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Careers in Communications Media. Instructor Guideline

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Careers in Communications Media. Instructor Guideline DOCUMENT RESUME' -sETI 117 437 95 CE 006 085 TITLE Careers in Communicationd Media. Instructor Guideline. INSTITUTION Oregon State Dept. of Education, Salem. Career and Vocational'Education Section. SPONS AGENCY -Office of Education (DREW), Washington, D.C. 75 , NOTE 224p. AVAILABLE FROM Superintendent of Documents, U.S. Governmeht. Printing Office, Washington.,:D.C: 20402 (Stock No. 017-080-1496-3, $5.60) EDRS PRICE MF-$0.83 lit-$11.37 Plus Postage DESCRIPTORS' Career Awareness; Career Education; *Career Exploration; Career Planning; *Communications; Curriculum Design; *Curriculum Guides; *Curriculum Planning; Educational Resources; Guidelines; Learning Activities; Mass Media; *Occupational Clusters; :Occupational Information; Publishing Industry; ,Secondary Education IDENTIFIERS *Communications and Media Occupations ABSTRACT The.guideline, an indepth focus on one of the 15 U.S. Office, of OdUcation (USOE) career ,education clusters, prOvides insirucfors, With information to support effective career decision making and':OC,CUpational preparation, The first section provides a perspectiVe.of -career education as applied to occupations in the guidelines (includes explanations Of the USOE Model, System, a career educatiop/clUster,system,'and the World of Work function approach),. The decond,sectidn containsprocedures used to definethe Dictionary of OccdPational Titles (DOT) cluster job titles; listings of job titles representing occupational areas, Primary occupations, and occupational families within.the cluster; and job'analyses describing major job function and duties of the Communications Media Occupations (HMO)' from the DOT. A third section provides: purposes, learner charactetisticsobjectives, and 'activities for ,the career Orientation (grades '7-9), career exploration (grades 9-10), and occupational .preparation phases (grades 11 -14, graphic communications); an articUlation model for'the 'preparation phase; an annotated bibliogFaphy of selected curriculum materials; four instructional strategies; learning activities evalUation model; and a "list of primary occupations by school subjects. A final section selectively reviews the elements needed in constructing a successful career'educatiOn systei in ,'the. CMO cluster. (Author/MS) Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects the quality. of the microfiche and hardcopy reproductions. ERIC makes available via the ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality 'of the original document. Reproductions supplied by EDRS are the best that can be made from the original. CAREERS IN COMMUNICATIONS MEDIA U S CUE PA1tTME NT OF NE AL TN. EDUCATION WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGiN- A.TING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OF F ;OA': NATIONAL INSTITUTE OF EDUCATION POSI T ION OR POLICY INSTRUCTOR GUIDELINE 1t. DISCRIMINATION PROHIBITED .7-- Title VI of the Civil Rights Act of 1964 states: "No person in the United States, shall, on the ground of race, color, or national origin, be ex- cluded from participntion in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." Therefore, the Voca- tional Edu6ation program, like all other programs or ac- tivities receiving financial assistance from the Department of Health, Education, and' Welfare, must be operated in com- pliance with this law. The project presented or reported herein was performed pur- suant to a contract from the U.S. Office of Education, Department of Health, Education, and Welfare. However, the opinions expressed herein do not necessarily reflect the position, or policy of the U.S. Office of Education, and no official endorsement by the U.S Office of Education should be inferred. Developed and disseminated pursuant to a grant from the U.S. Office of Education under Part I- Curriculum Development in Vocational and Technical Education, Vocational Education Arnendmpnts of 1968, Public Law 90-576 by Oregon State Department of Education Salem, Oregon 1975 For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402Price $ Stock No. FOREWORD The U.S. Office of Education has recently undertaken major efforts to reduce the mismatch between education/training offered individuals and worker requirements faced as they enter the world of Work. One effort was the creation of 15 career education clusters, _designed to facilitate thei_delivew of career education. These clusters are representative of occupational opportunity in the world of work. As designed, they serve and