UNESCO

Global Media Literacy in Teacher Education: Multilingual Multicultural Multimedia

Abstract

From assessing the teacher candidates to preparing them for the standard driven curriculum, there is an increasing demand for globally connected and culturally relevant pedagogy. As the accountability of teacher education programs and the demand for globally competent teacher candidates are increasing, teachers’ performance in the classroom is under unprecedented and intensifying scrutiny. Teacher education programs seek innovative and transformative education models that implement the theory into practice while preparing teacher candidates for global economy. Educators who start their teaching often confused and puzzled by connecting their theoretical knowledge into practice as well as fulfilling the demands of the standard driven curriculum. To answer the research questions, this research study explores how media literacy education and global competencies as well as transformative critical pedagogy frameworks are being adopted in teacher education and integrated in P20 curriculum. This study not only provides discussion on case studies, authentic and transformative teaching materials, assessment tools, and strategies but also outlines the transformative role of global education into teacher education curricula. This study seeks to have an impact in education field and benefit teacher candidates, teacher educators, librarian, parents, and administrators who seek transformative and innovative strategies and tools for improving instruction, assessing students' work and for preparing new generations to be future media literate, transformative and visionary leaders, and global citizens. The paper will argue the challenges and advantages of transformative critical pedagogy in teacher education; · introduce the use and the role of innovative technologies in developing media and information literacy skills, global competencies, critical thinking and 21st century skills among pre-service teachers; · showcase their transdisciplinary projects across content areas (e.g. math, geography, computational thinking, cultural studies, world languages); · demonstrate creative strategies and possibilities for engaging pre-service teachers in project-based globally connected activities integrating new media and technologies (augmented, virtual, and mixed realities); · investigate the use and the power of innovative technologies and online resources such as MOOCs, wikibook projects and interactive games as a means to promote life long learning- heutagogy among pre-service teachers, · outline the best practices, assessment tools, and curriculum models that promote transformative and heutagogical teaching models.

This participatory action research study aims to advance transformative critical pedagogy through the lens of innovative technologies in global education context while developing a transformative educator model. We will outline the role of media and information literacy skills, document and explore the transformative, inclusive, multilingual, and multicultural projects across content areas.

Introduction

Situated within the context of global media education, this participatory action research (PAR) project aims to advance scientific knowledge of social justice education as a means to promote global media literacy skills in teacher education programs and attempts to address deep-rooted ideologies to social inequities and misconceptions by creating a space to re-examine current curricula as opposed to transformative, collaborative, and inclusive curriculum.

To develop culturally and linguistically responsive pedagogy, teacher candidates investigated the transformative teaching models through the lens of multicultural education, semiotics, and media literacy in the global education context. For their lesson plans, the participants deconstructed and assessed the national curriculum, frameworks, and standards; interviewed students and educators, and documented their stories to articulate the realities of conditions in schools through their research, analysis, and dialogue. Through the rediscovery process, teacher candidates explored and designed strategies, curricula, and programs for improving student outcomes, and integrated multiple literacies as a means of further developing P20 students’ global competencies and 21st-century skills while re-thinking and re-designing innovative learning activities.

This PAR promotes media education in deconstructing the myths and misconceptions in P20 classrooms, integrates community mapping and digital storytelling into the curriculum, offers creative suggestions for producing media in the classroom with minimal resources and equipment, and showcases innovative and inclusive projects and best practices for developing critical autonomy, global competency, and 21st century skills in teacher education programs. As the transformative education intersects with human rights, global education framework can be used as a tool for social justice education. Borrowing and extending the work of critical theorists, Henry Giroux and Paulo Freire, participants studied the Transformative Critical Pedagogy and explored three key topics in order to understand the global educational experiences of the teacher candidates: the wide range of meanings educators associate with myth and misconceptions in P20 classrooms; the impact of developing transdisciplinary and innovative multimedia learning objects (modules) and assessment strategies on students’ reaction, and understanding of global issues; and the ways in which the students respond to Multicultural, Multilingual, Multimedia activities.

In summer 1995, I attended a Media Literacy Seminar that was offered by the communications department at University of Massachusetts, Amherst. With my fellow educators, we explored how to integrate media into the curriculum. In this seminar, we were introduced to media literacy theory and practices such as Len Masterman’s Critical Autonomy, Sut Jhally’s Media Education Foundation (MEF)1 and a video clip from the Guardian2 providing alternative points of view. In the video, there are three different shots and each shot the same man running. First, it looks like he runs passing a woman, the second run is towards a man holding his bag, and in the third long shot, he in fact runs to save the man’s life from falling debris.

