In relation to media-literacy analysis in a subject context, it is important to stress that teachers need to move beyond conceiving of media simply as audio-visual aids. Ideas that teachers can use to incorporate media literacy into their classes include:

English

Teachers of English have been among the strongest advocates of media literacy in the schools. This is understandable, since the teaching of English contains many components that are prominent in media studies: aesthetics, the use of language, genre study, and the critical analysis of texts. English teachers have incorporated media into their courses through such activities as film-literature comparisons, film and television reviews, examinations of the language of advertising, and script-writing.

Media education in the English classroom, however, has sometimes stressed the negative aspects under the guise of developing a "discriminating response." In such a context, popular culture has not fared very well. Furthermore, what has been examined are primarily literary techniques. What has been left out are all the important ideological, economic, political and historical considerations that inform media texts. Fortunately, many of these interdisciplinary approaches are beginning to spread into English studies and are helping to provide some new dimensions to critical discourse. As secondary school English departments develop optional courses in media, it is to be hoped that these elements will be present.

The following are some ways by which English teachers can incorporate media literacy into their programs:

• Film-literature comparisons, where students assess the reasons for differences between film versions and original texts and their effect on themes, characterization and enjoyment.
  
  
• Script-writing, where students are encouraged to try writing film scripts from books and even from poems studied in class. Thinking cinematically often enhances insights into the literary experience. Students should also try to write original scripts, which can be filmed or videotaped.
  
  
• Multi-media thematic units, where teachers go beyond simply discussing content and themes, and consider with students the unique ways in which each medium codifies reality.

History

The methodologies used by history teachers to involve their students in research include having students recognize the standpoint and attitudes of an observer; distinguish among different points of view in the evidence; compare pieces of evidence to see if they confirm one another; and produce a convincing and satisfying account that is as fair as possible to all the sources. It is apparent that there are some important parallels here with many media-literary skills. History teachers can integrate media studies into their classrooms through exploring presentations of historical figures, historical bias and point-of-view, the marketing of politicians, and propaganda.

Geography

Geography is a subject that relies heavily on visual representation. Media images of some well-known places in the world are so strong and fixed that they may interfere with what the teacher may want to convey about the reality of that country. The following are some sample activities that can be used in geography classrooms: comparisons of the images of cities in films and TV, to the socio-economic realities of those cities; deconstruction of travel films; bias in films made by governments or corporations; and depiction of countries as portrayed by governments vs. "structured absences," images that are not included in the official portrayal.

Family Studies

The image of the family in the media frequently contrasts with students' experiences. Popular prime-time sitcoms can be deconstructed in order to see what values are espoused by such shows and the nature of their appeal. The following are other media topics that are ideally suited to family studies: the representation of the family in advertising and film; sexuality and sexual stereotyping in the media; and the culture of violence.

Science and Technology

In addition to their treatment in science fiction, there are numerous references to science and technology in newspapers, films, magazines, and novels. Television, in both news and entertainment programs, constantly packages scientific issues and information. The success of David Suzuki's The Nature of Things (CBC) demonstrates our keen interest in the achievements and issues of science and technology. Some of this material can be integrated into the science curriculum by pointing out connections between the scientific issues raised by the media and the scientific principles underlying them. Students can also explore the strengths and limitations of the presentation of science topics in the media.

Visual Arts

The possibilities for media literacy in the visual arts are enormous. Many of the decisions made in the media are based on aesthetic considerations. The role of art in a mass-media-dominated society is of major concern for aspiring artists. Art teachers need to assess more than just the principles of pleasing form when looking at media; they need to consider all the aspects outlined in the visual arts curriculum.

Music

Students are immersed in rap music and rap videos. While some music teachers use rock as a resource, many consider it inappropriate for their music courses. However, there are many valuable connections that can be made through the comparison of traditional and popular music. The popular-music enables music teachers to help their students investigate the aesthetics, the value messages, and the commercial implications of this pervasive form.

Physical and Health Education

Representation of gender, sexuality, violence, smoking, alcohol, junk food and televised sports in the media are all avenues that can be explored in the classroom.

Mathematics

Teachers of mathematics will find that a great deal of research in the mass media depends on statistics. Hence, the skills of compilation and graphing will be important. In the area of television, the methods of rating the most watched prime-time programs depend on the exact use of mathematical information.

Resource Centre Teachers

Today's resource centres contain not only books, but also a good cross-section of popular periodicals, CDs, and audio and videotapes. In the area of print, many periodicals, such as Time and Maclean's, require not only the traditional reading skills, but also media-literacy decoding skills as well. Resource centre teachers can play a valuable role by helping students and teachers to understand the strengths and limitations of each medium when selecting resource materials.