are intended to support the emerging state and local educa- tional agency career education program activities. S The Oregon State Department of Education, under a grant from the U.S. Office of Education, has worked on the development of the Communications Media Occupa- tions (CMO) cluster curriculum guideline. This Guideline has been prepared as a focus on one of the 15 USOE designed clusters. Its function is to better serve the learner by providing state and local education agencies information to support ef- fective: ID Career decision-making that includes the learner's values of the citizen, family, leisure and occupational roles in- volved in a career. Occupational preparation vocational, technical, pro- /fessional of today's learner for tomorrow's world. The content was initially identified and selected by project staff and field test site personnel as appropriate for career education instruction. The materials retained were evaluated by field test site personnel as: Contributing to the achievement of purposes and objec- tives of a particular career education phase. Efficient in terms of learner and teacher effoit and time. Not requiring resources and support beyond what might be reasonably expected from state and/or local education agencies. This Guideline has focused.on the In-DeptIkExploratron of the CMO cluster. Other phases are included to assist the user in articulating career education instruction at the local level. Field test site users report they have found the CMO cluster Guideline unique in that it permitted them to: Extend the procedures used to identify the CMO cluster occupations to all 15 USOE clusters. Interrelate eidsfing Department of Labor information, i.e.,Dictionaryk of Occupational Titles, Occupational Outlook Handbook and Employment Service tools and methodology to the CMO cluster. Relate the cluster scheme approach to the National In- stitute of Education/Appalachia Educational Laboratory developedCareerInformationSystemandCareer Decision-Making program. is the hope of those who have contributed to this effort that users will be better able to provide career education instruction to the USOE career education effort and, specifically, to the Communications Media Occupations cluster. ACKNOWLEDGEMENT This publication is one of a series-developed by the U.S. Office of Educationto facilitate the delivery of career education at the state and local revel. The develop- ment and field testing of any such publication depends upon the assistance, advice, cooperation and support of many individuals and d agencies. The Oregon State Department of Education, Division of Instructional Support, Career Education and Vocational Education Unit and the project staff wishes to thank all who havecon- tributed to the national, state and local level activities of the project In particular, we wish to thank those individuals, agencies, businesses and organiza- tions whose input as the National Advisory Review Group assisted in the develop- ment of the field test edition of the Communications Media Occupations Cluster Guideline. Mr. William Bowden American Telephone and Telegraph Company Mr. Kenneth J. Brown Lithographers and Photoengravers International Union Mr. Lowell A. Burkett American Vocational Association Mr. Robert Coffin Portland, Orggon Public Schools Mr. Richard Dempsey Bureau of Labor Statistics Ms. Hope J. Ehrman The Chicago Tribune Lt. Colonel Robert Gerry Instructional Systems and Resources Branch, USAF Mr. Mal Goode ABC News Bureau Ms. Marjorie W. Longley The New York Times Mr. Frederick T. Marston Kaumagraph Companyi Inc. Dr. Harold Niven National Association of Broadcasters Dr. Jerry .Olson Pittsburgh and of Public Education Major Hugh tt Office of Manpow tilization, U C Dr. Jack Simich Graphic Arts Technical Foundation Ms. Elizabeth Young National Public Radio II The Guideline Preparation level is concentrated in the area of Graphic Communica- t. tions Occupations. In this endeavOr, the project has benefited from the support and A encouragement of the staff of the Kodak Graphic Communications Industry Man- power Study of the Seventies. Bill Flack of Kodak and Dr. Gene Strandberg, Pro- ject Staff Coordinator, were particularly helpful in arranging for the evaluation of Graphic Communications Education Program materials developed by Dr. Page Crouch of Clemson University. These materials were developed in cooperation with Mr. Bill Treadaway of The Printing Industries of the Carolinas (PICA) and the South Carolina State Department of Education. Various materials included in the Guideline have been utilized and/or reviewed by cooperating educators in more than
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