“Narrator (Guardian Perspectives): An event seen from one point of view gives one impression. Seen from another point of view, it gives quite a different impression. But it’s only when you get the whole picture, you can fully understand what’s going on.”

Since 1998, as a teacher educator, I started to integrate media literacy and infor- mation literacy skills into my teacher education courses. Media Literacy Education became the framework of my research and teaching as well as service. In 2009, I started integrating media education into my global education courses. This paper is based on my global media literacy education (GMLE) journey that set to explore the reasons why the myths and misconceptions occur in education. Why we still believe the seasons occur due to the earth’s rotation around the sun as opposed to the tilt on the Earth’s axis? Why do we believe Rosa Parks was sitting in front of the bus as opposed to her sitting in the middle of the bus that was designed for the African Americans and that day she was asked to move a seat back? Why the color of deoxygenated blood is blue not red? Is it because media distorts the messages that lead to misunderstanding or the media messages are simply a reflection of the society that has the misunderstanding? Does media blind us from reading, writing, and thinking further because the messages shape our worldview or media binds

us to collaborate, access, and take action to challenge the distorted worldview to promote alternative messages?

On a National Public Radio (NPR) interview on measles epidemic3, I heard the quote: “A Lie Can Travel Halfway Around the World While the Truth Is Putting On Its Shoes.” The interview was about the misconceptions on vaccination and the recent measles epidemic in California on 100 reported cases. The quote was attributed to Mark Twain. I wanted to include the quote in my presentation. On Quote Investigator website4, I found several variations such as “Lie would travel from Maine to Georgia while Truth was getting on his boots.” It was attributed to several other people. Just like Adele’s song Rumor Has it, once a lie/rumor is uttered it is hard to change it. Snopes5, Urban Legends6, Hoax-slayer7 and Urban Legends Online8 sites collect and try to demystify the urban myths and misconceptions.

A colleague of mine used to forward the emails on various alarming topics. Once she sent me an email with a compelling poem on drunk driving. It requested to be copied, signed, and forwarded to others. The poem was called I Went to a Party Mom. It was about a girl who did not drink alcohol but killed by a drunk driver at the end. Just like this petition9 that has been circulating online, most urban legends tend to provide a sprinkle of truth and a moral lesson. On the other hand, they may use our emotions to sell an idea or belief.

‘I went to a party, Mom’ I went to a party, and remembered what you said. You told me not to drink, Mom so I had a sprite instead.

In my class, I asked the teacher candidates what they would do if they received an email like this one. 10 out of 22 said they would forward the email. Only 3 said they would not forward. 9 responded might or might not forward depending on the nature of the email. After we deconstructed the email and checked urban legend sites, we found out how petitions like this may be harmful instead of useful for the Mothers Against Drunk Driving (MADD) organization. The page requests 5000 signatures but does not provide info where to send the info if I am the last person who signed the petition. According to Snopes article on Somebody Should Have Taught Him: A useless petition about drunk driving10, these kinds of petitions may slow down the organizations due to a high volume of emails and phone calls. As one of my teacher candidates questioned, “Is there a product placement in this poem?” and asked why the word Sprite is used instead of Soda. In fact, we also found another website that used the word Soda.

The Internet is full of hoax websites. Dihydrogen Monoxide (DHMO)11 and male pregnancy are among a few popular websites that librarians usually use in their information literacy workshops. Term papers that are based on these hoax sites have been written. Holocaust never happened and the like are written by students. For example, Alan November (1998) wrote an article, “Teaching Zack to Think.” Zack’s history paper claimed Holocaust never happened citing a university professor’s web page. Zack’s story is a great example of the importance of new media literacy skills. “Just because it’s on the Net does not make it true.” (November, 2001) Students need to be able to identify who the author is, how it is being presented, what ideas are being communicated, who profits, and whose point of view is being presented.

One teacher candidate showed the Dihydrogen Monoxide (DHMO) website. It took a while for her students to figure out the dihydrogen monoxide hoax in fact is H2O. By calling water with an unfamiliar chemical name confused her students first. On the other hand, it was a great exercise for students to find out this page was created by 14-year-old as a science project. They were able to deconstruct website and explore how information can be exaggerated and how misconceptions can be formed.

