Television Literacy Curriculum in Action: a long‐term study

Helping Viewers Learn from Television: a new approach to increasing the impact of the medium

“…This would suggest courses which can improve viewing scores are neither context specific, or markedly weighted to a particular kind of learning or type of television. Although no long-term follow up was undertaken, there is some research evidence to suggest the impact of courses can continue to show significant effects after considerable periods (Baron, 1985).…”

“…It is these courses that are, arguably, fundamental to changing audience learning from television. The development of these courses, covering the whole spectrum of schoolaged children, has been undertaken by the Television Literacy Project as part of a sequence of linked pilot projects (Kelley et al, 1985(Kelley et al, , 1987Kelley, 1991; but see Baron, 1985). While these courses do draw elements from other research projects, they are new both in their aims to increase understanding, and in their emphasis on the contribution participation in production activities makes to developing comprehension skills.…”

The Use of Television in Public Examinations

“…There is 62 P. Kelley every reason to suppose candidates confronted with television materials in these examinations attempt to answer the questions as fully as possible: with an important result hanging in the balance, there is considerable pressure on them to perform well. This kind of impetus is not present in tests carried out in traditional research projects into children's learning from television (Anderson, 1980;Roberts et al, 1980;Lloyd-Kolkin, 1982;Rapaczynski et al, 1982;Dorr et a/.,1983;Baron, 1985;Dorr, 1986;Kelley et al, 1987;Singer et al, 1988;Kelley, 1991). It is, therefore, of considerable interest to consider the results of the use of the television film, Flying into the Wind by David Leland, in the Cambridge Local Examination Syndicate O Level English Literature examination for the summer of 1986.…”

Failing our Children? The comprehension of younger viewers

“…This, combined with the apparent success of the approach with five year old pupils in the pilot project and other research, strongly suggests that television literacy is easily improved through this kind of approach throughout the full school age range. The comparative value of the approach used here with respect to one not involving hands-on experience of making television was not investigated, but other research (Baron, 1985) suggests it may be superior to a course without a 'practical element.…”