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N~ti'onll!Librllryol Canadl , Ca~oguinvBrlnc h

" Can!ldllnThese,Dillis ion OtII*I,Canada' ,K1A0N4

NOTICE__

- - ---,

.-."j '

~iblioi:heque.nl~onlil^duCan~!, Dir";tiondu calliOgage' . : ' < ,~-~~

Division desthesescanltCliennes .

-.I

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The qual ity,oI l hlSmicrolic he~hl!ll!llli,Jydependenl upon . _Ihequality01the orlglnallheslssubmilled lormicrofilm- Ing,Evl!If')'efforthas been,ml de 10 enSlJrethehighest quaUty ol reproductionpO$slble, '

"Ipages 8re mi ssing,c2..n~ctI~e^{universityWhic h}

granted the degree: ..

- -

Some pagesmayneveIndlsllnctprint especially if Ihe origi nal pagesweretyped wilha poortypewrile r ribbon or ifthGounlllersltysentus a poorphoto copy.

PreviOUt lr~lghtlKi^{....wlerial.(JoUrnal}.rticles~^, ,publishedtests, et c.1are not fil med.

R; produetton

in

^{tuUorin ptIrt}oIlhi~lItmIs'govemecl byIhe CanMllanCopyrigh tAct,R.S.C,1970.c.c-30.

PleIIHru d the lIuthoriuotion lorm. wfIich IIccomp3.ny

thlsthesls. '

La_qualll6de cert.microfichedepend grandamentd.la quall tede lath eMioumlse. u mitrolilmage ,NOll.allons touttait pour assurerunequali lesupilrie uredo re pre-

cucuen. .. '.

S'IIma!"'q uedes~ges.veuiJJeZ,comm unlquer,avec l'iJnlll el"iltllqul l l:0nfltr e l. grade. ',: '

, La qualHe

d:lm'pres~;~n

de certlines

~es

^plIut

{.

~1~~~l~::~r:;~;~,~fdu~:'~'~:!t,: 1':~~I~~;,:sn~:~i:

nous. par;ventrUnephot?Cop",ema u~~llt: Lesd ocum entsquilontd ejill'ob}etd'un t:lroltd'lo-

•.teur(articlesda re'nle.alUlmenspubll6s,etc.lna.sonlpis

mlcrof ilme.. •. ' .' 'I

,_soumisi-.LI

reprod~~on,

_{IIIlalclrw1ierlne}^mtme

'e1~,

_{sorIe droi t}^dece_d'8Uteor,^{miCrO; i l m}_SAC'^est.

1970.e,C-30.Veuillezprendre COlYlalssa noedeslor·

mulas!!'Iutorisalionqui.ccomp agnentcelt.these

~-:

_THIS [lIiSSERTATION

"':--:~-< ^--

^LA

TH~EA

^ETEI'

liAS BEEN MICROFILMED

">

<,- MICROFILM~ETEllE QUE EX.ACTLYAS RECEIVED __ >~~SL'AVONSREC;:UE,

....

^,\

"

\

^{" ,}

·,;.

.' " ":.; ;'.

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^{~'-' -}

\

" . .' ·THE'OOR CPMENT OF " :.. , "

- A\tiiGE~~~'

^{COR[ ,orA}

S~lli.~ PR~~" ;

'.FORGRADES.IlINE·

TOE~EYO

^:

AbStract.

. . .

^.

Thfs;.tnte m shi p projectreportson theneedforIpro gr••.of'lIl!dh $kt11$

at

th~h19h s~~l lewel;.,

^{WHh the}

Ifeed·e~~·abli.~ed .the. p~j·ect pro~eed$

^..

to g.1;e ·agene.ralcoune out1.I~~ t~·guide·^resourceteacherst"l,teaCh1ng: . -,'

J14!dta sk11ls tohigh school students. .' . ' . , .

. The a1..of the.courseis toprov1de graden,1ne .tena~deleven s; udents·

"'~ th'

^{t;e's...·i·llS}

n~ces's~r~

^to

interpre~

and use.·the nr.iousme dia formseffed1V~-;;def f t clentl y.

Asectionof,theproj ectprovides~ncvervtevpfth1s course and .incl udesanintrod uctio n,areview of·re la tedliterat ure,theneedfor

, . "

' , .

^.

o:.the.course'andretetee-rerereeees,

Thecourseappe.rsas.n~append.1x .and.consists'tI:fat,'ble,of contents.a definitt on of teres, an 1ntroduct,tc.nfor t he teacher,aLtn1t

l&

~

a~dgrade·level chart,.~alsof th~c~rse,unit·sur.Jnarhs,and an'out ltne of eeetcs undereachunit . Kosttopics are listedw1threfe rences and .il.

··top1cs h.veobjecthesands~~e^{,c(h i ties. A}iaJ~r1t~t^ofreferences

1

Is pre sent ed at the end'~fthe course.,The fomt fo rthe~urse^waschos·en' .' ::

for

f~ex1lJflt~Y

^{and.chrity.nd. as}

f~Pl1ed -.abo~~, · h 'destgned-to serve--morsq

asagu1dethanI det~~.led_C~u.r"SeoutUne: Thesc~pe0;this gu1de 15. . . )....;

1I111~t·e~andanumb.erof reCOlTTnendatl ons andconclus1on.sare setdown.

, ' j

' 1 .

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~

,

;j. I·

,

. ;;/

j

."~

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"Ac knilwl edge.ment s" ,,,~ \.': /:

. . I . '

:The au.thorof-thi sinternsh~pproj~ctwfsh,esto eXPrfsssi dcere tbBnks'tohis advisor,Dr.~or~Koski'andthe other"membersofthe

..:":'

~dV1.~O.~Y:

^corentttee,

App.~~·~t~on

^{- also}

e~te~de~

^to

'~~/tyPtsts ~~d

.'proof readers

fo~ the1~

ext:etknVwork. ,

.\,"Specia l thanks 15reser~e.dfor IllY wife,.Ma,11'~hOISquietunder-:

stan~.:!nga,nd.constantencouragement made this.PrQje~_POSSfble. '

. . " -.

\

h _I

\

"

10

13

-.-.:.') --:

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·~. ··· '~:~ 6I :~~;:·~-, . : .· EI · ., , ) :'(: '~'~'

\/. -.

,-_~,.i·n1ttDn

, "

· ^o

.

