Colin Scheyen


Colin Scheyen is an award-winning filmmaker and educator. Much of his work focuses on issues of media literacy and social justice. As an Educator, Colin has worked in both the public and private education systems in Canada and the United States to provide learning opportunities for some of North America’s most underserved communities. He received a B.Ed from the University of Alberta, a B.A. in English from the University of Calgary, and a M.A. in Educational and Cultural Studies from Athabasca University.
Colin’s work as a filmmaker is an extension of his work as an educator. Nuclear Hope (2015), a film that discusses Canada’s nuclear waste issues, won the Rising Star Award at the Canada International Film Festival. More Than a Rhyme (2013), which explores youth identity through hip hop music, received many accolades and has been screened throughout Ontario.
Colin is currently the coordinator of the Studio2 program at East Metro Youth Services in Toronto, ON. This innovative program provides opportunities for youth to explore their own creative voice through film, photography, graphic design, and recording arts. Colin is the author of Beyond Media Literacy, which empowers schoolteachers and community workers to incorporate multimedia projects into their classroom discussions.
Colin was part of developing curriculum that has been used by the Government of Alberta and multiple colleges throughout New York City, including an online curriculum that empowered international engineers and accountants with the skills necessary to succeed in the Canadian workforce.

Where to find Colin Scheyen online

Twitter: @NuclearHopeFilm
Facebook: Facebook profile

Where to buy in print


Beyond Media Literacy: New Paradigms in Media Education
Price: $4.99 USD. Words: 16,740. Language: English. Published: April 28, 2015 by Five Rivers Publishing. Categories: Nonfiction » Education & Study Guides » Teaching methods & materials / science & technology
This handbook is for anyone interested in breaking away from the antiquated models of media literacy that are promoted in school curriculums everywhere. It attempts to flip the script by explaining that young people may have more to teach us about media literacy than we do them.

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