Marshal et al. (2011) questions the role of educators in a media-saturated world. They say, “Few would disagree with the idea that good teachers ground curriculum in the lives of their students. But what happens when the lives of children and youth are thoroughly saturated by corporate influences that promote values of consumption, competition, hierarchy, sexism, homophobia, racism, and contempt for equality?” How can we help our students to differentiate facts from propaganda? How can they choose to use media to bind not blind themselves?

Standards and Theoretical Framework

The PAR study focused on the role of media literacy in global context. We have used several theoretical frameworks and standards. Some of the theoretical frameworks are: media literacy (Len Masterman, 1985, Buckingham, 2003), semiotics (Chan- dler, 2014), and multicultural education (Nieto, 2013). The study examined the role of new media and technologies in transforming teacher education curriculum by aligning local, national, and international standards and frameworks: 1) National Association for Media Literacy Education (NAMLE); 2) Society for Information Technology and Teacher Education (SITE); 3) Association for Supervision and Curriculum Development (ASCD); 4) Partnership for 21st Century Skills (P21); 5) Council of Chief State School Officers’ (CCSSO) and Asia Society Partnership for Global Competencies; 6) National Center on Universal Design for Learning at Center for Applied Special Technology (CAST); 7) International Society for Tech- nology in Education (ISTE).

Participatory Action Research

My teaching and scholarship have been shaped by my professional and personal experiences. This participatory action research (PAR) study allowed me to focus on transforming teacher education through race, gender, human rights, and global issues using new media and technologies.

This participatory community-mapping / digital storytelling project docu- ments global voices and human rights issues, collects the wisdom and experiences from thirty-five educators around the world, and develops a community-based, transdisciplinary, interactive online platform that showcases oral history projects and digital stories from Australia, Iceland, Israel, Nepal, Turkey, Turkmenistan, and the United States. The online platform uses mobile technologies such as Global Positioning System (GPS) and Google Earth. It serves as a repository of interactive maps and searchable database of lesson ideas and projects.

The study is conducted in my teacher education courses while collaborating with other educators around the world. It investigated 35 participants, 24 students (19 female and 5 male) and their experiences. Eleven educators participated in our dialogue over skype call. They were from (1) Australia, (1) Iceland, (1) Israel, (1) Nepal, (3) Turkey, and (4) Turkmenistan. Thirteen students were junior and eleven were in their senior year in a Northeastern University. They participated in this participatory action research project during Spring 2015.

Our investigation was guided by these questions:

1. AUDIENCE-What are the participants’ personal experiences and reactions to the GMLE activities? How can educators prepare teacher candidates for the culturally and linguistically responsive pedagogy?

2. PROBLEMS- What common problems do the participants share in their activities?

3. SUGGESTIONS- What suggestions do participants provide to eliminate myths and misconceptions in education?

4. MEDIA LITERACY- What does it mean to be a literate person living in a media rich culture? Why study media literacy?

5. DESIGN- How do we design globally connected curriculum integrating media literacy?

The methodology includes analysis of surveys, reflection and responses to online activities and the process of developing globally connected lesson plans and curric- ulum projects. The study explored the wide range of meanings participants associate with media education; the impact of transdisciplinary activities in K12 curriculum; and the ways in which they integrated media education in their curriculum.

Goals of the PAR: participants will be able to:

• argue the challenges and advantages of integrating media literacy and global competencies into curriculum;

• develop skills in deconstructing existing curricula and digital resources while demystifying the media messages;

• examine the process of integrating new media as a tool for teaching and learning;

• provide historical, educational and global points of view on the role of media in K12 classroom,

• develop research-based experiential media literacy learning modules, lesson plans, assessment tools, and curriculum guides that incorporate new media and technologies across grades and subjects,

• create curriculum projects integrating global media literacy education frame- work while developing global competencies and 21st-century skills among teacher candidates/ undergraduates;

