Editors' Note: When this article was posted in Reading Online in September 1999, readers were invited to comment on it through a bulletin board feature that was discontinued when the journal was redesigned in July 2000. Following are the comments posted to that bulletin board.
Readers who would like the opportunity to comment on this or other articles in the journal are invited to contact the author directly (e-mail address is available on the opening page or to post messages through ROL Communities.
Post 1
Author: Katherine _Priore
Date: 10-07-1999 10:32
This is the best article I have read in a very long time. Berger provides solid and practical ideas for educators here. It's too bad there aren't more articles like this out there.
Reply 1a
Author: Genny_Haiworonsky
Date: 11-05-1999 18:52
I found this article to be a good proactive "how-to" for all educators. If we want to reach the public about what matters to us as educators using the media is a good way to do that. It catches the attention of the public, and informs them what really is happening. We have the opportunity to initiate change here! If we want to present the real picture we need to make the first step, and we need to be the ones to provide the story. It is easy to complain that the media is presenting a one-sided view, but if we want to show the other side we have to be willing to take action. Not only do we need to educate, but we need to become activists. The media is the perfect tool to do this. The reality is that we need the backing of the public en masse, and once we have achieved this we have a voice. Voices perk the interest of politicians and this is where policy matters begin. Finally, it is not just good enough to write that article, but we need to be aware that there are other constraints. Deadlines, finding journalists intersted in education, and being flexible at our end are the real world rules that we need to consider. Berger has provided the outline of how to go about it - now we need to follow through.
Reply 1b
Author: Patti_Osborn
Date: 11-13-1999 17:41
I agree with Genny that Berger's article provides useful information for teachers who want to write for the popular press. It is true that we do not have enough educators who do write into newspapers--too often, they restrict their submissions to the professional journals. While professional journals are a forum for all educators, the popular press reaches the general public, who are a very important influence when it comes to schools. The media is able to influence the way people think about education by the articles they publish in their newspapers and journals. Teachers must have a voice, because otherwise everyone will be presented with only one side of the issue. It is difficult, because the general public has many misperceptions about education, just as I am sure that I have misperceptions about fields that I am not involved in. But it is our responsibility to correct those misperceptions and to make the public aware of what is really going on. The difficult question is how we can we best influence the public? Is writing for newspapers enough? Probably not, but it's at least a good start.
Reply 1c
Author: Rebecca_Eschmeyer
Date: 12-07-1999 22:27
Dr. Berger brought up many good points in this article. We, as teachers, cannot just sit back and watch while politicians present their view and opinions on education and the issues that pertain to it. These politicians often make valid points, but the public needs to hear from the other side of the fence, someone from the education field. The problem is, most educators who choose to publish their work do so in a professional journal. That is like preaching to the choir. More educators need to publish in the popular press. Dr. Berger presents some very good ideas as to how to go about this. It sounds as though it may be tough, but if you are interested you should hang in there and stand your ground. One problem I have run into is that, often, the local papers will not print something about the schools unless it is negative or controversial. This is probably because that is the type of society in which we live. The same audience that is attracted to Jerry Springer's talk show read and thrive on the controversial articles in local papers. Editors know this and therefore will print it. How can we get past this and let people know that great things are happening in our school everyday?
Reply 1d
Author: Stephen_Shong
Date: 11-15-1999 01:28
This article points out the importance for teachers to use the media (newspapers, television and radio) to get important educational issues across to the public and the politicians. Not only does this make the public more aware, but is demonstrates that teacher are proactive and that they are playing an active role in the community. It is also an excellent model for students to learn how to get their ideas heard and to be involved in their community. Although many educators are aware of the potential benefits of using the media to address certain issues, some may not know exactly how to go about it, or some may have tried and were unsuccessful due to lack of knowledge of how to work with the media. I think this article illustrates some important steps and notions to make it easier for educators to become successful in working with the media. With the knowledge of media, teachers may be more willing to use it to publicly address certain issues. The media is a powerful tool and should be used to inform the public and get results from the politicians.
Reply 1e
Author: Diahann_Tabor
Date: 11-17-1999 19:31
I agree with Allen Berger about the need for educators to become more educated about reaching politicians through the media. The media is the tool that politicians use and the public relates to, so why hasn't this been done before? Although this article is well written and very informative, I wonder how we can develop a better routine to following through with such advocacy? Dr. Berger clearly explains how to use the media to benefit educational views and does so through his own experiences, which almost act as motivation in itself. Yet, although I recognize good intentions I question our future actions given that most educators have limited time available. I do believe the cooralation between the public and politicians receiving their insight about education from the media and not so much from educators to be a striking problem. However, it is certainly a newswriters job to write for publication, and just the same it is the duty of the politician to express their views to the public, but as teachers our jobs are in the classrooms, outside of that we spend a great deal of time preparing what we will do in the classrooms. So I ask, how do we motivate ourselves to make the time to become such activists when lets be honest, this isn't exactly part of our job description? I am not complaining, I am not doubting the potential, I am simply asking! Dr. Berger is on to something here, he truly has an insight that could ultimately change education overall for the better, the Reform action we are looking for! Again though, I ask how do we make the time and create the motivation to sway ourselves away from concerning ourselves only about what transpires within our own classrooms toward influencing politicians to improve overall education?
Post 2
Author: Raman_Gill
Date: 11-12-1999 19:23
This article draws a connection between literacy and politics. What is targeted, is the necessity of in depth information presented by the media. The article criticizes journalists on the basis that too much of their reporting and analysis are done "on the fly" since "speed is [so] essential in daily reporting". In relation to informing the public on important issues, such a style of research is insufficient; and with regard to such complex topics as education, the media is quite ineffective in reaching politicians in order to affect change. Yet the "shortcomings of education", as Berger puts it, must be brought both to public and political attention; they cannot be overlooked. So how can education be brought to the media in an in depth fashion? Through educators themselves. The strength of this article lies in its emphasis upon creating a dialogue amongst educators, the public, and politicians. Berger urges public participation in the media, where audiences would "reach out and tell their stories in their own communities". It is in such a way that educators would be able to draw attention to what is taking place in schools, and hence reinforce the vital role of education in society. Greater access to radio stations, reporters and television stations could indeed pave the way towards a broader context for education. Having writers discuss their work, publicly discussing educational strategies and issues, is a surefire way of expanding the educational arena beyond the institutional setting of schools. Creating a channel for public participation in education would surmount various obstacles to learning because education would now take on a social and therefore practical aspect. If the promotion of literacy is one of the fundamental aims of our schools, then why not teach children about another form of literacy, the media itself? Why not include children's education within the realm of the media-or public education? Berger's article is persuasive. He is convinced of the ability of educators to present in-depth views through the media; he is also convinced of politicians' interest in education. Yet in spite of such a promising outlook, he questions whether or not educators have the will to project themselves in the media. He is right in asserting that both the public and politicians can make informed decisions about education if teachers (and students) make effective use of the popular media. The problem does not lie only in the difficulty of accessing the media, but also in the hesitation of educators to bring issues such as literacy to the forefront. Often, people look towards politicians for the answers to questions about education; but the majority of these questions revolve around funding. Missing to a great extent, from the public discourse on education, are the vital questions pertaining to literacy and learning.