Teaching television literacy in South African secondary schools

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dc.contributor.advisorFielding, Michaelen_ZA
dc.contributor.authorWoodward, Roberten_ZA
dc.date.accessioned2016-03-28T14:42:24Z
dc.date.available2016-03-28T14:42:24Z
dc.date.issued1992en_ZA
dc.descriptionBibliography: pages 190-196.en_ZA
dc.description.abstractThis dissertation develops a syllabus for the study of television literacy in South African secondary schools. There are two natural divisions in the development of the thesis; the section which explores epistemological issues and the section which describes the strategic issues. The first section examines the nature of print literacy. This consists of four elements: mastering the basic language of the medium; being able to decode this language; using the medium for personal creative ends; and having the capacity for critical reflection. It is possible to talk in terms of a language of television and so this definition of literacy can be extended to television as well. There are three main areas for the study of television literacy. These are: the production techniques and effects of television; the conventional forms of the medium; and the nature of television as a mass medium. Once this has been established the dissertation explores the strategic issues of a methodology and areas of knowledge for teaching television literacy. Although there are many methodologies for the study of the mass media, the British Cultural Studies approach, together with Hall's three moments of encoding and decoding, seems to offer the methodology most suitable for teaching critical literacy. Within this theoretical framework it is possible to describe a syllabus for teaching television literacy. This syllabus involves studying the encoding and decoding of television messages within the context of the technical infrastructure of television; the internal and external relations of production, and the frameworks of knowledge which determine the form and content of television.en_ZA
dc.identifier.apacitationWoodward, R. (1992). <i>Teaching television literacy in South African secondary schools</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/18321en_ZA
dc.identifier.chicagocitationWoodward, Robert. <i>"Teaching television literacy in South African secondary schools."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1992. http://hdl.handle.net/11427/18321en_ZA
dc.identifier.citationWoodward, R. 1992. Teaching television literacy in South African secondary schools. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Woodward, Robert AB - This dissertation develops a syllabus for the study of television literacy in South African secondary schools. There are two natural divisions in the development of the thesis; the section which explores epistemological issues and the section which describes the strategic issues. The first section examines the nature of print literacy. This consists of four elements: mastering the basic language of the medium; being able to decode this language; using the medium for personal creative ends; and having the capacity for critical reflection. It is possible to talk in terms of a language of television and so this definition of literacy can be extended to television as well. There are three main areas for the study of television literacy. These are: the production techniques and effects of television; the conventional forms of the medium; and the nature of television as a mass medium. Once this has been established the dissertation explores the strategic issues of a methodology and areas of knowledge for teaching television literacy. Although there are many methodologies for the study of the mass media, the British Cultural Studies approach, together with Hall's three moments of encoding and decoding, seems to offer the methodology most suitable for teaching critical literacy. Within this theoretical framework it is possible to describe a syllabus for teaching television literacy. This syllabus involves studying the encoding and decoding of television messages within the context of the technical infrastructure of television; the internal and external relations of production, and the frameworks of knowledge which determine the form and content of television. DA - 1992 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1992 T1 - Teaching television literacy in South African secondary schools TI - Teaching television literacy in South African secondary schools UR - http://hdl.handle.net/11427/18321 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/18321
dc.identifier.vancouvercitationWoodward R. Teaching television literacy in South African secondary schools. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1992 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/18321en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherTelevision broadcasting - Social aspectsen_ZA
dc.subject.otherTelevision criticism - Study and teaching (Secondary)en_ZA
dc.subject.otherLiteracyen_ZA
dc.titleTeaching television literacy in South African secondary schoolsen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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