
• Show Coalition
• The Taos Film Festival

Media Activism

Media reform activities are designed to democratize our communications environment. Organizations have been formed that analyze the political and economic impact of the media industry and identify strategies to implement change. In some cases, public policy organizations work in partnership with educational institutions, community organizations, and media literacy associations to promote changes in media policy. Organizations involved in media literacy activities include:

• Center for Media and Public Affairs (CMPA).
• The Consumer Federation of America,
• The Center for Digital Democracy
• The Media Access Project.
• The Annenberg Public Policy Center University of Pennsylvania.
• Center for Commercial-Free Public Television
• Center for Democracy and Technology.
• Center for Living Democracy (CLD)

Media activism also includes activities such as lobbying state and federal educational agencies. Identifying funding agencies willing to lend its support is an ongoing challenge facing these groups. But successful programs can make a significant contribution to the culture.

Community Media Activities

Religious organizations, public access groups, and privately funded organizations have established media literacy programs in their communities. These outreach efforts reach audiences typically not reached by academic institutions. Examples include:

• Community Media Workshop
• The Southern New Mexico Media Literacy Coalition (SNMMLC)
• Media Literacy Working Group
• Media Network
• Northwest Media Literacy Institute (NMLI)
• Alliance for Community Media
• Media Aware
• Media Center for Children (MCC)
• Davis Community Television
• Plugged In
• Public TV Outreach Alliance
• American Center for Children’s Television.
• Children’s Music Network (CMN).
• New Mexico Media Literacy Project
• Taos County Media Literacy Network
• National Foundation to Improve Television (NFIT)

Media Production

The study of media literacy in combination with production areas, preparing students for careers in broadcast and print journalism, advertising, radio, television, film, and interactive media. Applying the principles of media literacy helps media professionals produce responsible and informative programming. For instance, news and documentary programs such as Frontline and On the Media heighten awareness of the impact of the media on our culture.

In addition, independent video producers promote media literacy by producing programming that focuses on media literacy issues. Production companies include:

• The Association for Independent Video and Filmmakers
• The Foundation for Independent Video and Film
• Boston Film and Video Foundation
• The Northwest Film Center.

Another avenue for media production consists of media arts programs, which provide insight into the construction of meaning by combining production with critical analysis. Examples of media arts programs include:

• The National Alliance for Media Arts and Culture
• Southwest Alternate Media Project (SWAMP)
• Minnesota Center for Arts Education
• MediaRites
• Media Working Group Inc,
• 911 Media Arts Center
• L.A. Freeway.

Other media production opportunities involve developing media literacy curriculum materials for classroom use. Examples of production companies that specialize in media literacy classroom materials include: Educational Video Center, Listen Up Network, and Intl Telcom Services Inc.

Conclusion

This article is an effort to identify trends that can help media literacy students look for professional applications for their interests and skills. The organizations identified in the article are merely intended to serve as examples and by no means represent a comprehensive list.

It should also be made clear that I am not posting jobs, nor am I suggesting that the organizations that I cited have current job openings. The article should serve as a springboard for students to conduct further investigation into careers in media literacy.

It is quite possible that this article presents an overly-optimistic scenario with respect to one career path or has overlooked another area entirely. I welcome feedback from media literacy professionals and job seekers, so that I can update the article to make it as accurate as possible.

Art Silverblatt, Ph.D

Professor, Department of Communication and Journalism

Webster University

St. Louis,, Mo.

Silveram@webster.edu

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1 Nick Bilton, “Part of the Daily American Diet, 34 Gigabytes of Data,” New York Times, December 9, 2009

2 Elizabeth Van Ness, “Is a Cinema Studies Degree the New M.B.A.?” New York Times, March 6, 2005

3 Lane Wallace, “Multicultural Critical Theory. At B-School?” New York Times January

4 Lane Wallace, “Multicultural Critical Theory. At B-School?” New York Times January 10, 2010

Webster University Hosts Comic Book Conference on March 27

As Hollywood continues to churn out comic book superhero blockbusters, comics related college courses are filling up fast at universities everywhere, particularly in St. Louis, according to Pete Coogan, director of St. Louis- based Institute for Comics Studies. Coogan teaches comics courses at Webster University, and, together with colleagues at other area universities, is hosting a comics conference, Saturday, March 27, at Webster University. The event will bring together scholars, creators, and fans to discuss the medium of comics, graphic storytelling, and sequential art in the Metro St. Louis area. Academics and industry professionals will also discuss local teaching and comics creation. Teachers, faculty, college and high school students, and comics fans and readers are encouraged to attend.