^{i lerrns..}

'

. . ~ \. ... ~ .. ~ . ^.. ,~ : . ^.•..

III Development.ofCDurs~^·•••:~.\\._^{•••••i.. .;...}~.:^.....·.~... ... ^9", g.

o . ' •

IV •Conc;lusionsand Rtconrnendat 1ons ' 16

-~-- -

..

^{: .}

. ' .

_ _ _

-_~., .\ ~

^:

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^{•••• 18}

- - . Ap,"",'" . """ tedC." Medl. Sk111s ,ro,,\ ..' .

~- "'· T \:\ ' ^r

. ' \~-

\ 1 ' 0' . . _-~ ^'JV

\" .

I .. '\'

. ~ - \" \"

. I~;ro~"'tIO . ; l . ,

. . .. ... .. ~ ^{. . . . . \ \' .}

.:;.The,ai~1II^O..~: .~h\iSlnter~sh.1P:proje,~\^ist~'d~:elO.p,^a0di.~?~1.1 ~:s coursetosUIlplementand.impro veany libr ar y ski l ls"th~~ma.¥,have\been

;a"stered b;-gr adeei'ght

.~:~~Je~~s

^[n

H~~\Jn~nd

^{..',' :' .}:;:"'::\"' ..-\..

, . ~:

, .tbe proposedcoursedoesnct. ext st ,

~tthOU9h c~~;n ll.~pect.s;:Of

th~. content al~~ildy ~x.~~~, ;in t~ la!l~lJagelit~i~\~rrl~.Ul~,,_lI~th.:

^..:\·.

secondarys~~oolje vet. -Asantnstructtcrre'luni tof't~ e;medf ~:r;:entte.':

.. .t tft!

proposed,me.d'f·~

^{;kl1 15}

COllrs~

^hasbeen

~evel,~J

^din'order'

~ha.t ·~e.

~dia ce~t";

^maybe ut i'Hze d,totts"maxlrnum

poten~·;al . S-1nce:no·',collhe

~X1s'ts"'~','~1ve

^the

stude!'t~. the "~eC~S5llrY

Sld;Is",

i~

^{the use ofthe'\.'}

varlo~s ~dh~

theproposed course

~as ,beft1e.si 9njd ,to; ·fi1 l , that,,".ee~.

:. .

T~fs

^{document.consist sof}

t~

^part;s.!The

!tn .: p~r~, ·'.f.S

^{th!e"\ .}

repert, The second p,art 15thecour seand

re"ated '~ter1al . ' ln the'fO~

\'

:'Of an·'~ppen~.lX. :

^{:. .. .. , " \','.- ,", .., " .}

'\ Thecours e

~ons1sts'

^of

~ 'hble" 'Q/cont~~t5".-

^a

~efin1t1on 0/ . :1

.\tenns, an

1n~roduct1~n'fOr t~e teacher~

a un1t a'nd

'g~ ~e lev~'l

^{Char t..'. ,}

. ,,,h of

'~ .

^'..eeurse,""""""...rt es .; '" eut.."n." of ,oP'' '.

"" .;,d~r ea.t~

^...\

\unit.

~st

topi cs are

1f ~ted wl~h

^references

an~,al,l p~cS: h"a~e

^{.'\.'. '.}

\Object fv

~: ,~;d

^5amp.l.e activiti es. Alis,ting'ofthe re

el"ence~, ", .outl1ned

^\

hetopics. followsthe-c ourse. \--.

,I

f \

\

.-~

.:

· t .·

r

·•· . • · · · · ! t·

.. . . ~V:,~Of':;~)C.,,\ ^{- .}

T he li'e'.~,. f~ ; : · ^... ·t~ 4::, .

.The\nte r n

experie~ced

^{,difffCt,'ltyi,fri}

\o'c~tfng 'fllfonnatfo~ "

^on

~~dfa

^"

study' :and

m~ilf~'

^{skil l s}

co~rs~s alre'~Ay !x \f·stl~g. ' F~

^a

~rvey

^0;

!~ ~ ~ , .

jo~~na1s. ~Ui:h:'.:.as:M~1a

^and

Me~hO~S..·'"E:dFl/C'ai;~n~fMed1a~ Inte~~t10n~~

^•.!!!!.

'English:

Jou~nal 'and AUd10Yf~ual lnst r~ttt~n.

1t was found

th~t

^themedia

c'ourse:'_

JeSC;r1b~~

^usuallyspecialized

\ f" f~lm 'studY

^•.

photograp~.

e"quipme:t use'orsroc1 fk ~rOd~~tfon S'~l l1S:, In'manyinstancesthese' . me di a courses were of fe redas Englis hcourseelectives

or

^wereunits,In

: \ '

'\theEnglis h cUl"'rlculum.

\

An ERIC-report"byH!l1ocks(1972)briefly de s cr ibed'enumberlof•

," \- ' . . ' \

me dia cours es . _Thisreport st at ed that the majorelT{lhas1s insevenw-et ve,

"

" , .

^_ ,\ -. "

percent ofthirt y-nine massmedia cour-ses chosenfor study.fnve 'lvedan

.

. . . . \

analysis and evaluatfonof various media: 'The samerepor t sttted that~11

'~ourses c~'vered a var1~t;\of

^{topics'intlu"ding}

l·1teratu~e.f~ l~. ~s\c.ar~,.

rad io.

tel_~,V1sion. PhotOg~\PhY ;

'magaZi ne advertising

an~

^{h.i ghwaY}

biilboard~

^..

jon..e cours.elialsostresS,ed'.~e ,~~udY~f.adv'e~tiSing.~ro~aganda.a1:the psychologicaleffectsof lIIed1,aon society. Ot hercourses stressedthe

'~edia tech'~iq~eS

^{invQlved in}

~e:ws

^{reportingand other}

rne~1a·-are~s

^•

.' I.

^A

c~ urse

^'at

H1c:~n (Col~lIb1a . Mlss~url).H1gh Sch~l.si~essed

^.the

/ .,e I' medt .s,

eeans

0 ' 'mp"'''~9 """'n'ationskllls. ''''h,r,o"", r ~t,~r\dge'wat .~.Rarl ton

^(New

Jer:s:~\~,:

^High

s~~c:o~ JnVOhe~ th,~, p~~Il~~1on . s.

