Reports & Briefs

At the intersection of technology, media, and education, Cable in the Classroom has a unique vantage point on the future of learning. Our reports and briefs are designed to provide actionable information, advice, and insights for parents, school leaders, and policymakers.

Media Literacy and Internet Safety Education: Key to Students’ Success in the 21st Century

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State educational technology leaders are increasing their focus on ensuring students’ online safety, protecting personal data and information, and promoting ethical online behaviors (including fighting plagiarism, cyberbullying and copyright infringement), according to a new survey of states released at the National Educational Computing Conference (NECC), the world's
largest educational technology conference for teachers, administrators, and technology coordinators.

The survey, The Changing Media Landscape: Ensuring Students’ Safety and Success in School the Future Workplace, was conducted by the State Educational Technology Directors Association (SETDA) of their members in cooperation with Cable in the Classroom, the national education foundation of the cable industry, to better understand the evolving challenges and opportunities offered by technology and to help develop best practices and standardized tools to address these issues nationwide.  The Changing Media Landscape Toolkit, also released, was developed by SETDA in response to the evolving technology resources, the needs at the state level and the findings of this survey. The toolkit can be found online at SETDA's website.


  Media Literacy: A Vital and Underserved Need in Schools

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Media literacy is an urgent – and largely unmet – priority among educators in schools today. That’s what over a thousand teachers and library-media specialists from across the country told Cable in the Classroom in an exclusive survey conducted in 2006.

In today’s media-saturated world, students spend a large part of their lives in front of, interacting with, and even creating digital images and words. The media children consume and interact with may have the potential to greatly influence their beliefs and behaviors. Educators, therefore, want to ensure that their students use media responsibly and well.

This report looks at the state of media literacy as seen by educators from all levels – elementary, middle, and senior high – and points to some of Cable in the Classroom’s timely and useful resources. These tools can help schools empower students to become thoughtful users of media for learning and for their lives.

  Navigating the Children's Media Landscape:  A Parent's and Caregiver's Guide

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Also available in Spanish: Navegando el Panorama de los Medios de Comunicación para los Niños: Una Guía para Padres y Cuidadores de Niños [<1MB, PDF]

Written by the American Institutes for Research for Cable in the Classroom and National PTA, this important report offers:

• A guide to help families develop a comprehensive media plan that allows them to take greater control of their TV viewing, Internet and other media activities
• A media “how-to” chart to support age appropriate development
• Ideas and strategies to help parents and caregivers select and use media in ways appropriate for their children

Drawing on a review of academic literature, the insights of experts in the fields of media literacy and effects, child development and education, and professional and advocacy organizations. Also includes exploratory interviews with a small, but diverse set of young children and their parents, this report is intended to help you better navigate the children’s media landscape.

  Thinking Critically About Media:  Schools and Families in Partnership

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Thinking Critically About Media: Schools and Families in Partnership makes the case for teaching media literacy at school and at home. It was published by Cable in the Classroom in 2002 and is a valuable source of information and advice for parents, educators, and press, especially reporters covering education and media. The report contains articles by leading media literacy experts whose work, opinions, and recommendations cover a wide variety of issues.

Contributing authors include: Robert Kubey, Folami Prescott-Adams, Lynda Bergsma, Milton Chen, Sarah Armstrong, Roberta Furger, David Considine, and Neil Anderson. They present a rich variety of perspectives and recommendations to consider.

In addition, about two dozen smart educators read the papers and participated in a lively and compelling conversation presented at the end of this volume. Several key concerns and questions surfaced:

• The often artificial distinction between media and technology
• The need for an adequate and consistent definition of media literacy
• The importance of parents as teachers
• The need for practical, meaningful teacher professional development