* Mass media today pervades society, yet media literacy is only beginning to emerge in schools; this volume presents perspectives on the importance of media literacy in the curriculum. * Maintains that because the media has helped to shape students' knowledge of the world, it should be a key component of teaching and learning.

The National Society for the Study of Education. Board of Directors of ther Society, 2005-2006; Contributors to the Yearbook. Reviewers for the Yearbook. Living Within the Media, Erin Griffin. Chapter. 1. Overview: What is Media Literacy, Who Cares, and Why? (Gretchen Schwarz). Part One. Understandng Media Literarcy. 2. Uninformed in the Information Age: Why Media Necessitates Critical Thinking Education. (J. Lynn McBrien). 3. Why Media Literacy Matters in American Schools. (Ladislaus Semali). 4. How the Media Teach. (Carlos Cortes). 5. Media Literacy and the K-12 Content Areas. (Renee Hobbs). 6. Critical Thinking for the Cyberage. (Julie D. Frechette). 7. The "Shadow" Curriculum. (Pamela U. Brown). Part Two. Doing Media Literarcy in the Schools. 8. The Canadian Experience: Leading the Way. (John J. Pungente, Barry Duncan, and Neil Andersen). 9. Teachers Need Media Literacy, Too! (Sandra K. Goetze, Diane S. Brown, and Gretchen Schwarz). 10. Media Literacy Education: Lessons from the Center for Media Literacy. (Elizabeth Thoman and Tessa Jolls). 11. The Practice and Principles of Teaching Critical Literacy at the Educational Video Center. (Steven Goodman). 12. Obstacles, Challenges, and Potential: Envisioning the Future. (Gretchen Schwarz). Commentaries. Researching Media Literacy: Pitfalls and Possibilities. (Roy F. Fox). Merging Media and Science: Learning to Weigh Sources, Not Just Evidence. (Marlene Their). Media Literacy: A Powerful Tool for Parents and Teachers. (Carla Crockett). The Library Media Center: At the Center of Media Literacy Education. (Angel Kymes). Media Literacy for a Future Teacher. (Cheri Maynard). Terrain in Transition: Reflections on the Pedagogy of Media Literacy Education. (Faith Rogow). Name Index. Subject Index.

The National Society for the Study of Education is an organization of education scholars, professional educators, and policymakers dedicated to the improvement of education research, policy, and practice. Founded in 1901 by a small group of distinguished educators including John Dewey, Nicholas Murray Butler, and Charles Hubbard Judd, NSSE is the oldest national educational research organization in the United States. The mission of the National Society for the Study of Education is to investigate enduring and contemporary problems, disseminate the findings of its investigations, and engage members of the education community in study and discourse around those findings for the improvements of research, policy, and practice. One important way the Society accomplishes this mission is through the publications of its two-volume yearbooks, now in their 104th year. Each volume of a yearbook deals with a separate topic of current concern to educators. With knowledgeable scholars and practitioners as contributing authors, the yearbooks are reliable and authoritative sources of information on timely educational topics. Some yearbooks have become landmark publications in the field with which they deal. As the Society moved into its second century, it acknowledges its indebtedness to the numerous authors and editors whose work has made the yearbooks significant contributions to the study of education during the past century. NSSE looks ahead to fostering stronger relationships between researchers, educators, and policymakers, with the goal of improving education for the nation's childrens and youth, through continued collaborative study of educational problems. Membership in the Society is open to all individuals who desire to receive the Yearbooks regularly. Members include teachers, administrators, researchers, other educational personnel, and policymakers at all levels of education in the United States, Canada, and overseas.