^side.of.~edla.'Ot her courses specla'l tzed_1n,~i.11Amaking and fUm ..

.-/ ap~r_et1 at1o~. None'of the cour ses 1~stedwasde\.f9ned'to,givethe,stod~nt :/ a basicunders t andingofthev~,riety,of mediaandi twas foundthlJ: very \ b

f\ ,-~·

. .\

- --,'-.,-..-.;,,",,,"',,,,

.

; .

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. .

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.

.

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^{. '}

:

little.emphastswaspiace~^on'Uieuse'of~d1a ~S-1.l~ami'natool . ^Thi!se;.

co~rsesappear;d

to

~tress^{.cneas'pectofmedi a aed;Ign,ore.d}its.value'as. .an lnfonnat1onafsource toaid'5t~dentsⁱⁿth~lrco-curricular end.ext ra

.curricularwork.

The flllPo'na neeofmedi a as an:"f nf orma t t'onalsourc~^has~e~

~upporid ~y -a .~umber ~f, ·ed\uc~tors.

^Gordon

(196~) p~ese~ted

^{.t he·}

fol1ow~ng

'~ f ew$: .'. ' , .

" ,. <

c»- .: . /I

~~~~~h~~lf::g~-~1 ~::~. t~h:b~~lo~~~ :~e~~~t~~a~b~c~rv~O~~t

~di~~l\~~~oda:~~~~ ~~~~~ ~~~~~:;:~s~nr:~1oW:ri~d~l:~1;~~n mass I

serve'I.compositestew of 1nfonnattonencompas singcrises and

I .

crus ades, facts and figures,fads andrenctes.• FI"'OIIl~hese sect e, and from such additional delving1nto books,magazines andsu~plementarysources15 we can manage,therecomes theraw

.lIat e rial:for muchcifour thought.and opinion;

Itca~s:~o~~~I~~~:n~Ytti:U:a~~f~~~~~~a~:n~~ ~~j:~~~~~e.

r'.

essess eent of person s_and polic le s. Itcan providewam ingof trends,tr aps or opportunities. Jtcan,indeed, bring usctcse en!Jughtoasense of therealitiesabout ustomake ourjud97

".:1J!cmt sound, our expectationsvalid, and our-aspi r ati ons~ ,

reas onable ." ' . '. . :,

..Butthe keyisintelli gentuse.·Without

a

shrewd eppre-' dationof whil,t the media,can and cannot provideandan under- sta nding of the tec;hnlques and limitationsthat apply,to the

::~~~l~r~S:~~da~~e:~~~:rt~: ~:~~~b:~f~.~d(:~~~~h expec~lng

the Whetherbyindi vi dual choiceorbyteacher direction,Gordon's 'i ~eas ~uggestt~atsome learning\ist~kingplac,", Gillespi eandS~irt (l973)'have also found that weleamfrom everydayexper-iencesand suggestthatthose in theeduc~tionfield realize that the teaching of

I . " . \ _, '

onlyfact~and theemphasison rote learning areteachi,ngst r ategilis .th~tdo notf111_~e'~~~d.Sof today's,stud~qt._Theyc1a~mth~:"~~~~__~_

gies,"s;uchas'these;t~rid.tode~artmenta:1i zeknowledge and give afa1s~

impresstonof the student's intelligenceand learning abilities.

~an extension of,th.e,~bove nle~ttoned~'claims,one might ask'h'aw

"

_ . I

the~S$medii ts.relatedt~theeurrt~ulllI1presently irthe sellools. Gibltn (l972)considers-thulissmediatobe,acurriculumthat 1s beyond the control of the_educator~sresponsibility for the curr1a..lcm in the

Sch~ls:' Th!$'CU~fCtJl.um.~ho!J9~ ~~t 'o_rgan'1Ze~

^byour education systeril.

15'pll1lned. produced,edfud,and offeredto-e ur students on the basts"

of research and audiencereaction. Giblin,,t herefor;e .eeneenesthat the .lriISS mediallrg'~lY^fulfil1~.^thefan~IISYneeds~hur y~~ng^people.

Wtseman and

Wiseman

(1971 ~,s~pportthe'relevancy~f^thellIilSS Ill!dfa ..They stated, 'Has s fJedf a plays suchan,1'Jllportalltpart in ever)"

.pe.rsoR's1

~.\e

^that,allS'tude;ts-shouldknowhawtouse

fi'

and

t~

^part

ttplays ink1erieanSoe1..et,y·(p.19). WisemanInd Wiseman (1971) go'on

~ , ' - -- - ,

.

toSI,)'that'. generationisnowbefllg raised bythe massmed1awhere

chl1d~

^are

learn1~g ~~ a~p.habet

^from'early

rrom1,n~ telev1s~r "programs

Ind'f if typereent of all ewteattendance consists"of teenagers ahd young adu'ts:

'·~hepeOPle o~

^this'e\ra have unparalleled

ac~ss to:

all

---

types of infonnat10,nthroughma s s,IIll!dia. incl.ud1ng,print. film, radio.

telev1s1~n^{and o'ther}v1sual methods·(W1~n^&W1'sema~.^{1971 .p;}.11).

ihechallen~to oureduc~tfonsystem istopreparethestu dent s to,cope wfth the

v~st

^majority

of _n~'

info\"lJlation that they rece1Ye

throU9h.t~e

II&SSIlE!d1a. Thisprep~rat10n.!nables themtoteach themselvessothat

when

'~h~

^leaveschool they

~ll ' h~e

the abilityto,deal with 1nfonnat1on,"

\Of'anykind, effectively.

W~lbom'(1968)

^realh:ed

~e

^{need for}

t~1s \1~\

abl1ity andmadethe following statements:. t')!

There.t s another subject thatis,vitally needed,inourcUrrl~

culllll. butasyet,ts not tobefound. ThellOst1~rtant subjectwe~ntuthishowtolearn, forweIIIIstteach ch1tdren

