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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.
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5. Digital Remix for Global Media Literacy


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5.  Digital Remix for Global Media Literacy


Broadcast media students edit video clips together from English, Qatari, and American news networks and insert text commentary to create messages about global hunger issues. A troop of 10-year-old girls explores how using different songs as soundtracks for a Girl Scouts recruitment ad changes its meanings and appeal. High school media arts students create DVD commentaries, defending their creative work in making mashup videos from found video clips, as transformative uses of cultural artifacts. What skills and knowledge are these young people learning through making and discussing digital remix? How do these activities relate to their participation in digital and global culture? How do we deal with the ethical and legal issues of using others’ work? Why spend valuable learning time remixing, rather than creating new work? What should educators think about when designing remix activities for media literacy development? This chapter addresses these questions by discussing case studies around the vignettes above, in relation to scholarship in remix studies and media literacy education.

Digital remix, the practice of selecting, manipulating, and combining existing digital media texts to produce new work, holds great promise for developing global media literacy. While some teachers perceive remix negatively, as derivative or unethical in terms of piracy and plagiarism, other educators have embraced digital remix practices in classrooms and youth media programs to pursue a wide range of learning goals, from culture-jamming civic engagement to...

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