For those of you who are interested in responding to lack of media/digital literacies in the draft Common Core Standards, here’s some examples of the kinds of standards that could be included in any revision of the standards. While these aren’t perfect or cutting-edge, they represent the kinds of standards that are already in many state standards that would be ignored or removed if states (except for Texas (see their media standards below) and Alaska) adopt the Common Core Standards in lieu of their own standards:

The American Diploma Project Viewing standards:
G1. Evaluate the aural, visual and written images and other special effects used in television, radio, film and the Internet for their ability to inform, persuade and entertain (for example, anecdote, expert witness, vivid detail, tearful testimony and humor).
G2. Examine the intersections and conflicts between the visual (such as media images, painting, film and graphic arts) and the verbal.
G3. Recognize how visual and sound techniques or design (such as special effects, camera angles and music) carry or influence messages in various media.
G4. Apply and adapt the principles of written composition to create coherent media productions using effective images, text, graphics, music and/or sound effects — if possible — and present a distinctive point of view on a topic (for example, PowerPoint presentations, videos).

The ADP Standards for Producing Digital Media provide useful, highly specific
benchmarks for production of digital media related to development/focus on topics, coherence of production related to purpose/audience defined in their writing standards, and technical facility, all of which depends on the ability to critically analyze media.
C.3.1 Topics, Development and Focus
GRADES 9 – 10
C.3.1.1.9-10 Present clearly identifiable messages (identifying and controlling both the explicit and implicit messages) using somewhat complex visual, audio, and graphic effects and interactive features. For example, students may design a Web site that presents visual and graphic effects on an assigned aspect of a literary work studied. (ADP G4)
C.3.1.2.9-12.a Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words and sounds; and focused supporting ideas. NOTE: There is no single benchmark that relates to this benchmark, but the expectation crosses types of writing and the principles are referred to in: ADP C9, ADP C10 and ADP E9.
C.3.1.2.9-12.b Demonstrate awareness of the transactional nature of digital media (Internet) and mass media productions (film, TV) by considering audience in all stages of media production development, delivery and revision. NOTE: There is no single benchmark that relates to this benchmark, but the expectation crosses types of writing and the principles are referred to in: ADP C9, ADP C10 and ADP E9.
GRADES 11 – 12
C.3.1.1.11-12 Maintain a consistent focus on and control over explicit and implicit messages, skillfully using sophisticated media tools and elements (including visual, audio and graphic effects) and interactive features. For example, students may create an interactive Web site that incorporates audio and/or video on a chosen aspect of a literary work studied. (ADP G4)
C.3.1.2.9-12.a Demonstrate consistent and effective audience focus through purposeful choice of medium; compelling images, words and sounds; and focused supporting ideas. NOTE: There is no single benchmark that relates to this benchmark, but the expectation crosses types of writing and the principles are referred to in: ADP C9, ADP C10 and ADP E9.
C.3.1.2.9-12.b Demonstrate awareness of the transactional nature of digital media (Internet) and mass media productions (film, TV) by considering audience in all stages of media production development, delivery and revision. NOTE: There is no single benchmark that relates to this benchmark, but the expectation crosses types of writing and the principles are referred to in: ADP C9, ADP C10 and ADP E9.
C.3.2 Coherence and Cohesion
Effective organization is crucial to the success of various media productions – including video presentations, audio productions, Web sites, magazine and newspaper articles, and print advertisements. The organizational structures of each vary according to the purpose, intended audience and context. For a general idea regarding organization, please see the Writing strand, specifically C.1.2 Coherence and Cohesion.
C.3.3 Technical Facility and Control
GRADES 4 – 8
C.3.3.1.4-8 Use visual images, text, graphics, music and/or sound effects that relate to and support clear, explicit messages. For example, "America the Beautiful" may serve as background music to a media tour of a national park or a short slide show that informs the audience of ways to avoid heat stroke may use "You Are My Sunshine" as background music. (ADP G4)
GRADES 9 – 10
C.3.3.1.9-10 Use varied visual images, text, graphics, music and/or sound effects appropriately to support explicit and implicit messages. For example, students may use images that include a mix of opposites to make an impact, such as pictures or video of street people and wealthy people, or of drought-ridden scenes with lush green hills. (ADP G4)

GRADES 11 – 12
C.3.3.1.11-12 Effectively and purposefully employ conventional and unconventional visual images, text, graphics, music and/or sound effects (e.g., layout, pictures, typefaces in print media; camera shots, lighting, editing, dialogue, setting and sound in video productions; sound, dialogue and programming format in audio productions; layout, navigation, and dynamic and interactive features in on-line productions) to convey explicit and implicit messages and achieve the purposes in complex media presentations. For example, a video presentation on career choices may include excerpts that range from job interviews to on-the-job scenes to explanations of the kinds of preparation needed for various careers. (ADP G4)


The “21st Century Skills” project posits that the following standards:
Create Media Products
* Understand and utilize the most appropriate media creation tools, characteristics and conventions
* Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environments
ICT (Information, Communications & Technology) Literacy
Apply Technology Effectively
* Use technology as a tool to research, organize, evaluate and communicate
information
* Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy

