Critical evaluation of instructional materials is an important but often neglected aspect of instructional preparation. This study proposes evaluation that is more theoretically grounded in sociocultural and context-sensitive bases than are many evaluation guides. A new instrument was developed and applied to materials for teacher education as part of a multiphase project that will eventually produce a brief history of the teaching of media utilization and will analyze several instructional materials. A presentation was given introducing postmodernism and its emergence as an important viewpoint for educators. An evaluation activity followed, using the new evaluation form, which participants used and critiqued. The presentation session suggested that typical evaluation forms and models are little used because they are severely restricted in their conceptions of learning. Extended understandings of knowing and learning will be the basis of additional work in this ongoing project. A copy of the evaluation form is included. Twelve suggestions are given for further reading. (Contains 10 references.) (SLD)