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• Cover Page
• Half Title page
• Title Page
• Copyright Page
• Contents
• List of figures
• List of tables
• Preface
• Acknowledgements
• Contributors to the radio programmes referred to in the text
• A Note on References
• Introduction
• The Importance of Studying The Media
• McLuhan, Media and Literacy
• Media ‘hot’ and ‘cool’
• The global village
• What are ‘the Media’?
• Which Media should We be Studying?
• Watchdogs of the mind
• Media in the National Curriculum
• Teaching about The Media
• Five basic principles
• Media and messages
• Media audiences
• Media determinants
• Critical media users
• 1 Getting started
• Where does Media Teaching Fit into The Curriculum?
• Key concepts
• Media Studies and Media Education
• Curricular Problems
• Conceptual Problems
• Practical Problems
• Assessment Problems
• The Value of Evaluation
• Media Education and Information Technology
• Media Education across the curriculum
• 2 Media audiences
• What is an Audience?
• Models of audiences
• Family viewing
• Mixed viewing
• Different kinds of audiences
• Radio
• Audience Pleasures
• Youth audiences
• Uses and gratifications theory
• How are Audiences Composed?
• How are Audiences Addressed?
• How is Audience Research Carried Out?
• Audience preferences
• Targeting
• How do Audiences Respond?
• Audiences, texts and meanings
• Differential readings
• Understanding responses
• Implications
• Changing media audiences
• Research methods
• Classroom strategies
• Teaching Idea 1: Media Tracking
• Aim
• Time
• Materials
• Method
• Further work
• Teaching Idea 2: Predicting and Reflecting
• Aim
• Materials
• Teaching Idea 3: Radio Listening
• Aim
• Time
• Materials
• Method
• Further work
• Teaching Idea 4: Reading Newspapers
• Aim
• Time
• Materials
• Method
• Further work
• 3 The formation of facts
• Reproducing Reality
• Fact and fiction
• Selectivity
• ‘The Battle of Osgrove’
• Lessons learnt
• Problems
• Subjectivity and objectivity
• A simulation sequence
• Facts and opinions
• Representing reality
• Opinion formation
• Public Relations
• Who uses PR?
• PR consultancies
• Why do people use public relations?
• Advocacy
• PR campaign criteria
• Public scrutiny
• Crisis management
• Two disasters
• Broadcasting
• Impartiality
• Glasgow University Media Group
• A pro-establishment conspiracy?
• Consensus
• A new pluralism?
• The Press
• Ownership and control
• Concentration and diversification
• Market share
• Commercial interests
• Professional practices
• Dominant values
• The Independent: how it succeeded
• Value-free?
• Managing the News
• Choosing the moment
• ‘Yes, Prime Minister’
• Changing the rules of engagement
• The lobby system
• Newsworthiness
• Gaps in the map
• Determinations
• Audiences
• Keeping in touch
• Wallpaper
• Gossip rules
• Packaging People
• Consuming stories
• Our Tune
• Personalising problems
• Teaching Idea 1: the Battle of Osgrove
• Task A
• Task B
• Simulation instruction sheet
• Reporter A, 2.35 p.m.
• Reporter B, 3.15 p.m.
• Reporter B, 4.30 p.m.
• Reporter A, 5.00 p.m.
• Reporter A, 6.00 p.m.
• Teaching Idea 2: Coal Dispute
• Aim
• Time
• Materials
• Method
• Further work
• Teaching Idea 3: Television News Bulletins
• Aim
• Time
• Materials
• Method
• Further work
• Teaching Idea 4: A Window on The World?
• Aim
• Time
• Materials
• Method
• Further work
• Teaching Idea 5: Starting-Points: PR Disasters, TV Chat-Shows and Our Tune
• PR disasters
• TV chat-shows
• 4 Some forms of fiction
• Media and Imagination
• Popular Television Drama
• Continuous serials
• Viewing pleasures
• Narrative
• ‘EastEnders’
• Representation
• Ideology
• Children and Media: Dangerous Liaisons?
• Children as television audiences
• Effects of television on children
• Children’s responses
• Interactive viewing
• The Theatre of the Mind
• Radio and imagination
• Language and conventions
• Getting the message across
• Radio comedy
• Magazines and Comics
• Comic appeal
• Adolescent attractions
• Values
• Action—a case history
• Literature: Reading and Responding
• What is reader-response?
• Responses to other media
• Media Education and fiction
• Teaching Idea 1: Responding to Television
• Aim
• Time
• Materials
• Method
• Further work
• Teaching Idea 2: Soap Networks
• Aim
• Time
• Materials
• Method
• Further work
• Teaching Idea 3: Radio and the Imagination
• Aim
• Time
• Materials
• Method
• Teaching Idea 4: Understanding Comic Conventions
• Aim
• Time
• Materials
• Method
• 5 Promotion and persuasion
• Advertising and Persuasion
• What is an Advertisement?
• Television advertising
• Imaginary worlds
• Selling life-styles
• Story structures
• Dramatic form
• Home and romance
• An office of my own
• An office at home
• Home and away
• The willing audience
• Pop and Promotion
• Music power
• Life-styles and hair-styles
• Post-war pop
• Image and perception
• Marketing music
• Pop and the tabloids
• Teaching pop
• Teaching Idea 1: Voice Colours in Advertising
• Aim
• Time
• Materials
• Method
• Further work
• Teaching Idea 2: Animals In Advertising
• Aim
• Time
• Materials
• Method
• Further work
• Teaching Idea 3: Being a Fan
• Aim
• Time
• Materials
• Method
• Further work
• Teaching Idea 4: Promoting Personalities
• Aim
• Time
• Materials
• Method
• Further work
• 6 Looking to the future
• Changing Media Structures
• The Broadcasting Act, 1990
• The ITV companies
• The ITV network
• Access and accountability
• Innovation in Media Education
• Policies For Development
• Developing a Coherent Curriculum
• Signposts
• The Media Studies Specialist
• The Future of Media Education
• Appendix 1: Getting help
• Training for Media Teachers
• Resources
• Networks
• Media Personnel As Resources
• The Journalistic Process
• Teachers As Resources
• Appendix 2: Questions for group discussion and individual study
• How to use the notes
• Special note for discussion group leaders
• Chapter One: Getting Started
• Key questions from the chapter
• Chapter Two: Audiences
• Key questions from the chapter
• Chapter Three: The Formation of Facts
• Key questions from the chapter
• Chapter Four: Some Forms of Fiction
• Key questions from the chapter
• Chapter Five: Promotion And Persuasion
• Key questions from the chapter
• Chapter 6: Looking to the Future
• Key questions from the chapter
• References
• Index