This article describes research investigating mass media's influence on elementary-aged children's understanding of world cultures through the lens of serendipitous learning. The qualitative study explored the ideas children constructed about other countries, cultures, and people through their unmediated use of various media including movies,…

Historical novels, films, and other media can disrupt or reinforce dominant narratives about the past. Educators must be careful that when they attempt to select material from a range of seemingly diverse perspectives, they do not choose content that nevertheless maintains problematic depictions of people, places, and events. Time travel stories…

Imagery and sounds from television, film, music, the Internet, and other media bombard American youth; dictating to them how they should act, think, or what they should believe. They often do not realize that they find much of their identity and belief systems in messages put forth to them by popular culture (Du Gay 1997; Hall 1997). Young people…

Media consolidation and convergence have increasingly changed the way individuals as both consumers and citizens access, process, and communicate information at the local, national, and global levels. Media industries and institutions influence public perception and occupy our time at work and at home more and more. Media literacy has become…

In an age of increasing global and multicultural forces, the social studies is usually the subject charged with promoting a deeper level of understanding in regards to cultural diversity. To achieve this mission, many social studies teachers have turned to the use of world fairs. However, these activities often end up promoting surface level…

The authors interviewed more than one hundred high school students in three regions of China about their knowledge and perceptions of the United States and China. The authors' findings suggest the following: (1) students possess extensive knowledge about the United States in terms of its history, geography, socioeconomic system, and education, and…

Five key questions form the basis of the new CML MediaLit Kit, an educational framework and curriculum guide developed by the Center for Media Literacy. Adaptable to all grades, the key questions help children and young people evaluate the thousands of media messages that bombard them daily. More than two years in development and available for…

Many people fear that the current explosion in mass media technology is negatively affecting individuals and society via-a-vis considerations related to the accessibility of pornographic materials. The way this accessibility affects young people is of particular concern. In this article, the author addresses these concerns from the legal and…

Both students and parents participating in this survey overwhelmingly supported the study of nuclear war in public schools. Twenty-three percent of the students indicated that "The Day After" strongly affected their views of nuclear war, 45 percent rated the program as fair, and 39 percent weren't sure how realistic it was. (RM)

Addresses the major issues in relation to media education in the United Kingdom focusing on the various approaches that have be used historically. Outlines what media education is not and what it could be and discusses why media education is important to democratic societies. Highlights some key terms in media education. (CMK)

Traces the history of political cartoons in the United States from the first (Benjamin Franklin's "Unite or Die") in 1754 to the present. Discusses three requirements for effective cartoons, and identifies important cartoonists and their work. Characterizes political cartoons as one of the United States' liveliest, most enjoyable, and…

During the spring and summer 1999, to increase his understanding of the mental pictures that young adolescents hold of their own nation and other nations, the author interviewed students from four sociologically similar urban-area New York schools and students in a junior high school class in Oslo, Norway. He used a semantic differential survey…

Summarizes a wealth of recent information concerning the effects of electronic mass media on the socialization of young people. Argues that significant changes have occurred in both the pervasiveness of the effects of mass media and the nature of the relationship between that and other socializing factors.(MJP)

Argues that the media portrayal of Africa remains highly selective, focusing almost solely on negative and violent stories. Positive stories (local initiatives, political reform) go unreported as does much of the Western powers involvement in famine and destruction. Includes a list of sources on African current affairs. (MJP)

Examines the "Handbook of Research on Social Studies Teaching and Learning's" section on context effect. Reviews influences that shape social studies, including research, student groups, family environment, mass media (especially television), testing, curriculum mandates, and local-to-national community pressures. (CH)