The following is a response to the lack of attention to media/digital literacies in the English Common Core Standards:

Whereas in 1996, the National Council of Teachers of English (NCTE) passed a resolution urging language arts teachers to consider the importance of bringing visual texts into the classroom. The resolution said: "Viewing and visually representing (defined in the NCTE/IRA Standards for the English Language Arts) are a part of our growing consciousness of how people gather and share information. Teachers and students need to expand their appreciation of the power of print and nonprint texts. Teachers should guide students in constructing meaning through creating and viewing nonprint texts."

Whereas in 2000, the National Association of Media Literacy Education (NAMLE) defined
media literacy as: (empowering) “people to be both critical thinkers and creative producers of an increasingly wide range of messages using image, language, and sound. It is the skillful application of literacy skills to media and technology messages. As communication technologies transform society, they impact our understanding of ourselves, our communities, and our diverse cultures, making media literacy an essential life skill for the 21st century.”

Whereas the 2009 K-12 Horizon Report (http://www.nmc.org/horizon), declared the number one critical challenge for schools in the 21st century is: "a growing need for formal instruction in key new skills, including information literacy, visual literacy, and technological literacy."

Whereas the 2010 K-12 Horizon Report continues to include this critical challenge when it says:
“Digital media literacy continues its rise in importance as a key skill in every discipline and profession.;

Whereas media/digital literacy has become central to life and work in society;

Whereas, today’s educators recognize that the words “text” and “literacy” are not confined to the words on page;

Whereas the Common Core Standards only refer in general terms to media as “nonprint texts in media forms old and new. The need to research and to consume and produce media is embedded into every element of today’s curriculum;”

Whereas media/digital literacy are now well articulated in much more detail in most state standards, often under the category of “viewing” or “visually representing,” resulting in a strong media literacy curriculum focus;

Whereas if media/digital literacy is not explicitly articulated “in the standards,” many teachers many not focus on media/digital instruction;

We, the undersigned urge that more specific media/digital literacy standards related to critical analysis of media/digital consumption/use, production, representations, social/cultural analysis, ownership, and influence on society be explicitly stated in the Common Core Standards.