|1.1c Media messages are produced
for particular purposes.
1.1f Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process.
1.2 MLE teaches students to ask the specific types of questions that will allow them to gain a deeper or more
sophisticated understanding of media messages.
1.4 MLE trains students to use document-based evidence and well-reasoned arguments to support their
1.6 MLE teachers do not train students to ask IF there is a bias in a particular message (since all media messages are biased), but rather, WHAT the substance, source, and significance of a bias might be.
2.1 Like print literacy, which requires both reading and writing, MLE encompasses both analysis and expression.
3.4 MLE is most effective when used with co-learning pedagogies, in which teachers learn from students and
students learn from teachers and from classmates.
3.5 MLE builds skills that encourage healthy lifestyles and decision making; it is not about inoculating people
against presumed or actual harmful media effects.
4.2 MLE is designed to create citizens who are skeptical, not cynical.
4.7 MLE trains students to examine how media structures (e.g., ownership, distribution, etc.) influence the
ways that people make meaning of media messages.
5.2 MLE includes opportunities to examine alternative media and international perspectives.
5.4 MLE shares with media owners, producers, and members of the creative community responsibility for
facilitating mutual understanding of the effects of media on individuals and on society.
6.1 MLE is not about teaching students what to think; it is about teaching them how they can arrive at
informed choices that are most consistent with their own values.
6.2 MLE helps students become aware of and reflect on the meaning that they make of media messages,
including how the meaning they make relates to their own values.
6.4 MLE recognizes that students’ interpretations of media texts may differ from the teacher’s interpretation
without being wrong.
6.6 MLE uses group discussion and analysis of media messages to help students understand and appreciate
different perspectives and points of view.
|1. Practice general
observation, critical thinking, analysis, perspective-taking, and
2. Stimulate interest in a new topic
5. Identifying sources for erroneous beliefs about a topic
6. Develop an awareness of issues of credibility and perspective
9. Build and practice specific curricular skills
10. Facilitate use of a range of media formats to express students’ opinions and illustrate their understanding of the world
11. Use media as a assessment tools
|S1.4 Seek to clarify, to assess
critically, and to reconcile with their own thinking the
ideas presented by others, including peers, teachers, authors, and scientists.
1.2 Make informed consumer decisions by seeking answers to appropriate questions
about products, services, and systems; determining the cost/benefit and risk/benefit
tradeoffs; and applying this knowledge to a potential purchase.