Teaching Beyond Borders
Edited By Belinha S. De Abreu and Melda N. Yildiz
Introduction (Belinha S. De Abreu / Melda N. Yildiz)
Introduction Belinha s. De aBreu MelDa n. YilDiz Are we a globally literate society? Do we consider the world around us when we view the media, or are we segmented according to the geographical area we inhabit each night? The idea of global media literacy is not so much an innovation as it is a necessity to a world that is being shaped daily by trends. These trends are carried very quickly through technological spaces and places via social networks, news sites, and so much more. Pulitzer Prize winner Thomas Friedman stated “the world is flat,” refer- ring to how technology has changed our world and made us into a more global, conglomerate society, since we are connected via phone wires, Inter- net lines, and much more. Is he wrong? No, not necessarily, but the issue is that many more connections still need to be made, especially in the world of education. In schools across the United States, the recognition that more critical digital learning is needed is taking shape through the induction of 21st-century learning skills. Media literacy education has always been consid- ered more advanced and prevalent in other countries. However, the sweep of new digital technology has created a shared apprehension and impasse sur- rounding how media literacy needs to be used within the context of these new tools. When the Internet became the medium for disseminating information simultaneously around the world, the transmission of information became faster and the verification of information became questionable. These shifting...
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