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Global Media Literacy in a Digital Age

Teaching Beyond Borders

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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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8. Contextualizing Global Media Literacy in the Standards-Based Classroom: Moving Beyond the Culture of the Dichotomous “Like”

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8.  Contextualizing Global Media Literacy in the Standards-Based Classroom: Moving Beyond the Culture of the Dichotomous “Like”

KELLY MCNEAL

The context of evaluation of media in and outside of school differs. If students in the United States are to be successful in a global world, they need to comprehend that evaluation in a professional or school context is a high-level analytical activity with a complex rationale, and is beyond subjectivity. A significant chasm exists between the type of media evaluation students are conducting outside of school and the type of learning the Core Curriculum State Standards (CCSS) is asking them to master for college and career readiness. In social media in which students engage, such as Instagram, Twitter, and Facebook, students can quickly evaluate their peers’ or strangers’ posts and “tweets,” by “liking” or taking a related action. In social media, no further explanation or justification is needed when something is “liked.” Users of social media consider themselves expert evaluators merely by participating in the evaluative liking of something. The word like implies that the opposite would be not to like something. Thus, only two evaluative choices are possible. This makes liking something a dichotomous choice and a low-level evaluation—one that is proliferating in modern society but is contrary to the type of high-level analytical and evaluative skills being asked of students to master in the CCSS.

In order to aid students’ development of high-level analytical and evaluative skills,...

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