Abstract
Media are not only an integral part of the world of life and work, but also increasingly influence the basic anthropological relationship of human beings - their relationship to themselves and their material and social environment. Against this background, it is not surprising that schools are also assigned an important task in preparing for such a media-influenced world. Corresponding educational policy recommendations can be found, for example, in the (1995), Orientierungsrahmen für die Medienerziehung), the (1995) or in the recommendations on basic education in information and communication technology (BLK 1987). In the meantime, the media issue has also found its way explicitly into the curricula, e.g. in the core curricula of the state of North Rhine-Westphalia, in which dealing with media is described in many ways as a core competence or as a curricular and performance standard in the sense of a significant objective48.
