NOTE to Teachers:  it is critically important that students get their news from MORE than one source.
So if your students are only receiving/reading the ONE newspaper (or watching ONE newscast) that
comes into your school, then they are terribly misinformed. With the web, there are some great sources of info.
I suggest the following:

–  BBC Radio/TV
–  Globalvision News Network
–  Alternet
–  Mediachannel
–  Christian Science Monitor newspaper
–  World News Sources

Jim Axelrod Correspondent CBS News

NBC TV Image from NY Times

NBCs David Bloom, dies in Iraq 4/6
Image courtesy TV Week

A Media Education Approach to Teaching/Talking About The War
published here courtesy and permission of Canadian media educator Chris WorsnopAt a time when our list is filled with posts about war and seems as if it might become a funnel for a single point of view, I want to offer an activity that teachers might be able to use as a media education activity while perhaps avoiding some of the posturing that endangers classroom discussion of sensitive issues. The objective in a media class should be to come to conclusions and insights about the media rather than to adopt certain positions or opinions, no matter how clearly correct people might consider these positions.Start with a question such as:

“How are the news channels doing?”

Let the discussion flow freely for a little while.

Then – if the class does not do this for you first – contextualize the question by taking a trip through the key concepts of media education :
Who is asking, and on whose behalf? (Audience)
Which news channels are included in the question? (Audience/ideology/values/politics)
Which ones are excluded? (audience/ideology/values/politics)
What is meant by “how are they doing”?
Are we asking about jolts for viewers? (Media are constructed)
Are we asking about reliability and journalistic objectivity? (Versions of reality)
Are we asking about how the channels make us feel? (Audience positioning/politics)
Are we asking about audience share or ratings? (Commercial interests/ownership)
Are we asking about congruence with a given set of assumptions about the war? (Values/ideology)
Are we asking about style of presentation? (Audience, response, form and content, aesthetics)
How are our answers and those of others affected by race/ethnicity, gender, class, faith, nationality?
What other questions could/should we be asking?
How can we recognize a “right” answer?


Teacher Carrie McLaren offers these different versions of one news story for comparison and contrast.

Recommended Resources:

The Censored War: American Visual Experience During World War II (1993)
George H. Roeder, Jr. Yale Univ. Press ISBN: 0-300-06291-5

Desert Storm and the Mass Media (1993). Edited by Bradley S Greenberg and Walter Gantz.
Hampton Press. ISBN: 1-881303-35-7;

Media and the Gulf War: a case study (1991) Ontario Association for Media Literacy. This 19-page booklet
encourages critical thinking and media literacy skills through an examination of the Gulf War media coverage.
It includes chapters on mainstream and alternative media coverage, the “manufacturing of consent” and the
representation of the war. Available from the Association for Media Literacy, 40 McArthur Street,
Weston, Ontario, Canada, M9P 3M7. Tel: (416) 394-6992; Fax: (416) 394-6991; Email:

Links for Educators on Terrorism, News, and Media Literacy

Terrorism & Media Literacy              
Questions To Ask About Events of September 11

Reflections on Humanity & Media After Tragedy                    
Front Pages From The Day After

Television Archive-Global News from Sept. 11
Helping Students Understand the Mediated Communications of News of War
The Media & The Military
Creating Media Literate Students
Activity: Deconstructing Images From The Media
Activities: World in Crisis, Media In Conflict
Alternative Sources for News                
Beyond The Frame: Alternative Views

Lesson Plans: How Advertising Reacts to Tragic News          
Media Workshop’s September 11

Applying Media Literacy Concepts to TV News Coverage
Media Literacy Skills: Interpreting Tragedy
Propaganda & The Spinning of News


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