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Edited by Ann Watts Pailliotet and Peter B. Mosenthal

Information about issues and procedures for media or visual literacy is currently widely dispersed. This title advances current scholarship by transcending traditional research boundaries and combining a number of different backgrounds, such as cultural studies, reading, computers and technology, sociology, textual criticism. It supports an interdisciplinary curriculum; in depth reviews of how media and visual literacy support and extend current print literacy theories and practices; it provides explicit examples of research methodologies and accounts of implementation procedures and policies in schools and colleges. This work focuses on a wide spectrum of media like film, television, children's picture books, computers and newspapers. The contributing authors, who read as a who is who in media literacy come from diverse disciplines, locations, and backgrounds, employ varied lenses and formats to provide broad, innovative definitions of literacy.

Francisco J. Ruiz de Mendoza Ibáñez and María Asunción Barreras Gómez

scripts and “seizing the day” . In Galician M. L. and Merskin D. L. (eds.) Critical Thinking About Sex, Love, and Romance in the Mass Media: Media Literacy Applications , 214 – 231 . Mahwah, New Jersey : Routledge . 1 The term carpe diem is used to invite readers to make the most out of

Monika Kopytowska

, Goran. 2006. African Politics in Comparative Perspective . Cambridge: Cambridge University Press. Iedema Rick, Susan Feez and Peter White. 1994. Media Literacy . Sydney: Disadvantaged Schools Program, NSW Department of School Education. Jacobs, Geert. 1999. Preformulating the News: An