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Telemedium: The Journal of Media Literacy. ISSN 1541-468X. Published twice a year by the National Telemedia Council, Inc.; 1922 University Avenue; Madison, WI 53726 USA.

Vol. 49-50(1) (Spring 2003)

This issue addresses the theme of "media literacy and the arts," paying attention to sounds, images, movement, objects, spaces, and experiences. It divides the material into five sections: (1) a rationale for media literacy and the arts; (2) voices of artists; (3) putting media literacy in arts education; (4) connecting with the arts--articles on popular culture, popular music, and games; and (5) the TV industry and the arts.

48(2) (Fall 2002)

With the guest editor, David Considine, this issue focuses attention on teens, media literacy programs addressed to teens, and listening to teens. “Media may play a positive or negative role in the lives of young adolescents, and that depends not only upon the content of the media kids consume, but just as significantly the context in which they consume, i.e., with adults present, rather than in the isolation of their own bedrooms or the peer group” (p. ii).

After an introductory editorial by Considine, “Respect, relevance, and rigor: Media literacy and youth” (pp. 1-5), the issue presents 13 essays:

  • Sue Swaim, “Media literacy for middle level students: An important curriculum component” (pp. 6-7);
  • Jeff Spence, “Expanding literacy through production” (pp. 8-10);
  • Maggie Annerino, “In search of their voices” (pp. 11-12);
  • Lee Rother, “Media literacy and at-risk students: A Canadian perspective” (pp. 13-16);
  • Pam Steitz, “KIDS-4: An experiment that worked” (pp. 17-20)–detailing the 26-year career of a local access cable television program in Wisconsin produced by children aged 9-14.
  • Eileen Littig, “Portraits of puberty: Middle school kids speak out” (pp. 21-22);
  • Timothy Shary, “Movies, minors, & media literacy” (pp. 23-25);
  • David M. Considine, “Media and youth: The Wonder Years or Risky Business?” (pp. 26-38);
  • Joe Behson, “Media literacy for high-risk children and youth” (pp. 38-40);
  • Ruth Budelmann, “Substance and flash: Media literacy meets juvenile justice” (pp. 41-42);
  • Brenda Grayson Shinault, “Campus, community, & classroom: A California Initiative” (pp. 43-44);
  • Mary Moen, “Taking the high road: Recollections of a media literacy teacher” (pp. 45-46).
The issue concludes with a special section assembled by Karen Ambrosh, “Teens and media: A conversation” in which we read the voices and comments of the teen group (pp. 48-51).