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
Global Media Literacy:
to the World
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).
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.
• Identify the role of media literacy within the context of global education
• Integrate standards including ISTE/NET standards, common core, and
• Use Web 2.0 tools to make global connections such as Skype;
• Argue the challenges and advantages of media production in the
• Develop skills in deconstructing existing curricula and communicating
• 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.
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
Concept Five and Key Question:
•Media messages are constructed to gain profit and/or power.
•Why was this message sent?
•How to Teach Media Literacy (Global Education)
• 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.
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)
Reasons using Global Media
• 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
HOW to Integrate ICTs
• De-construct: (Read Media) Media
Literacy Activities (deconstructing
webpages, news, advertisement, and
newspapers; POV (point of view) exercise,
• 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)
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
A democratic civilization will save
itself only if it makes the language
of the image into a stimulus for
critical reflection, not an invitation
Umberto Eco (l979)
• Education must begin with the
solution of the teacher-student
contradiction, by reconciling the
poles of the contradiction so that
both are simultaneously teachers