Media literacy education provides a toolbox for helping direct students' attention to the way we shape information for audience and purpose. The National Association for Media Literacy Education defines the core skills of media literacy as the ability to access, analyze, and evaluate information, as well as the ability to create and act on…

The number of students who participate in this author's journalism program is steadily dropping. As the adviser of the Rockville High School "Rampage," he is constantly trying to "reward" his seniors for their hard work in producing a newspaper that has won national awards from scholastic newspaper organizations. He encourages his students to…

Writer's workshops provide students with the appropriate processes they need to learn about publishing and First Amendment freedoms when collaborating on a school newspaper. High school teacher and journalism adviser Janet Ewell outlines the structures students can use for learning to find, research, develop, respond to, and reflect on story…

The first year of the author's job as a high school newspaper adviser was marked by her overenthusiastic acceptance of responsibilities, a plague of printing mistakes, and a search for ways to instill standards of accuracy in student reporters. (RL)

A framework for media education that helps students enhance their understanding of the media and use their knowledge to influence individual and community action is proposed. It is experienced that the problem with educating children against, rather than about, the media is the assumption that students are passive audiences of the media, lacking…

Describes a program that gives high school students training in three aspects of journalism as well as field experience. (DD)

Notes that the connection between literature and the news stems from journalism's focus on writing and rhetoric, yet journalism could easily reside with history, visual arts, or stand by itself. Contends that journalism, with its focus on fact and objectivity, can and does stand on its own as a precise, rigorous craft and should not be thought of…

Deals with organizing, editing, and producing a literary magazine as a class project. Suggests steps to be taken and pitfalls to be avoided. (RBW)

Presents advice on organizing and publishing a school newspaper in the junior high or middle school English class. (RL)

Discusses the many benefits of service learning, and offers examples from the author's high school students. Notes literacy and language arts service learning projects; the importance of integrating service learning into a regular program of instruction; programs and resource materials that support service learning at the K-12 level; and students'…

Outlines the advantages of using microcomputers in producing high school newspapers--word processors permit the generation of columnar newspaper copy and encourage student revision--and suggests three necessary characteristics in computer hardware--a large memory, good software, and reliable technical assistance for handling problems. (MM)

Details the use and appeal of Web logs to enhance classroom discussion and allow for outside involvement in the classroom. Defines a Web log, addresses discussing literature in a Web log, and describes the author's first attempts at using Web-log technology. Presents considerations for using Web logs as part of classroom instruction. (SG)

A faculty adviser and his student associate editor chronicle their first year of producing the high school newspaper. Discusses problems that arose, including the interpretation of school news and the selection of articles. (EL)

Describes how a last issue of the school newspaper carrying senior class wills offended some faculty members and how the issue of censorship was raised and dealt with. (CRH)