.::ny:~t~:~~~~-fa~r~i~~~·~~\:"i~nex1:~~:: f:.c~~e

.:

,

"

:

1~'

I ·'

Atthepre~ent.^tfroe.~ere^Ire'noCOU"~S,^{otfere'd1n the}N~~oU~d~

'"IndeurMculUll1 ;tnathave/astheir matn#Objectf'{e.themasiery oflIedh'

s~11;~.

^{Thi sabsence'is}

e"'l~ent ~hen ^one ex~1nes ^the Pto9~.m ofstSdt..es" \

ofthe'

Departmen~'

^of

Ed~ca~~n ':f~r"'

^the

pra~1nce

^of.

^N ewi'oundj"nd

"'Ofthe

. . • ' -f " ,

school ,year 1976·1977. TIle"p resent currfcu i tlllldoesno~getthestudents

· lnvol v~

^withthe

1Ia;-~,lledfa.

^{Skl1 ls}

perta1~ing to ,~e

^print

~dfuift

^{• .}

.

~tndttfO~.l1Y'_ known

^{as libr ary}

skt~1s.

^Ire

~1~9 taU9ht' b~t ·~aChln? the

,,skt11s.relatedto the ",On-print med ia are-lac:ld.ng . T~eteachtng~f theseIllI!dl.skl1ls Isnotpartof thelear.ntngprograms.t ntheschools •

•

ltiiO'~9~

^IniQlJle

tlS~S

these"skills Ire being

t~U9ht lnform~t1Y th'ro~gh

~d1l"clubs^andPhoto!ilrlPIIy\:l~bS. ·

Oneean.fl ndav.riet;ycfeases wherel1br~ry ~k.n^IsarebeingI

taught'at

the ,eleD.en-b,,~

'. '.

a~

"

" ~~lmary

" ,

,S~hOO1s throU9hout

" ' ..^the• . .^prov1nce. These sk111s'are usuallytaug htby"thel1brarlanor~sout"Cespeclalts t

( \,. , .

an'd'usualiycoversuc'htop1ci" asthecard catJilogue.tile,c hss'1f iCiUo"n s,yStell(~nd^{thefun.et1ans'}~f^the'Y~riOUSsect ions ofthemediacent~.

- . "," ' ., . . ' "' I .:

In the lenguageArtsCuiT1eulUil oftheProvince thereisan attemp t

"

.;o1nco~orab!: ~'dt~,

^rellted,'.wptri

1~to ~e En~lisft progrllll1n~grades

's llyento'eleven. One of the'unitsoutl1ned fnthe EnglishCurri culum Qlide,(Go.'~emnent0-(Newfound1and~;n~~.

(1»;'

grade s7·11fprthe1975- '1976schoolyearis entitled-Man'MediiAwa~ness: Thegerieral,:obJecthe ofthis unftis-t ohelpstudents,indeYIl10pingstandards rlil'-judg1ng

_ , " . 1 " ' , " "

andrespondt,ngto theIllaSSmed1. ·televisfon,f1111ls,radio,'recordfngs•

.' , ,-" "

"lIIIgu t nes, and newspapers·(n.p.)•.- S~ff cobJ,ecth esalsoa~pany the uniton_d-la and they'are'del:ig~i1so thatallc.anbemasb;:redby

tit~ ~let10~ .~f gr~de

eleve n•.',The cUrr 1cullll.·gufde

~lso 'l~sts'

tOpics .

"at;thttf esand'~ts'^that,Can.he~P

tile

teacher~~th t!'ejjnft,~^.Thts.

.~:" .).

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.

.

^:

:<....

.,-6~

;

,;"",~

^unfl,

t"';'h,

^Is

O; ~,

^{optlonot...Is"'.of..}·:';;"r.of

~.t~';'i

.c.

^{.• .. .}

uni tsIntheEnglishcurrtcuhlll. After'eJtllllfut tonof.the.edl a unit. ' ,',

"

&~ .,f·roII~ ~utH~ ~f ,~

rm&l",derof

~ ~Und1~.~,. s<:.~~ '. ~+ \2" -~

~111ll.~pro~1s~~nfor~lch1 ng sttIdtll:S-~,.~'us,~~ ~~fl.~nd~,

"toprodU'C8.edf l.fromtheviewpointoftechniques.COlIl d befDund.

, '".' ;:.'D!fflcu l ty

lfl'~

^also'

~xperf~~ed

^infinding'

me411 iex~kS~

^Ulat,:"

. \, cO~ld

^be

^{U s ed'}

^to

iu~port

^&hetheorybellfnd

't/le 'P~Po~~tprogr~' ^of Dedf~

^...

--; kI11S•. ,TeKts'deil1ng

'w1t~~s~tflc

^media'

a~d

^{'t he}

app~co~ ailo~ 'cif '~dl~

',~

^were

f~und

^but

no'~'ter1'~1

_. ^{deal1 ng}_,'

~1i~

^the.'

use'~f ...

^mtd1a':.,

~as. 'an ':'rifO~:'

^{'; '}

Nt lonalsource IIlterhll1ed. Of_thesetexts..Trre-Med1aWor ks.by'Joan.~.

V~ldes

^and

J~nrle c~. ,~is th~:lIklst

pl'Oll1s1l'l1J, Val desand'ero'w(1973)"

Stl~ if,a~

^IlIl!df.•

h'~;

^to'b'l'

bUih~'a$' a's~bject

^In'ft;5

~ ' rlg~t~ c;.fC:~. : ^:.

.tele.,is1~.~vles.^{etC::areleisuretfDe}'aeUrlt1es'thath.v~·beCoM"~·:~· "

. • . _ , .,. , ' , ,':• • .,.' 'I.

".~tr.currl tular':~d hIndthe~thon~ntendtha~teKM-r:sInd "~'~,.' .sslgrmentsIIls th~lPtilesttbentio-'~se-.,d~v.l~temec!faba~d.,'. : ,.:4

f~~'

^and

'f,de~S,(~ald~; ' ero~. i?i3)- . -. ., ' .

^f

.~

^...

. Thestandat'1lof'~cat.ion^InthiPravln(l,~fMfwfoundli nd

h u iildt

. . I ' . . ... .. ,. :. '.•. ... .' :-,;

•s1lj1n1f1can' gl 1ns1nthelISt.twodecJdes ~' Warren (1967)SllpPOrtstMs.,;'

, H e ~a,ys :

'·llle past

seven~en y;~rs. ·1n pa~f cular·.· hlY~ ~'ee~ p~ena:enal ^•

. .r'-, . "' ., ,. : . '" , ... " ' ..',y. ..~~

,. dvances tneduc.lt1on'f n·thls•.pr:ovt.nce. TheCorrmtssfonwoul dbemiss;', .~~

:';,·,.1nnotrKogntz~nd.'d:nDWle~gln~~Il.achlev~~nts'o~.t~s~:ye~n

. :

~~

j.

_.:~.

result,oftnl1ghten~~rogresslve.^{governmenta lpolletss·}(p,~,^{27). ," ', '.;<;,}

. Tht$ ~r:ogre$$'

^has&1':Qreslil ted"froai'I" 'berof

~rends.

^one'of'

~~t!l 'has'j .::' ," ;

bien

the Il'Jl:reas~ ~s~ o':~e

^'IIUSnedla

~and

^1II1tfmedh,te dnlques' ln'

the j~:

-

