The inclusion of visual images in current educational literacy discussions tends to contextualise them within more semiotic, socio-critical and textually focussed theoretical traditions. These particular traditions privilege and emphasise the structures and "language-like" aspects of visual images, and include the broader social and…

Noting that humans are educated more by than about the mass media, this paper argues that modern society has produced an informal (mediated) ethics curriculum which may be more powerful than the formal (institutionally educational) curriculum developed by academics and administrators. It first examines the informal curriculum, listing statistics…