“This is an attempt to bring the St. Louis comics community together,” says Coogan. “I want to reach out to the public, particularly students, to encourage comic studies and learn what being a comics creator in St. Louis is like. “

The event is free and open to the public and runs from 9 a.m. to 4 p.m. at Webster University’s H. Sam Priest Center, 8270 Big Bend Blvd., Webster Groves, Missouri, and is sponsored by Webster University, Washington University and Saint Louis University.

The Conference Program:

• 9:00-9:30: “A Map of Comics St. Louis”
  Peter Coogan, Director of the Institute for Comics Studies and adjunct faculty member at Webster University
  A presentation of the academic and professional comics communities in St. Louis and their activities, an explanation of why St. Louis is active in comics at the moment, and an introduction to SLACoFF—the Saint Louis Comics Friendly Faculty.
• 9:30-10:30: Comics Studies in St. Louis
  A roundtable discussion by academics about how comics studies at their schools, why they’re friendly to comics, how they got interested in studying comics. Moderated by Peter Coogan (Institute for Comics Studies), with panelists Steve Higgins (Lewis and Clark Community College), Larry D. Quiggins (Lindenwood University), Geoff Schmidt (Southern Illinois University in Edwardsville), and David Schuman (Washington University in St. Louis)
• 10:30-11:45 Comics Creation in St. Louis
  A roundtable discussion by creators about comics creation in St. Louis, their titles, and what it’s like to be a comics creator in St. Louis. Moderated by David B. Olsen (Saint Louis University), with panelists Ted May (Injury), Mardou (artist/writer of Manhole), Dan Zettwoch (Ironclad), Larry D. Quiggins (Lindenwood University), and Christoher Sagovac (Webster University).
• 11:45-1:00: Lunch (not provided by conference organizers)
• 1:00-2:30 Comics in the Classroom
  Discussion and presentation by faculty regarding how they use comics in their class, with a discussion of specific assignments. Moderated by Peter Coogan (Institute for Comics Studies) with panelists Steve Higgins (Lewis and Clark Community College), Sheri McCord (St. Louis University), Geoff Schmidt (Southern Illinois University in Edwardsville), and David Schuman (Washington University in St. Louis).
• 2:30-3:30: The Comics Market in St. Louis
  Creators and professionals talk about the comics market, how to get into comics, and training and publication opportunities. Moderated by David B. Olsen (Saint Louis University), with panelists Larry D. Quiggins (Lindenwood University), Christopher Sagovac (Webster University), Jake Wagman (St. Louis Post-Dispatch), Scott Samson (The ComicDorksCast)
• 3:30-4:00 Keynote: “Cinematic Comics: Irrelevant Irreverence?”
  Pier Marton, Program in Film and Media Studies, Washington University in St. Louis, Cinematic
• 4:00 Reception

For more information, contact Pete Coogan at 314-962-7939 or icsactivity@gmail.com

The Institute for Comics Studies (ICS) is a Missouri non-profit organization that promotes the study, understanding, and appreciation of the comics medium.

‘Facebook, Twitter and Our Kids’ offered March 30 in St. Charles

Harvest Ridge Elementary in St. Charles  will host “Facebook, Twitter and Our Kids” on Tuesday, March 30, 2010 from 6:30 – 8 p.m.

Mike Wilkerson, Host of the 24Podcast (24 the series) & Creator/Talk Show Host/Graphic-Web Designer, will discuss Internet Social Media and our children’s usage of these media.  Wilkerson’s websites include: http://www.2guysTalking.com and http://www.mikewilkerson.com/

FCC Extends Comment Period for Media Literacy Efforts

Gateway Media Literacy Partners, Inc., has notified its members and the greater bi-state region of  the Federal Communications Commission’s (FCC’s)  Notice of Inquiry (NOI) regarding MB Docket NO. 09-194 on ‘In the Matter of Empowering Parents and Protecting Children in an Evolving Media Landscape’, whose comment period is now extended to May 1.

