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Educating the Whole Child for the Whole WorldThe Ross School Model and Education for the Global Era$
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Marcelo M. Suarez-Orozco and Carolyn Sattin-Bajaj

Print publication date: 2010

Print ISBN-13: 9780814741405

Published to NYU Press Scholarship Online: March 2016

DOI: 10.18574/nyu/9780814741405.001.0001

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PRINTED FROM NYU Press SCHOLARSHIP ONLINE (www.nyu.universitypressscholarship.com). (c) Copyright University of NYU Press Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in NYSO for personal use.date: 24 January 2022

Multimedia Literacy

Multimedia Literacy

A Critical Component of Twenty-first Century Education

(p.97) 7 Multimedia Literacy
Educating the Whole Child for the Whole World

Elizabeth M. Daley

Holly Willis

NYU Press

This chapter explores some of the new media technology currently being used by educational institutions to support student creativity. Two facts regarding technology usage remain clear. First, today's learners may be tech-savvy, but they are also critically naive; and second, students often enter institutions that are unable to keep pace with the technology and the cultural changes currently happening. Institutions, such as the University of Southern California (USC) and the Ross Schools, have engaged with the opportunities and struggles that accompany the proliferation of such new media. The chapter emphasizes the ways in which both the USC School of Cinematic Arts and the Ross Schools have integrated technology across all areas of learning, and have made multimedia literacy a cornerstone of their educational missions.

Keywords:   new media technology, student creativity, cultural changes, Ross Schools, USC School of Cinematic Arts, multimedia literacy

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