• demonstrate creative strategies and possibilities for engaging teacher candidates in developing project-based, globally connected activities and curriculum proj- ects across content areas (e.g. math, geography, cultural studies, world languages). Curriculum Project Examples Teacher candidates in the study put together lesson plans and resources on their electronic portfolios. They created their blog and used social media to advocate for culturally and linguistically responsive pedagogy for their students. They devel- oped a gallery of walk projects such as History of Sugar, Great Depression, and Human Rights for Everybody: Immigration. They outlined a list of documentaries, cartoons, infographic, as well as online resources for teacher educators and K12 teachers and invited other educators around the world to explore our projects and provide feedback. One of the teacher candidates used Global Oneness Project for his lesson plans. His lesson is adapted from Recording a Dying Language12 focusing on the impor- tance of preserving cultures and languages. Since founded in 2006, the Global Oneness Project offers free multicultural stories and accompanying lesson plans for high school and college classrooms. All of their content and resources are available for free with no ads or subscriptions. He used the Endangered Languages map13 and invited educators around the world to collaborate on Padlet14 to open the class dialogue to global communities. Seeing is Believing! Teacher candidates looked at three different pictures of bears from three different cultures. One is a picture of Yogi Bear from Western cartoon that can be seen as a dog if one has never seen the cartoon before. Another bear picture from North American Natives, a picture of a Tsimshian bear does not look like a bear to most of us. Or a hand drawn picture of a bear may just be perceived as many lines for someone who has never learned to see the bear picture that way (Mangan, 1981). As in James Mangan’s (1981) doctoral thesis, Learning through pictures provides inter-

esting examples to illustrate both cultural and cognitive limitations to the ability to understand pictures. Even though, we may be looking at the same image, based on our background knowledge, we may perceive differently. Mangan says “Cultural differences in perception are more subtle and numerous than most educators suspect.” These limitations must be taken into account when designing learning materials not only for rural villagers but also for our globally connected classrooms.

Rosa Parks

In 1955, Rosa Parks refused to give up her seat to a white passenger on a public bus in Montgomery, Alabama. Her act inspired the beginning of the modern Civil Rights Movement. Do you know exactly what happened that day? My daughter brought home a handout. One of the questions asked: A black woman sat in the _________of a bus in Alabama. My daughter circled a. front and received a full point.

I asked the same question to my teacher candidates using polleverywhere.com survey tool. I added the correct answer E. Middle to the option. Teacher candidates using their cell phones answered the question. As I suspected 17% answered A. Front and nobody responded to Middle.

After watching the Rosa Park interview15 on June 2, 1995, we explored the reasons why most of us believe she was sitting in front of the bus on December 1st, 1955.

Rosa Parks: I was arrested on December 1st, 1955 for refusing to stand up on the orders of the bus driver, after the white seats had been occupied in the front. And of course, I was not in the front of the bus as many people have written and spoken that I was -- that I got on the bus and took the front seat, but I did not. I took a seat that was just back of where the white people were sitting, in fact, the last seat.

We found the textbook image where Rosa Parks is sitting in front of the white man. This photo was taken December 21st, 1956 after the U.S. Supreme Court ruled segre- gation illegal on the city’s bus system. Behind Rosa Parks was Nicholas C. Chriss, a United Press International (UPI) reporter covering the event.

Slave or Worker

Teacher candidates discovered the errors in textbooks. For example, we discussed the use of worker as opposed to word slave is used in a textbook. Holohan (2015) shared the links to video and photo of a textbook page that showed a factual error about slavery. In a chapter on world immigration, McGraw-Hill World Geography textbook wrote: “The Atlantic Slave Trade between the 1500s and 1800s brought millions of workers from Africa to the southern United States to work on agricul- tural plantations.” Teacher candidates were introduced to the work of James Loewen 1995) who wrote a book called: Lies my teacher told me: Everything your American history textbook got wrong.” Most of the students bought the book and reflected in their journals. As one candidate said: “This book became the dinner table discus- sion. I cannot stop talking about it with my family” Another one wrote, “More than the course material, this course helped me reflect on my own biases and how to develop Pedagogy of Plenty for my classroom.”

Global Kitchen Project

In one of our GMLE activities, I shared with teacher candidates my Global Kitchen Project that I conducted in 2nd and 3rd grade classrooms. There are so many myths and misconceptions in the health industry from foods to drugs. In this study, 2nd and 3rd grades compared their families and their weekly food intake with the families in a book called Hungry Planet (Menzel, at al, 2005). They explored the Hungry Planet PhotoEssay16. One group was given a task to compare Chad family and American family. Group questioned, “How come in Chad people spend less money and eat healthier than us?” In our final activity, students were asked to draw a healthy meal using the Choose My plate USDA model,17 which comes with a fork

and plate with separated lines for fruits, vegetables, grains, proteins, and another circle for dairy. One student drew a picture of a slice of pizza explaining grains, vegetables and dairy, all one slice. The others questioned, “how about a bowl?” “why only fork?”, and “where is chopstick?” Why does US Department of Agriculture (USDA) introduce the models for healthy eating habits?

