This document discusses teaching media literacy and using new media in the classroom. It recommends that teachers provide students with access to alternative resources beyond textbooks by using online resources for research. Using new media allows students and teachers to gain a global point of view by participating in online discussions and producing their own media presentations. The course is divided into three main parts - deconstructing media, researching using media, and constructing their own media.

1. Maps, Math, & Media
Multicultural Education
Melda N. Yildiz

15. The Truth
but not the Whole Truth

19. How to Teach Media Literacy

20. Learn one thing!
Language Arts Literacy
• STANDARD 3.5 (VIEWING AND
MEDIA LITERACY) ALL STUDENTS
WILL ACCESS, VIEW, EVALUATE,
AND RESPOND TO PRINT,
NONPRINT, AND ELECTRONIC
TEXTS AND RESOURCES.
• http://www.state.nj.us/njded/cccs/s3_lal.htm#35

21. Reasons using new media
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.

22. Course has three main parts
• 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)