cl.IS~~. Thh.u:e.~ h'l~~~~ ~.~~sr~ .~.~ .~~ Of ~~~~~~~')~;~.~ ^...':'.,:; ~ J~

'.~

.,:~

f:

" ,

. '

·t.

i

- _

..

,--,-'-- - -'---'-

:,

~." ~

. ;

(1968)pred1c~ed_th.e~rend~ndst a te d."I~may.bethatin thelong run theprov1nceh~snochet ce~uttouse,these,med1a. ~erearet~osewho.,·' cli1'!t,thatjustast~c~nologyhaschangedsod~.t,yin.general.

tt

wl1,l. eventl,lallycha,nge.the9har acterofour education servfce" (p.46).

The curr J c.ul um. fnresponse,tothe impact ofmed1.aisno~o,ng'er

.,

^{, .}

~uppo rted--byesf ngle -~extboo korduse-eneteacher•.Thesehave been SU~Plemented^by~'va~1etYOf^teKtbooksand media, a'nunlber of resour ce

niater1~l s

^andmodern

fac~ 11t'1·es .

^',Thisis"ey1dent in

a numb~r

^ofthe

?REE .scho~~s th~t

^,have

b~en ~~t1~

^{in recentyears."Althou;gh}

~he

^nU,mber

of1n~truct1oi'UI(re~ources ~va1 1 i.b-l etostudents-have1nc:reas.eds., gn 1 ff ~ cantTy.virt uallyno.eff or t-ha!(bee., madeto improve stu dent skill s fn

.

th~efficte nt and'e'f~ect1ve^{'uttlfza t ton'of}addi t i onalresource'materi al • .In atte mptin g.te implementa Inu,l t imedla approach.anum ber of

,~d~a^{centresnave-beendevel opedin}th~^{lo.calschoolS; \.l1th}t~e

increased awarenessofmass-medfa

as

an importantfacsor.t n the_teach1ng~

. " 1 .

learning process,the~df acent re h&shad to develop'progr ams-"taasSf St'l,~

,"and s,upport

ClaS;~O~,

fnst M.lctfOr.·Asaresul .t'of

the;~"'d'eve~oPtn'g

,pro~r;'ms,^{the IXltent 1al.of}t~e c~~tr.e^hasexpanded at asP1 r~1ing^rate.

One'suchexpans10nhasbe~n

in

the,teachin g of media stu ay andm~d1a

re_~~skil:1s

^•.:

VerY 'few .a~va~ces hav~ 'been

^made'in

~ ~rea

^of

medf~ '<>

:skflls inNewf~undland^{to the}prese~~^{t1me. Th1.$proj ec t}isan initial'

<.~t~Ptto..,proY1de.st udents.with~he infoMM~1 onrequired

to

effe~ti velY

and·effici entlY ut ilf zer1edt ate dsource s of information.

Resource'teacher/l1br~rian : the1nd1viduI.lresp,onS.iblefor the medfa program and course in the school.

Med1a.skills: theskl1knecessary to deal effectivelywfthall fonns

:

'Of'~·1a.

^where'

m~~I1~

fncludes all

varfetie~ ' ~fPri~t

^,and'

~~n-

print 1!lfO-Mnltio;': , .' .':. :.

.Media centrde

loc~.tion wh~re

^{,I ll ma}"ter!alstosupplenientthe

•.~ft: a structured list of toptcsorgantzed tnto def1nfte bodies of logtcally'related .1nfonnat i on•.

' . .

curriculun in the school canbefound•

..

".

. ... .... ...1' ;r

·s ki 11s course. " ,

.·.~ram;·' \~ ' .' " ~".~'~'~~.i~·a.l

^:t l"llct ure . ,,..

e.ncornpa~ses

^{,a med."}

.

,

. ,Medii~kfllS"course:,an outline~ftOp,1cs.objectives and sampleac~i.­

vtttesto.aid the teacherw~nintroducing llIediaskills~'the students.

DevelOpment of Course :~III

.'

~..,-J:_,_)

__ .

-r-~,_. _ '__

Need fortheSt udY-.

•Ne~educational approaches andteCh~tq~~~. fncorpor'~ti.n!l-instruc­

tionalmedia. need the-resources andthemeansbywhichtotntet-pret.

. ' .\ . -

..

u~eand evaluate them. From theVII,star r ayof~eSDurce_s.studentsneed tochoose those tha-t--aremost~enef1c1al·.lInduseful. They then heveto possess'the knO'l!ledge to-~daPt.theSeres,cwrcesto their ieamtng sttuattons.. Progr am-sfor thedevelopm'ent~i'the skills involvedin

Destg" of the Course

This media skUls

~u'rse

^Isdesigned'tobea guide

~r

tNd,elcher.

It'15 a.guidein that.itI.uggests

~P1ts~

'objecti ves and

s~le lIet1~~tf~S-

^-

.-' . I. " .. ", " .

tha,tcanbeuttHzed by the.te.llcheras a,meansof tlllP,aq;f.ngsomebute

I.medIi-s ki lls~_the student;

Cd~_ ' ,_ ' .~'

" -.,

~

^{eours efs}

~,

^{• •}

"~,:~>"~

^tne

-~'

ments'ofvariousinstructionalsettings. Thiseake s1~poss fble~add and deleteconte nbnate l"ialwhe reve r desi red . Reasons,f~rcha,ngesfn .

7he S.u9gested mat erf almaybeequipmen tavailabl1i ty ; school.she.the. bUdget and'the,.res ource.teacher' st1me_~chedul e..

'Thi scoursewill help·meet~heneedsof thestudents,"fnan .e~uclltfonalenvironment~re^media1~^becomf,rig~re^{andmore.hlportant.}

The useof thevar-tcusmediain student,ass.fgnme~t$necessitatesthat they be taugHt howtous.ethe media SOUN:es.

In~ach1 ngmedia sktllstostudents th.1s Cfurse tnct uees the traditional ski ll so~_findingand using the informatio nW1t~fnthe \ medi a ce.ntre. Si nce student shavehadverylHtle gUi da.nee.1nthe\ use of medi a fonnsothet,.'than~r1nt .skills'a reint roduced that tea? '\ ' the

S,~dents

^t'he

~;fectfve

^use

~f

^radio,:

"'?"": """?' an~,~; l

