Television as a learning environment: A theory of synergy

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Television usurps so much of our children’s time. Surely it must influence their reading growth and developing reading interests. Its lack of intellectual substance, its rapid pacing, its cluttered mixture of visual movement and sound-television’s role in the precipitous decline in achievement scores and school standards seems so plausible, so blatant. Why, then, have not researchers found a stronger relationship between television and its deleterious effects on literacy?

Original languageEnglish (US)
Title of host publicationHandbook of Research on Teaching Literacy Through the Communicative and Visual Arts
PublisherTaylor and Francis
Pages15-22
Number of pages8
ISBN (Electronic)9781135603700
ISBN (Print)9780805853797
DOIs
StatePublished - Jan 1 2004

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)

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  • Cite this

    Neuman, S. B. (2004). Television as a learning environment: A theory of synergy. In Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts (pp. 15-22). Taylor and Francis. https://doi.org/10.4324/9781410611161-11