Conclusion

By actively involving teacher candidates in producing media (e.g. wikis, blogs, digital storytelling), deconstructing textbooks and curricula, and collaborating with educators around the world while researching historical artifacts and stories, and developing community maps through globally connected projects, partici- pants improved their global competencies, identified myths and misconceptions in education, gained alternative points of view on world issues, and renewed interest and commitment to human rights. As they became the producers of their own media, they became informed consumers and citizens of the world.

As Umberto Eco (1976) said, “A democratic civilization will save itself only if it makes the language of the image into a stimulus for critical reflection, not an invi- tation to hypnosis.”

Further dialogue

I never forget when I asked my daughter’s 3rd-grade teacher the reason why my daughter received low on the Science section of the Terra Nova test. Mrs. Tirri who was a 33-years experienced teacher said, “I have two masters. One in education. You know you are a teacher educator. Boys are good in math and science, girls are good in language, arts and social studies.” My Ikigai (a Japanese concept meaning “a reason for being”) is to efface these misconceptions and introduce global media literacy education as a tool for dialogue.

In my teacher education classes, I emphasized: “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” (Freire, 1972). At the beginning, teacher candidates had a narrow understanding of education theory that was based on the notion that teachers told information to students - what a technologist might call a telephone model of education or what Freire might call a banking model of education. Through PAR, we have gathered a greater reper- toire of education philosophies and theories based, in part, upon the ideas of John Dewey (1998), Len Masterman (1985), Carol Dweck (2007) and their followers that emphasize a critical thinking curriculum, critical autonomy, and student-centered teaching methods.

Junior in early childhood program said: “I do not believe in changing minds for changing the world. I believe in developing curiosity and motivation for learning. My role is to inspire and provide resources, tools, and guidance and let the students construct their own meaning in their own creative way. I incorporate “local” and “global” content by developing case studies. I bring alternative viewpoints and encourage them to explore new ideas and strategies, teach my students how to learn, and most importantly cultivate their mental growth.”

Junior in elementary education program said: “I recognize my privilege to be an educator. I not only enjoy teaching but also understand the responsibilities. Continuing to teach, write, research, present, and share my work with my students who have been my great teachers will help to ensure that all individuals in the world have the same opportunities and privileges that I hold and cherish. I will continue to explore and document the experiences of my students, help them raise their voices, share their stories, and acknowledge their perspectives, develop their own knowl- edge and unique multimedia projects and digital stories. I consider my students as my research collaborators and future colleagues.”

Senior in special education said: “My goal is to bring multiple languages and points of view into my courses to stimulate dialogue and create collaboration among my students and faculty and scholars all around the world.

I will use innovative assessment methods and technologies such as interactive maps, timelines, games, videos, and polling tools. My students work on their indi- vidual electronic portfolios and multimedia projects such as digital stories, oral history projects, reusable learning objects, and webquests. The goal is to co-con- struct knowledge as a group and sometimes as a whole class.”

Senior in secondary education program said: “New media and technologies help me prepare transdisciplinary unit plans. Each lesson will integrate new media and technologies, 21st century skills and career connections. One of my major goals is to bring multiple languages and cultures into my courses to stimulate dialogue among my students and their peers all around the world. In my courses, my students will develop projects that are multilingual, multicultural in a multimedia format.”

Junior in elementary education said: “Each semester, I will redesign my courses, bibliography, online resources, and assessment rubrics based on evalua- tions, suggestions and ideas developed from the previous classes. I will integrate Universal Design for Learning (UDL) and flipped (blended) models for developing my courses. I will revise my courses during the semester in order to address the needs of all my students.”

Senior in English Middle School program said: “I include my students in designing the assessment tool process. I see assessment is not just getting a final course grade. I focus on process learning not just the product. I evaluate students not only on their final products but the steps and processes they use in developing their projects. I allow multiple revisions on their projects and scaffold them in the successful completion of their work. I evaluate my teaching style and techniques if I cannot reach my students. I consider myself failing if my students cannot succeed. My rubrics have an additional box for my students to add their own criteria that were not evaluated or considered by the instructor. I keep an open channel of

communication with my students. I want to make sure they all understand I care for them and help them until they successfully complete their class projects.”

Junior in Middle School Social Studies program said, “My main goal is to moti- vate my students and provide a learning environment that has ultimate respect, fair- ness, and enthusiasm. I design my classes around interactive activities and group projects that motivate students with different technical abilities and educational challenges. I make sure to provide material for highly technical students to advance while assisting and encouraging other students who consider themselves techni- cally challenged. I invite my students to chat, blog, google voice and use skype.”

