Media Literacy: A System for Learning Anytime, Anywhere : Part 2 Deconstruction/Construction

Tessa Jolls

President and CEO

Center for Media Literacy

Deconstruction and Construction

With the pace of technological change, the U.S. education system is under unprecedented and much-needed pressure to creatively reinvent itself.  This process is now underway, with new models for teaching and learning beginning to emerge like blooming flowers across a desert landscape. The change that technology is bringing is revolutionary, not evolutionary, and it affects all stakeholders – students, teachers, administrators, parents, employers and citizens. Technology affords new understanding and new approaches to education as the global village becomes ever more complex (Walkosz, Jolls, & Sund, 2008), and it is technology that is enabling the emergence of innovative ways to transform classroom practice.

Learning to navigate the global village successfully is the biggest challenge for adults and children today.  They need the skills to be:

  • Efficient managers of information
  • Wise consumers
  • Responsible producers, and
  • Active and effective participants in today’s global culture.

Meeting these goals requires both content knowledge and information process skills to provide the support and context needed for making every-day choices.  In thinking about the interplay between content knowledge and process skills, one must ask “Who can separate the dancer from the dance?”   But embedding the formal teaching and learning of process skills into the education system takes new understanding, new modeling and an ongoing, high-level, determined commitment. 

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