.th.reedte, "",l1yswdencs ere tou,htscee'kill' "

'h. P"""t1~,

^\

'.'...th.m. " .,

Stu'"'' ,,,~

',pr " .th.' r.u..

~~ersta~d ing

^of

'n~

^{.""'.f.Wh.•n)}

..theprodu~t10nof the mediaisan integr al partof theskill s being , ..

taught. jhestu dent learn s toevaluate materialsduring the production . process•.Pro.ductionski~1s~nbeused throughoutthe coursetosupp~e­

tnent each otherand areintroducedat each.gradelevel •. .The,cou~~.is spre adoverat.hree~earhigh -schccl period,' .and ron-ges

. fran

grades nine\proughtoel even. The course is des,ignedto ghe thestuden tS"

Skl11s~~ve :the

^grade

e,i9~t

level that'irlouldallow them.effectivelyto usecurricululllmateri~1s and_6~sl--Des.

The

Plan•

.The,r,uedi a'coursea.sor:1.gina ll yproposedhythein~mwasdesigned.

> toenable'the

s.wderit

to'ft nd, 1nt erpntand use informat t onalsources:.

.within

the

conte xt'oftile

e~1st1.n9 sc~OOl

curr fculun, As(6 e

co~rse

evolved•.it\liasfound necessarytotmPl eme'nt certain--llIOdfffcat1onswhic h re,latedIIOre·close lytotheratton,,!l eofthecourse. The_ c,~,....~....ted of'a threeyearprog'i-am.star tf ng-~'n,grade nineandf.1ntsht ngingrad~

eleven. In eachof.the.threeyears thecoursecomprfsedtwenty~esS10ns. Th.!ti me taken~cove'ra sessiondepemledUP,O",the particula rschool

.si t uat ion. During those sessions the teacherwas required to adhere to

\anout11neoftoPt~^se.touttnt~e^{course. The core of- proposal}

\ccnsts ted of alis toftopicstogethe r,w1tha time allocatfonfor each topic. The or i ginal'plan requfredthat thecontent01 thecoursebe expandedandthatap·proprtate'materh.1sbe,collectedand develop et":"for bothteacherandstudent:

I~

the twenty time session!al'lottedforeach

\ ^'

.

vrade'~evel ;tenuni ts,of.instn.tct~onwete·proposed. The numberof session s.assignedtoaunit depende duponthecompl~~ _thoroughness. ofthe unit. In eachyear theffrstunitwas designed tobea reviewof

.

^-

- - ' ,

previousl y learned skills. withthe unit diagnos in g.th e cureentlevel of the's tu dent swith respect; w;mastery,of

~d~a

,s k11ls.

~1"ts ~a: ~ugh

•.

ntneinvo1ve~newtopics and unittenwes designedfor fi,nishingproject~

associ ate d wi t;h

any

ofthe previousunits.

EachlJ'iea.ia.un! t Involvedthe areasofuser erteneaeten,media theory . use ofresearchtool,s~Producti on'of nedta;anduseofequfpme~t•.

;,T'he course was out linedthrq~hthe.useofathree columnfonnat as an intro duct iontothe teacherand as an o.rganizatfonal featu re ..t ne fi rs t cohn"listed theunits andthEit~tleof thetopics. Thesecondcolumn ..' lis tedtheIctfv~t1es .e~perlences~'re sear ch.and abiliti es thai·"were.uS,ed

for.aparticular'topfe~ Thiscol~l,150.i ncorpora~dih~,behavioral ....-."

•» '"e -' _ _- ,

11

.~

1 I

0, 12

'1"", . •

objectives; A third column Hited the-reseerces av'a1\ablefor eachui\1t~

" . . "

.

~.

Since the f

---

irstccncecttcn of this media skills^{- ,}

^-

co~rseI.nlll'lber

^.

of a.'angeshave'occur red in. the'or.1g1nal plan. Thesehavebeenll1a'~to. 'st reamlf ne the course"and to a)low Ute f?l1owtherat1onaleofthe ;'

pl"Ojec.tmoreclosely.

The ortgina.1planassigned·twentysessionstoe~chgrade level but'i tWas" decidedthatthisbe a minimum tnd that schools could assign, as IIl.Ich tfme as they wished to each unit. It wasdecidedto suggest a n~er01'bllSfc units and based on different schoolsftuatfonsunfts could be added or deleted.

T.hecourseisnot asdetailed ashadbeen·pla nned. Theactual

..---;--- . ~ .

coursec~nsht~of. a suggested11s~of untts,each dividedtntotop~c areas:'Mos,t,to pt c areasccnt at nreee rence sand all.topicsare listed with obj'ectivesanasample activities.'r he topt c's are

strU~tUred s~

^that

each-ofthe threecomPo~ntscan have additlonsmade. Due to mod1ficatio,T1 ,

i n,th eprogram

~ 'S1 19h~'C~ange

^{from the}

o~ig1nal fo~a:\

^was

n~cessit~te'd

and'thecomponents were grouped 1n a.successiver~therthan a~bU1ar format. This course outline acts as a guide to the teacher•

•The proposed plan of assigningu~its^to"gf'2l de levels hasbeen~

~ . J llIaintatned. Soine of the units have been'assignedtotwograde levels with the content

di~1dede~~all .Y:

^Thts.C,ha,nge has"rerUltedfrom

'~deSire

to.,hive.• variety,Of'toP.t.~S ~ove.red In each Y."r0 j :,h.or",,,,.l.Pl~nwas. tohave the students at each.-gradelevel cover II few toptcsthoroughly.

• One ffnal addftion

to

