The development of curricula to teach children and/or adults about television has been securely placed on the educational agenda by the actions of traditional and non-traditional funding agents. In the beginning of 1978 the Idaho Department of Education announced the funding of an ESEA Title IV-C Innovative Education project promoting critical receivership skills for the third through sixth grades. In rapid succession followed projects funded by ABC, the National€'" A, the National Education Association, and the Office of Education. While it is currently enjoying a fresh bloom, the notion that critical skills direct the processing of information is an old one. It appears in classical Greek thought and is one of the touchstones of liberal education (4). The application of these skills to information presented via a particular medium-as in critical reading skills, listening skills, or televiewing skills-is an acknowledgement that the medium of presentation is an integral part of the message. It also implies that there are elements of grammar, syntax, symbols, and meaning which are medium-specific and which presumably can be taught. There is a large number of skills and facts which could be taught in a critical televiewing curriculum. Obviously, only a limited number of such skills can be