GMLP, a member of the National Associaton for Media Literacy Education,(NAMLE) will be following NAMLE’s lead on this effort.  In addition to comments specifically related to GMLP’s bi-state region, a separate response to the FCC will be posted by March 26.

We are urging all members of the community who care about  sustaining media literacy in our communities, to visit the FCC web site, read and comment on the comments already submitted, and possibly file separate comments.  Every comment counts!

Video: Media Literacy Chat with Frank Baker and Andrew Smith

During last year’s GMLP Media Literacy Week, Lindenwood University was home to a few of the events during the week.  While we had Frank Baker in town, the folks at LUTV used this opportunity to record an episode of the show, Mixed Media, to further discuss the topic of media literacy.  Only recently did I stumble upon this video in cyberspace…so I thought I’d share it with you.  It’s a great introductory video for people who might be new to the media literacy conversation.

Enjoy!

President’s Message: Reclaiming Civility via Media Literacy

Hello, Media literacy proponents and enthusiasts,

As you’ll note from our home page, we are sending our congratulations to Sister Rose Pacatte, FSP  Director, Pauline Center for Media Studies in Culver City, CA., for a a recent and well-deserved honor.  If you know or know of Sister Rose, you’re not alone. She’s well-connected and known in both religious and secular circles, and in formal and informal education settings, locally, nationally and abroad.  She constantly reminds us we have much to learn from media’s messages, and we have much to enjoy from them.    Here in St. Louis, Lynne Lang,  Curriculum Development Manager of  BJC’s School Outreach and Youth  Development and GMLP board member,  is closely connected with Sr. Rose; it’s a relationship that started three years ago at the 2007 National Association for Media Literacy Education (NAMLE)GMLP served as local host conference for which .   Since then, Sr. Rose and Lynne have been  working closely, with shared excitement, to form a Catholic writers colony, Second Spring. “Our goal is to ignite energy among those yearning for a place to step away from the pace of life and begin sifting through those ideas for articles, manuscripts, books, poems, and stories.”  Lynne told me. We’ll look forward to her report on their inaugural gathering next January, at the Pauline Retreat center in Massachusetts.  I, especially, look forward to it because my connection with Sr. Rose, over the last five years or so, centers on numerous online and a few in-person conversations specifically focused on how media literacy education might be THE force that leads to a greater respect for and actual demonstrations of civility.  I think that topic would be a great one at the inaugural  gathering.

I’m sure Sr. Rose wouldn’t mind if I gave an “elevator speech” summarizing those many interactions between us,  relating to media literacy and civility.  Here goes: Civility has a common ideal with media literacy, and AUDIENCE is at the center of that. I suppose I’ll hear from Sr. Rose if I got that wrong.

Going along those lines, think about it…we’re able to share feelings, beliefs and knowledge about our worlds, via our audiences.   So, wouldn’t it be better if we, as audiences and communicators,  refined our skills?   And, while  I submit to you civility does begin with politeness,  as many simply assert, the whole discussion about  civility is actually much more complicated or deeper than “Please,” Thank you,” and Excuse me;”  we must travel beyond Civility 101 and consider other remedies that will slow the erosion of of these conditions called discourtesy  and incivility, and I strongly believe media literacy education is a great path to take to help bring back civility.

No question, the critical-thinking skills media literacy education teaches are life-long skills that can help us negotiate civic and home-life…for a lifetime,  if you choose to use them.   And they offer up a possible antidote to the ignorance some blame the information age for perpetuating.  Now, that’s civility, in my mind.

Further, I believe self-reflexivity might be offered up as a great pairing with media literacy education…looking inward to our own reserves in order to tackle complex and diverse worlds; more easily moving inside and outside our societies, having made ourselves that much more aware of them; and  taking into consideration our worlds from many viewpoints.   Ultimately tackling our  worlds this way, we are  simultaneously  growing and sustaining ourselves. That might be Civility 301, yes?

I’m confident Gateway Media Literacy Partners and other media literacy education-focused organizations and individuals can move this conversation forward,  at least with the media literacy education side of things, prompting a better world at home, in the neighborhood, in our schools, in our region; and around the globe.  And ultimately, with civility on the rise, help build the human family…and maybe, once again, celebrate civility.

I will be preparing a more detailed piece on this, so, PLEASE stay tuned.

Meanwhile, THANK YOU for reading, and continue to enjoy our web-site offerings.

Jessica Z. Brown