the overall plan WillS send copies of a -~-~~-~..""

pre1fmtnary draft of the

cours~

^toII

numbe~

^of'P80pte fn the

~~hoof~edfa

" . . . ':~. o f

^{° ' - 6'}

o. /

:- : - - 0_ 0 :~.~'-'__ ' ---c-..,...--~~,

~ , . \ . ,

.\' field. fied1l sped.H stswi ththe St.,John'sRolll&flC. thol1c School '.

\' Bo. rd. the

A~;'on

ConsolidatedS'choolBOirdof St.'Jo'hri's"and

t~

\ . ' .. . .' "

~ Exploits YAney Inte grated SchoolBoardofGrandFal lswerecontacted.

\

T~ 'two ^si:

^John;,

represen~t1ves

^{responded'with their}fq:lre ss1onsof

·r · . ..' . I

theproposedcours e. Kaj archangesinthese'tt~ns'Uni t andGradeLe~el Chart'and'UnttSUlIIllar1es',weretheresuh of thefeedbackrecei vedfrun

I - 0 _ •

the RomancatholicSchoolBoardrepresent at ive. In,thesectton'Unjt

00

I . -

⁰ -f _.__0

.ndGradelevelChart '-eerespectrtc .nd mut:Uallyexetustve tenns'were

, . , I ·

substi tu tedfor.genera ltenns,and unitssimilarinnat ure were grouped

'~gether'wherea sprev1.ous.lYthey hadtabe referenc edbya(yst em of

symbols. 'Inthe.'Un1tSImIII1I1r1es ''se ct1onasanewtlat cumbersometreatlnent.

wasrevtsee and repla cedw1~ha format involvi nglessrepetitionwit h. oth~rareas~~,:thecourse,"

.".'

·Scope lindl1l11 ttllt1on s

'p'rogram for~radesNineto EleVen.'

~mecH a spec1al1stfl"OOlthe'Ava~oneonsoiidate

j

dSc~lBoard

·suggesteciLsomegener alchanges. Based on thesesuggest ionstheterll

· 0 ' · . , ' . ...

'Behavi ora lObj ective s'waschangedto'Obje ~t hes.''Act1v1tt es'was changedto'SUlPl ~ Act1v1t1es'andreseardli Uff svere1~tl"Dli.lcedinto

..-;'a1'1:'grad-;-'eve' s. . . " ' . '" ." ". .:-- .

:'. FeedbackWIS

a ls?

receiVed

f~ In.E"9l '~h

^telc,her

~t Gonz~ga Hi9~

SchoOl~roU9h'IInUllbe r of1nten,te\w~.,"'ajorpo~1o,nofthesect~cin, .• :~

'Proposed Iql leme ntat10nProcedure' was based011recorrmendllt1onsrecehed

.; 2

1,n

~ese fnterv.~e~s. ·

^{Othe r}

c~nts

^and'

SUgg~stto~s

^{of IIIlOre}

ge~eral' '~

.~o~

:I

~-

^{• --0 - _ -}

:a! _..,..._ ~.~ ~.,....

14

\,:.

indicatethescope af'thecourse .

It

Is l'su9gested"l1s toftopics thAt can beusedas',aguidetoteachrned1asknl~ ~^h19h_ischool students.

The topics'cover the media IlIOst closel y~latedto t.hecurrfcuh.n

and

~ .'~

^','..

\.\ ~

^--

. '. '

^'~

r"'.'

,

' .

^.

the students'extn;currf cu1a~env1rol1llent•.,;The;$etopics are a limited .s~pl1ng^oftho~einedla topics for which resources ar~'morerUd;l~

ava'lable-inthe schools.

,\ . 'TI!-e course~~re5entsa beglnnl,l1gIn'thees.tabHs~~tof,1 complete media skills currfculWl11ntheschools. It alsoprovides a base

uPolfwh.fchtodevelop a medh.skI1ls'pro9~am.: The open ended"nat ur e of

· - t

,

t he guide resulted-from

~he

^time

~nsu.lIlfn9

^tas'of

11~ttng

^allpossible,'.

objectives for:.particulartopic.'The'tlmefactoretsc limitedthe.

nllllbero~references that couldberevi,ewed. Therefore~anumberof topics haveobJ ec t i yes listed that are based on"a review of the literature andtne'eKP~~fthe intern. These topicshave nospeci f i c're fer-

enees listed. J

The activitiescomponent lists only sample activitiesand 15 not"

designed,to ensure that"all'objectivesare achieved. This component.

It ••tho" f...ee and'bj"tl~'com;,","" cf th.cour~ecen have

. 1-

"-addi t fo'ns oOrdeletions made.Thisfnccrnplete aspect.of the course

requires

"th~t

^the

partt~tPallts

becane

.i,~YolYed

in

ex~~ndin~

and'adding

.,"~

.'IPp"rcpri!teacUvtttes.

'Th~S ,

^15'Aewed as a beneftcial facet of

~he

^{, "}

'~'.'.'.~

^..(

course design.,."Sinai"th1s\roJ~;tis a prototype, thescope, b}l'ne~~~ ~

sity.,is limited. \

'~~

Prcpoiied Implementation PrOcedure'

: Aproposed'

p'la~' f~~,~h~, i~lmentat1~n

^..

" Of'

the,media skilh

coU~~

"H'needed•.'Asstated"prev~ous~y.it,~Oul d'be't h!! r:espons1btlity of the

~ \\\

lre sou

~

\.ce instructor to

·

teach these mediaskfl l s.

- i

,h

.

....

.- ---

\ ^p~tor

^{to the}accept anceofthecour se by II school. howeer , it

\

' ,

would e benefici alto/introducethe;'course through the school eerd,

, \ 1

W1~~1\Partrc1pat1 on,_a_~d; :era:t10n of theSCh?bl.board.wo~1:.hOPS~.'. I COU~\bJ~?d~,eXP1a(ntherat1 onale'anddesi gn of-the

""?"

The'.

s.~o~"

,rod.

unde~.ttfiS\prOPOS,edurangementwouldbe atile to1n11ate •.

p~t:,- ana

fi nally evaluatethemedia skil lscourse• .

. \ 'tr~e S~h~1:_1~e1" H 1s~~g~ested U;~t_ thecours~

^{be int ra}

^C:d

. : ^{,~ '} ;"'\r~lr " ? "

