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Edited by Heidi Hayes Jacobs
Table of Contents
by Frank W. Baker
In 1960, communications scholar and theorist Marshall McLuhan wrote the following: "Without an understanding of media grammars, we cannot hope to achieve a contemporary awareness of the world in which we live" (Carpenter & McLuhan, 1960, p. xii). His point remains relevant today, even though the context has changed to a remarkable extent.
Educators in the 21st century are slowly starting to appreciate that we no longer live solely in a print-centric world; we are surrounded by a culture filled with visual images and messages, many of which work on a subconscious level. In the 21st century, "texts" and "literacy" are not limited to words on the page: they also apply to still and moving images, such as photographs, television, and film. Today, being literate also means understanding wikis, blogs, nings, digital media, and other new and emerging technologies. Unfortunately, many K–12 educators have yet to realize the benefits of teaching students with and about nonprint media, what is today recognized as an important part of "media literacy."
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