Wisconsin’s Standard E (Media and Technology). And, one strong aspect of Wisconsin’s media literacy standards is that they emphasize both the critical analysis and production of media/technology, as well as the importance of focusing on multimodal and interactive aspects of communication.
Content Standard: Students in Wisconsin will use media and technology critically and creatively to obtain, organize, prepare and share information; to influence and persuade; and to entertain and be entertained.
By the end of grade eight, students will:
E.8.1 Use computers to acquire, organize, analyze, and communicate information.
* Demonstrate efficient word-processing skills
* Construct and use simple databases
* Use manuals and on-screen help in connection with computer applications
* Perform basic computer operations on various platforms
* Collect information from various on-line sources, such as web pages, news groups, and listservs
E.8.2 Make informed judgments about media and products.
* Recognize common structural features found in print and broadcast advertising
* Identify and explain the use of stereotypes and biases evident in various media
* Compare the effect of particular symbols and images seen in various media
* Develop criteria for selecting or avoiding specific broadcast programs and periodicals
E.8.3 Create media products appropriate to audience and purpose.
* Write informational articles that target audiences of a variety of publications
* Use desktop publishing to produce products such as brochures and newsletters designed for particular organizations and audiences
* Create video and audiotapes designed for particular audiences
E.8.4 Demonstrate a working knowledge of media production and distribution.
* Plan a promotion or campaign that involves broadcast and print media production and distribution
* Analyze how messages may be affected by financial factors such as sponsorship
* Identify advertising strategies and techniques aimed at teenagers
E.8.5 Analyze and edit media work as appropriate to audience and purpose.
* Revise media productions by adding, deleting, and adjusting the sequence and arrangement of information, images, or other content as necessary to improve focus, clarity, or effect
* Develop criteria for comprehensive feedback on the quality of media work and use it during production
By the end of grade twelve, students will:
E.12.1 Use computers to acquire, organize, analyze, and communicate information.
* Design, format, and produce attractive word-processed documents for various purposes
* Incorporate information from databases and spreadsheets into reports
* Integrate graphics appropriately into reports, newsletters, and other documents
* Retrieve and reproduce documents across various platforms
* Use on-line sources to exchange information
E.12.2 Make informed judgments about media and products.
* Develop and apply evaluative criteria of accuracy and point of view to broadcast news programs
* Recognize and explain the impact of various media on daily life
* Analyze the content and effect of subtle persuasive techniques used on-line and in broadcast and print media
* Develop and apply criteria for evaluating broadcast programming
E.12.3 Create media products appropriate to audience and purpose.
* Create multimedia presentations in connection with major projects, such as research reports or exhibitions
* Develop various media products to inform or entertain others in school or the community such as slide shows, videos, newspapers, sound recordings, literary publications, and brochures
E.12.4 Demonstrate a working knowledge of media production and distribution.
* Analyze the effect of media production techniques, such as music, camera angles, fade-outs, and lighting, on different audiences
* Evaluate the impact of various market factors on the effectiveness of media production and distribution
* Identify the impact of image and context on particular audiences receiving the same message
* Develop and apply criteria for evaluating advertising campaigns for a variety of products, past and present
E.12.5 Analyze and edit media work as appropriate to audience and purpose.
* Develop and present criteria for evaluating a variety of media products
* Evaluate audience feedback on the clarity, form, effectiveness, technical achievement and aesthetic appeal of media work

Minnesota Educational Media Organization’s (MEMO) standards. In 2004, The Minnesota Educational Media Organization’s (MEMO) formulated a set of standards for “information and technology literacy” that included a set of media literacy standards that includes both critical analysis of and production of media:
Standard: The student will critically evaluate films, recordings, and other multimedia formats.
The student will:
• Understand how meaning is conveyed in images and sound.
• Understand the effect of media on perception and culture.
• Evaluate television, radio, film productions, newspapers, and magazines with
regard to quality of production, accuracy of information, bias, purpose, message
and audience.
• Analyze the messages and points of view employed in different media, including
advertising, news programs, web sites and documentaries.
Standard: The student will create video and multimedia productions.
Students will:
• Create multimedia presentations for an audience, demonstrating an understanding of visual design.
• Create video presentations for an audience, demonstrating an understanding of the language of images and sound.
Examples:
• Text design (for example, serif and sans serif fonts)
• Image (visual) design (color, line, texture, shape, etc.)
• Grammar of video (sequencing, camera angles and movement, scene composition, effects of lighting and sound, and sound quality.

The Texas Media Literacy standards also include useful critical analysis standards:
- identify different forms of media (e.g., advertisements, newspapers, radio programs); and
identify techniques used in media (e.g., sound, movement).
- understand how communication changes when moving from one genre of media to another;
- explain how various design techniques used in media influence the message (e.g., shape, color, sound); and compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).
- explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior; explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects); and compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in a web-based news article).
- explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news).
- consider the difference in techniques used in media (e.g., commercials, documentaries, news)
- identify the point of view of media presentations; and analyze various digital media venues for levels of formality and informality.
- interpret both explicit and implicit messages in various forms of media; interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message; evaluate the role of media in focusing attention on events and informing opinion on issues; interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message; evaluate various techniques used to create a point of view in media and the impact on audience; and assess the correct level of formality and tone for successful participation in various digital media.