"';'fst'n" . ene cert ceperetess,.n , ..,k1 basts,"i_F.~ \~1.e.,.1 na school of twenty.c1as~~ooms .twent,Yper1 O~S (}, •fromth,'we\kl~\tOtaloft~1rty-f1 ~eper iods,would be~t~l hedforthe

.,S~dy,o~.med.\a\ \1115. I t,Is possible thattwen~ perio~~aweekc~l d

be~n~i~ered. \~ti,~vywork..loadfor thereso,urce te.achercons1 ~er1 ng_th~t

~hts 1nd1~fduat\M\\~n~mber^?fo~er^{,dut 1es.to,peTfonn.}'Addi~1onal hel~

may- be requ1red1n1\i!p1ement 1ng theproposed course.

A ;S~udent ~t;~\,dfng

^th1s

cou~e ~n~e

^{perweek'coul d}

h'~'

given a....:.:·'-

\ . . " ..! . . ,

grad? 1n a_{~~nner.shnl1\~~ ~he}g'."!.des_give~\for' other'.cour se s. The-', .

" 1d~al,s1tuation11'1 whichallthemat er ia l in this-coursecouldbe .taught

- ..

~ : ·~ ·~_·~ :, .·":-i-~-;-_,:g1'Ve t,h~,.course

a stat-us equal

toth~

^{oth,r'cours es}

iaU9ht ,t~ th~'

^.

. schOol. "\ .

:he

1~teg"a~iQ~',Of^thfs

""?"

^into:th<curr1cul \llllis'"goat that ts.at.~1nable.·bu~will notoccur.1Il1T1edtately.,~gers(l962)contends-

~,,, 'i~." \~\ '",,"""".. ^{;~ ~.~} ..._ : .

\1 I

\ I 1

'1,~

. ~

l

:1··.··'·.::.1.

)',,

"

' j

·16

i

.ec;nclusians

~ndRe~e~dat1ons

i

\ .

\

. .' , . '.

'I~ :formal·t·raini~g

in

'l~brar.Y^arid'med1ask~lh,;^,Who'~,^be'

,responsibleforthe mediacent re.

.AnapPendb shouldb~donst'ructed.l1st1'ngtheresourcest~at.ar.

. ^" , \', ' :" , "':'"

needed forthetnd1vidua~.unitsin thecourse.. ~58'

.. , ' . \", " r , ,, ' . : '.

An appendixshould bec:on~t ruc: tedtooutl~nethe Wl,)'Sin wh1l:;h

. ,

uni ts_{c:~n~e u~ed.to.~upp~~ent}each.other.

'. .' "

\

.. ^, . -

7~.'Advanced.tOlJic:s such asdarli:roan techniques and·t el ev1si on

' i \. ( . .

ThefOl~~1n9-re~~atlons.a~-based on^theexperfen~e.:~f^the authorlnd on'f~edbad:re~e1vedfraniindiv idual's

tn.

ttH!med'ta-f l el d:.

'>- .

1;.Each

untt

'of,th1's,'course should berevle~d^{and tts}

's cope

,~x~·ande.d.

".".thro~g~ ~eaddl_~lon.Ofm.l.t e,r1alSrelati ng toth~threebasic

COlIIPonent.$ofthe-co'urse:objective s . refe rencesIndsample

.lct~vl~lei.· - - . :\' .-..-./

.... •.

' . '

..

\ . . ..

~e 1f~t^ofre~~~.nces ~~OU1d bedl~.l~~d1.~~ :WOcategirf~s:\~e"

·.f ir s t,lis tingrefere ncesthat specifI cally deal withI,topi c ;Ind

' . I . . 0

the second Hst inggeneral ref erences.

.. , , \ - . .' ,

. ,"

3. 'rhe.c r t ter tefor'the-evaluation ofthestudentshoul d'be subject

',_.to "_' ,e'MOd, c review "

_..

_{\ . .... .}

,~;.<""

^{withthe devel" ';'}

_{' .'} "~,"at,,;"~

_'.'

In, ,a;nyghen s cllool system. ' _. ~;'_ :\

4~·.The cour seshoul d,berevi s ed,ands t J'\lctured'fortheteacherwi thOut"

18,

~.

I

,

Braithwaite,H. Servant or Haster ? A Casebook of MassMedia•.Agfncourt:. TheBook .slld~fCanada.196B.

Bryars.G.D.,&Hall.G. R. ThisBookis aboutCommunfl:'at io n. Toronto:_

McGraw~H11lRyerso n, 1971.

.-. . ~ .

Firth.B. MassMediatntheClassro om._Tor:onto:MacMtllan. 1968.

E;1blt n.T. R.-(Ed.).·Popula r Media"and theTeachi ng ofEngHsh. Goodyear Publ1shfngCompany,1972., -', . " -' ,

. <.,. . :

Gillespie.d.,T.,&Spi r t . D.L.,CreatingIISchoolMediaProqr aJII . Hew

~~rk:'Bowker"1973. -.

. ~~1~e~~":' an~aCi~::~-.t~ltllnd.·the Mass

^Medii. Toronto:"

Holt.

Government of-Newfound l and. DepartmentofEducation. £;'911sh Curti cul um

" Guide:Grades1- 11,n,d.(1) . .----:-.

GoY_e~nfl~r.Ne\rlfOU~dl·aJid•.D~par~~nt'~fEducat,ton. Programof Studtes.

Henderso~.J. Hedia scan•.Don Hills:Nelson, 1976,"

Hillocks. G••'J r. Al te m at tv e stnEngli sh:ACrttt ca~Appraisalof ElacttvePrograms. Urbana:ERIc. 1972. , '_ ' . lrving.J-.A'.(Ed.,).'Mas stiedt ainCanada.,Toronto:RYe~son.1962.

Jaeger. P. Mas sMedia:Our Movi ngFfnqer-s, ,Educat 1,onal Impact.1973.

l1flton.'D~'-&Linton.D. Pract i cal Gu1deto Cl assroom Hed·ta.~D~ton: .' Pflaum/Standard.1971..

.L1tt;~~.J.F.(~d. ). Cop1nqw1ththe,MaSSMedia., McDougall"Littell.

.

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~~tterson .V. L Libra.,. Instructi onGui de. ShoeStr-~g .1965.

Repath.A. MassMediaand You. Toronto:longmans.1966.,.

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Ibgers.E.H. D1ff us:1on of,Innovat 1ons. NewYork: The ffreePressof stencee,19~. , " _ '," '. _

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Valdes.J ••& Crow.J."TellchersResourcesfor the Med1a,Works. Dayto n:

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26.

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