Global medialiteracy pt 1


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  • It was adapted for the Portuguese context
  • It was again adapted and translated to Spanish
  • And finally it was adapted locally at the University of Cape Town for the South African context.
    What this diagram represents is the idea of an open scholar.
    The term ‘open scholar’ has started being used to indicate a new type of academic for whom ‘openness’ is the default approach. This academic is largely online, probably keeps a blog, makes all their presentations available via something like slideshare, engages with new resources such as YouTube, shares bookmarks in delicious, belongs to social networks such as ning or twitter and publishes some of their content in open access journals.
    There are powerful sentiments coming out lately in terms of education reform - The more powerful technology becomes and the more abundant information becomes, the more indispensable good teachers are
    The open scholar shares their teaching and learning material and knowledge of quality content and uses ideas from other OER’s around the world. Rather than spending a great deal of time designing their teaching materials (or tools) they can focus on pedagogy, context, and teaching.
    The key to all this is easy sharing and networking facilitated by open licensing and new technologies. The academic can increase their reach and visibility in the process.
  • Global medialiteracy pt 1

    1. 1. Global Media Literacy: Connecting Teachers to the World Using Mobile Technologies
    2. 2. Presenters Melda N. Yildiz, Ed.D. is an associate professor in School for Global Education and Innovation at Kean University and adjunct faculty in Technology in Education at Lesley University. Recently Melda served as the first Fulbright Scholar in Turkmenistan. Since 1994, she taught Media Literacy, Multimedia Production to P-16 educators and teacher candidates. Melda worked as a Media Specialist at Northfield Mount Hermon School, taught video and multimedia production to grades 9-12, and presented featuring Educational Media, Global Education, Media Literacy, Multimedia Production, Semiotics, and Multicultural Education in many national and international conferences. She received her Ed.D. from University of Massachusetts on Math & Science and Instructional Technology. She received an M.S. from Southern Connecticut State University on Instructional Technology. She majored in Teaching English as a Foreign Language at Bogazici University, in Turkey. Belinha S. De Abreu, Ph.D., is a media literacy educator and an educational consultant at Sacred Heart University. Her research interests include media literacy education, new media, visual and information literacy, global perspectives, critical thinking, young adults, and teacher training. Dr. De Abreu’s focus is on the impact of learning as a result of media and technology consumed by K-12 students. Dr. De Abreu’s work has been featured in Cable in the Classroom and The Journal of Media Literacy. Her second book Media Literacy, Social Networking, and the Web 2.0 Environment for the K-12 Educator was recently published by Peter Lang (2011).
    3. 3. Thu, Feb 9, 2012 07:00 PM. FMT • This pre-conference session offers an experiential and exploratory look at making global connections through the lens of media literacy education using mobile technologies. • Participants will be provided with background knowledge on global media literacy, develop a clear understanding of the connections to the common core standards as well as other national and international standards and frameworks, understand the uses and tools available for making the world an open doorway to their classroom, and finally be able to articulate Global Media Literacy Education for integration for their own individualized classrooms.
    4. 4. • Identify the role of media literacy within the context of global education • Integrate standards including ISTE/NET standards, common core, and P21 • Use Web 2.0 tools to make global connections such as Skype; Voicethread; Glogster. • Argue the challenges and advantages of media production in the multicultural curriculum, • Develop skills in deconstructing existing curricula and communicating media messages, • Develop lesson plans, assessment tools, and curriculum guides that incorporate 21st Century Skills and new media and technologies with a global context across grades and subjects, • Integrate the use of media in an instructional context by exploring mobile technologies to furthering classroom knowledge. Objectives
    5. 5. Key concepts & core questions of media literacy as related to global education Concept One and Key Question: •All Media Messages are "Constructed." •Who created the message? Concept Two and Key Question: •Media Messages are Constructed Using a Creative language with its Own Rules. •What techniques are used to attract my attention? Concept Three and Key Question: •Different People Experience the same media message differently. •How might different people understand this message differently from me? Concept Four and Key Question: •Media have embedded values and points of view. •What lifestyles, values and points of view are represented in or omitted from this message? Concept Five and Key Question: •Media messages are constructed to gain profit and/or power. •Why was this message sent?
    6. 6. •How to Teach Media Literacy (Global Education)
    7. 7. • essorantenado.jpg
    8. 8. • tches/3460307056/
    9. 9. Outline • Introduction and Background Information on Global Media Literacy Education • Introduction of the presenters • Introduction to deconstruction exercises and activities • Explore a Gallery Walk* and learning centers to interact • Write their reactions next to each activity • Discuss the significance and possibilities for incorporating these new technologies across curriculum areas. * Gallery Walk is based on Museum approach to teaching. Gallery Walk for this project is a collection of artifacts (i.e. maps, pictures, posters, audio and video clips) designed to showcase the importance and exemplary usage of multilingual learning modules, digital stories across content areas.
    10. 10. Activities At each activity participants will have the opportunity to explore a way to connect their classroom to the world. You are invited to explore the following activities linked in our wikispaces- Activity 1: Assistive Technology/ Universal Design Lesson Plans Activity 2: Web 2.0 station: (e.g. Classroom 2.0, Voicethread, Skype, Glogster) Activity 3: Curriculum Connections (Global Media Literacy in the Curriculum) Activity 4: Multimedia Presentation Tools (e.g. Hyperstudio, Prezi) Activity 5: Global Networking (e.g. ePals, LiveMocha, Iearn) Whole Group Activity 6: Participant Dialog (e.g. voicethread)
    11. 11. Reasons using Global Media Education Provides: • Access-- Liberate teachers and students from textbook format. Provide alternative resources- Teachers and students will be able to research through online resources. • Global Point of View-- Students and teachers will participate online discussion groups, weblogs, wikis, and listservs. • New tools for classrooms– Students and teachers will be able to produce media presentations, learning objects, interactive teaching material.
    12. 12. HOW to Integrate ICTs • De-construct: (Read Media) Media Literacy Activities (deconstructing webpages, news, advertisement, and newspapers; POV (point of view) exercise, etc.) • Research: (Use Media) Information Literacy (Library Skills, researching internet resources, etc.) • Construct: (Write Media) Media Production (Create an oral history project, video documentary, website, webquest, weblog, and multimedia presentation)
    13. 13. It is no longer enough to simply read and write. Students must also become literate in the understanding of visual images. Our children must learn how to spot a stereotype, isolate a social cliché and distinguish facts from propaganda, analysis from banter, important news from coverage. Ernest Boyer
    14. 14. A democratic civilization will save itself only if it makes the language of the image into a stimulus for critical reflection, not an invitation to hypnosis. Umberto Eco (l979)
    15. 15. TEACHER’S ROLE • Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students. Paulo Freire