Media Binds or Blinds: Deconstructing the Myths and Misconceptions in Teacher Education

Your Name and Title: Melda N. Yildiz

Library, School, or Organization Name:  New York Institute of Technology (NYIT)

Co-Presenter Name(s): Sebastien Marion

Area of the World from Which You Will Present:  New York, USA

Language in Which You Will Present: English

Target Audience(s):  Library media specialist, K12 Teachers, Edupreneurs, Parents

Short Session Description (one line): 

This participatory session focuses on the role of Media and Information Literacy (MIL) skills for the educators and share resources (e.g. UNESCO) to equip parents, teachers, and library media specialists to focus on eradicating myths and misconceptions in K12 education.

Full Session Description (as long as you would like):

As Ernest L. Boyer said: "It is no longer enough to simply read and write. Students must also..."

Situated within the context of global media education, this session aims to advance scientific knowledge of media literacy education as a means to promote global education skills among information literacy specialists (ILS) and librarians 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, educators 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, ILS 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 session 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 MIL programs. We explored three key topics in order to understand the global educational experiences of the ILS: the wide range of meanings they associated with myth and misconceptions in P20 classrooms; the impact of developing transdisciplinary and innovative multimedia learning objects (modules) to promote MIL and assessment strategies on students’ reaction, and understanding of global issues; and the ways in which P20 students respond to Multicultural, Multilingual, Multimedia activities.


Yildiz, M.N. (2016). Media binds or blinds? Deconstructing myths and misconceptions in global media education. J. Singh, P. Kerr & E. Hamburger. (Ed.)  MILID 2016 Yearbook: Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism. United Nations Educational, Scientific and Cultural Organization (UNESCO).  Retrieved from  

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