Show Less

Global Media Literacy in a Digital Age

Teaching Beyond Borders


Edited By Belinha S. De Abreu and Melda N. Yildiz

How do we connect with one another? How do the media portray different cultures and beliefs? What messages are often omitted from media? How do we connect what we see in the worldwide media to the classroom? This book, divided into four parts, serves to answer many of these questions. In Part 1, readers are provided with a historical look at media literacy education while glimpsing the future of this educational movement. Part 2 curates voices from around the globe, from practitioners to researchers, who provide a look at issues that are of consequence in our worldwide society. Part 3 focuses on education through cases studies that give educational perspectives and assessment opportunities. The final section, «Take Action», offers the reader resources for growing global media literacy around the world. This timely resource provides a look at how media literacy education has become a global and interconnected dialogue brought about by the evolution of technology.


Show Summary Details
Restricted access

Foreword (Tessa Jolls)


Foreword It is with great anticipation that I look to Global Media Literacy in a Dig- ital Age, an exploration that is both timely and prescient. Political divides across the globe are as sharp as ever, but economic and cultural divides are softening more and more as the global village that Marshall McLuhan envi- sioned in 1962 permeates our lives. Youth throughout the world have more in common with each other than they do with their elders, as mobile phones and headsets become mandatory accessories. The generational technology divide affects individual and organizational prospects as much if not more than political divides, with just as many tribes with self-interest at stake. We are living through the establishment of a new world order, where information—previously valued as scarce—is now plentiful. And as the scarce becomes plentiful, business models and organizational structures alike con- tinue to topple. Education is no exception, and in fact, schools and libraries are no longer seen as temples of learning to be visited regularly, with atten- dant wise men and women, and rituals. Education is a pillar of society sub- ject to radical change, and in today’s context, education is even subject to a needed revolution, moving from a factory-based model to an information- based model. What to do, what to do? It is a simple call to recognize that the basic tenets of education must change, but no simple task to channel the change. Infor- mation is now infinitely available and subjects are infinitely...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.