Senior in high school English teaching program said: “In my classes, it is also important for me to construct a learning environment that sets high standards with clear-cut rules and goals. These high standards are important to encourage students of all different races and genders to reach for their dreams. Students are encouraged to try new ideas without being fearful of making mistakes. In my classes, I empha- size: “This class is a safe environment to make mistakes and to try new technologies, tools, and strategies. We do not want to make mistakes in the real world. Let’s make mistakes here and learn from them.”

In conclusion, my main goal is to draw on the natural link between transdisci- plinary curriculum studies and new media and technologies and use them to bind my students and colleagues to further develop how a critical approach to the study of new media combines knowledge, reflection, and action to promote educational equity; and prepares a new generation to be socially responsible members of a multicultural, global, democratic society.

References

Dewey, J. (1998). Experience and education. West Lafayette, IN: Kappa Delta Pi. Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.

Eco, U. (1976). A Theory of semiotics. Bloomington: Indiana University Press.

Freire, P. (1972). Pedagogy of the oppressed. London, UK: Penguin Books.

Holohan, M. (2015, October) Mom’s viral video gets textbook company to change factual error about slavery. Today Parents. Retrieved from http://www.today.com/parents/ moms-viral-video-gets-textbook-company-change-factual-error-about-t48476

Loewen, J. W. (1995). Lies my teacher told me: Everything your American history textbook got wrong. New York: New Press.

Marshall, E., & Sensoy, O. (2011). Rethinking popular culture and media. Milwaukee, WI: Rethinking Schools, p1. Retrieved from http://www.rethinkingschools.org/publication/ rpcm/rpcm_intro.shtml

Mangan, J. W. (1981). Learning through pictures: a study of cultural and cognitive aspects of visual images. Thesis (Ed.D.) University of Massachusetts.

Masterman, L. (1985/2001). Teaching the media. New York: Routledge.

Menzel, P., & D’Aluisio, F. (2005). Hungry planet: What the world eats. Napa, CA: Material World Press.

November, A. (1998). Teaching Zack to think. November Learning. Retrieved from http://novemberlearning.com/assets/teaching-zach-to-think.pdf

November, A. (2001, March). Teaching kids to be web literate. Technology and Learning, vol. 21, pp. 42-46.

Notes

. 1 Media Education Foundation- http://www.mediaed.org/

. 2 Guardian Perspectives https://www.youtube.com/watch?v=s6wh_5xdGvA

. 3 CDC Director: ‘Unfortunately, I’m Not Surprised’ By Measles’ Rise http://www.npr. org/2015/02/04/383860494/cdc-director-unfortunately-im-not-surprised-by-measles-rise

. 4 Quote investigator Exploring the Origins of Quotations http://quoteinvestigator. com/2014/07/13/truth/

. 5 Snopes http://www.snopes.com/

. 6 About Entertainment: Urban Legends http://urbanlegends.about.com/

. 7 Hoax Slayer http://www.hoax-slayer.com/

. 8 Urban Legends http://urbanlegendsonline.com/

. 9 Petition http://activerain.com/blogsview/745989/went-to-a-party-mom?show_all=true

. 10 http://www.snopes.com/inboxer/petition/drunk.asp

. 11 http://www.dhmo.org/

. 12 Recording a dying language http://www.globalonenessproject.org/resources/lesson-plans/ recording-dying-language

. 13 One World, Many Voices: Endangered Languages and Cultural Heritage http://story- maps.esri.com/stories/2013/endangered-languages/

. 14 Padlet http://padlet.com/gallery

. 15 Rosa Park Interview- http://www.achievement.org/autodoc/page/par0int-1

. 16 Hungry Planet http://www.time.com/time/photogallery/0,29307,1626519,00.html

. 17 http://www.choosemyplate.gov/

Short Bio

Melda N. Yildiz is a global scholar, teacher educator, instructional designer, and author. Yildiz teaches in the School for Interdisciplinary Studies and Education at the New York Institute of Technology. She served as a Fulbright Scholar in Turkmenistan (2009) and Azerbaijan (2016), teaching and conducting research that integrates media education into Pre School through Graduate School (P20) classrooms. Yildiz coauthored, published, and presented material on topics such as media and information literacy, instructional technology, and multicultural and global education. She received an EdD in math and science and instructional technology from the University of Massachusetts, Amherst and an MS in instructional technology from the Southern Connecticut State University. She majored in teaching English as a foreign language at Bogazici University in Turkey.