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Global Media Literacy in a Digital Age

Teaching Beyond Borders

Series:

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.

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Introduction (Belinha S. De Abreu / Melda N. Yildiz)

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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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