NAMLE is governed by an all-volunteer Board of Directors that works through an active committee structure to conduct the business of the organization and plan its future. Members are elected for two year terms and may serve three terms before rotating off for at least one year.
Position Part time Executive Director, approximately 20 hours per week. This is a “virtual” position. The Executive Director may be located anywhere within the United States. The Executive Director must be available to attend the NAMLE conference (July 11-13, 2013) and the NAMLE Board retreat (January 11-13, 2013). Contract dates September 1, 2012 through September [...]
We invite members to post recommendations for the following candidates for the NAMLE Board of Directors, at the bottom of this page. Members will be emailed with directions for voting.
JOIN US! The NAMLE Board needs… Creative minds with a passion for media literacy education! Visionaries committed to working with others to develop the field of media literacy! Dedicated NAMLE members willing to serve on the Board of Directors. NAMLE is inviting any current member in good standing to join the NAMLE Board of Directors [...]
Longtime NAMLE member, and former board member, Kara Clayton was nominated and chosen as the Digital Arts Film and Television’s choice for the Touchstone Award – Visual and Media Arts Teacher of the Year! This award is given by Michigan Youth Arts Festival which takes place on Western Michigan University’s campus May 10-11. This [...]
Pedagogy in the Age of Media Control: Language Deception and Digital Democracy. by Ricardo D. Rosa & Joao J. Rosa (Peter Lang/$34.95 + free shipping). Supported by critical theoretical frameworks, the text is a purposeful engagement with bodies of knowledge rooted in popular culture, yet, routinely excluded from “common sense”; visions of curriculum. Aimed at [...]
Media Education Goes to School: Young People Make Meaning of Media & Urban Education. by Allison Butler (Peter Lang/$32.53 + free shipping). This book examines the struggles involved in integrating media education across the curriculum at a small urban school. Based on quasi-ethnographic research–specifically semi-formal individual and group interviews with twenty-one participants and participant-observation–the text focuses on [...]
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