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Media Parenting: Theory and Research on Parent, Child, and Media Interactions

Eric E. Rasmussen

New York: Bloomsbury Publishing (2026), 296 pp.

"Media psychologist Eric Rasmussen explores the vital role of parents in empowering children to make media choices that promote their well-being. Rasmussen challenges prevailing assumptions about human nature in a way that pushes the broader field of human communication and its disciplinary offspri ... more

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Medienkompetenz für die digitale Welt: Ein praktischer Wegweiser

Claudia Mertens, Melanie Basten, Jule Günter, Anna Oldak, Franziska Schaper, Anne Trapp

Bielefeld: transcript Verlag; Bielefeld University Press (2025), 260 pp.

"In einer Zeit, in der neue Technologien und Künstliche Intelligenz allgegenwärtig sind, erweist sich der souveräne Umgang mit digitalen Medien als unerlässliche Schlüsselkompetenz. Der Einstiegskurs bietet einen umfassenden Einblick in vielfältige Dimensionen digitaler Medienkompetenz und bef ... more

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Manos a los medios: Guía para convertir el aula en una sala de redacción

César Andrés Paredes Peña, Yenny Alexandra Molina Trujillo

Bogotá: Fundación para la Libertad de Prensa (FLIP) (2025), 56 pp.

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Media Literacy for the Communication Ecosystem : A Theory of Change for a Healthier Future

Julian McDougall

Cham: Springer (2025), xli, 278 pp.

"This book shows how media literacy can improve the health of communication ecosystems amid information disorder. It makes the case for media literacy as a human right and a foundation for civic resilience and curates research and best practices to show how media literacy can counter misinformation, ... more

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Hassrede im Netz: Von den Grenzen der Meinungsfreiheit. Informationen für pädagogische Fachkräfte

Klaus Beutler, Lisa Buschmann, Matthias Felling et al.

Düsseldorf: klicksafe; Landesanstalt für Medien NRW; Arbeitsgemeinschaft Kinder und Jugendschutz (2024), 39 pp.

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Media Literacy Standards and Best Practices Draft Checklist

European Digital Media Observatory (EDMO) (2024), 6 pp.

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Actions d'éducation aux médias et à l'information des radios du réseau

Marie Allain

Radio Campus France (2024), 51 pp.

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Toolkit for teachers: How to spot and fight disinformation

European Union (2024), 18 pp.

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Adult Media Literacy in 2024: Australian Attitudes, Experiences and Needs

Tanya Notley, Simon Chambers, Sora Park, Michael Dezuanni

Australian Media Literacy Alliance (AMLA) (2024), 125 pp.

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Mapping of Media and Information Literacy Initiatives in Ibero-America - 2023

Montevideo: UNESCO (2024), 34 pp.

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Media Literacy and Media Education Research Methods: A Handbook

Pierre Fastrez, Normand Landry (eds.)

London; New York: Routledge (2024), x, 332 pp.

"This handbook interrogates the foundations of media literacy and media education research from a methodological standpoint. It provides a detailed, illustrated overview of key methods used in the study of media literacy and media education. Further, it reveals the diversity of this research field a ... more

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Journey Through the MILtiverse: Media and Information Literacy Toolkit for Youth Organizations

Sandra Acero Pulgarin, Monika Martinovic (eds.)

Paris: UNESCO (2024), 73 pp.

"In an era where digital interactions dominate, young people must be equipped with more than just basic digital literacy skills. Media and Information Literacy (MIL) has become an essential competency, enabling them to critically navigate the overwhelming _ow of information in our fast-paced and com ... more

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Disinformation Debunked: Building Resilience Through Media and Information Literacy

Divina Frau-Meigs, Nicoleta Corbu (eds.)

London: Routledge (2024), 329 pp.

"The book highlights the underlying stakes that are involved in the fight against disinformation, from producing smart tools to generalizing their use beyond the journalistic profession. It considers the MIL theories and methodologies at work in the digital era, especially from the perspective of di ... more

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Mapeo de Iniciativas de Alfabetización Mediática e Informacional en Iberoamérica - 2023

Plataforma de Reguladores del Sector Audiovisual de Iberoamérica (PRAI)

Paris; Montevideo: UNESCO (2024), 34 pp.

"Este documento presenta el Mapeo de iniciativas de Alfabetización Mediática e Informacional en Iberoamérica, realizado a lo largo de 2023, a partir de un cuestionario dirigido a los miembros de la Plataforma de Reguladores del sector Audiovisual de Iberoamérica (PRAI), a los medios audiovisuale ... more

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Fotopädagogik in der sozialen Arbeit

Martin Geisler, Johannes Rück (eds.)

Weinheim; Basel: Beltz Juventa (2024), 267 pp.

"Die Veränderungen im Umgang mit Bildwelten wirken sich auf Selbstkonzepte und Fremdwahrnehmung aus. Die Fotografie spielt dabei heute eine wesentliche Rolle. In der Publikation werden neben Theorien Praxisbeispiele für die Arbeit mit Kindern, Jugendlichen, Erwachsenen, Senioren und spezifischen G ... more

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MIL Heroes and Villains guidebook: Enhance your MIL workshops and trainings with a flexible storytelling approach

Joseph van de Port, Roslyn Kratochvil Moore, Susanne Glaeser

Bonn: Deutsche Welle DW Akademie (2024), 34 pp.

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Kaplún, 100 años: Práxis educomunicativa que transciende el tiempo

Ismar Soares de Oliveira

Revista Latinoamericana de Ciencias de la Comunicación, volume 22, issue 43 (2023), pp. 160-170

"El presente estudio reúne los elementos esenciales de la ponencia presentada por el autor en la sesión de clausura del seminario celebrativo de los 100 años de nacimiento de Mario Kaplún, realizado de forma virtual, a partir de una articulación de instituciones académicas, investigativas y as ... more

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Striking the balance between fake and real: Under what conditions can media literacy messages that warn about misinformation maintain trust in accurate information?

Michael Hameleers, Toni Van der Meer

Behaviour & Information Technology (2023), 13 pp.

"Although interventions that warn about the harms of misinformation may be effective in lowering the credibility of false information, they may also cause suspicion related to factually accurate information. To explore these contradictory outcomes of exposure to media literacy messages, we used an o ... more

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In the intersections between media and education: Teachers’ practices and factors associated with developing students’ media literacy in secondary schools

Priscila Berger

Ilmenau: Technische Universität Ilmenau, Doctoral Thesis (2023), xiv, 124 pp.

"Policies and guidelines at different levels officially involve schools in promoting media education. In this regard, the responsibility for putting media education initiatives and guidelines into practice is mainly on the teachers. However, little is known about under what circumstances young peopl ... e tend to rely on teachers to develop media competencies and how the variance in teachers’ engagement in media education can be explained. The present work seeks to verify what factors are associated with students’ learning of media-related aspects from teachers and teachers’ efforts in developing students’ media-related competencies. The framework adopted in the empirical work consists of three main aspects. First, it refers to concepts of media pedagogy and educommunication to address teachers’ practices involving media. These practices correspond to the interplay of fostering students’ media competencies with using media use for instruction and mediating students’ media use. Second, it addresses the variety of media-related competencies prescribed in media and digital literacy guidelines. Finally, based on previous research in the field, the framework includes contextual and individual characteristics as influencing factors of media education practices. The first study approaches teachers’ role as media educators. This study explores the characteristics of students, schools, and countries that are associated with the incidence of learning computer and information competencies primarily from teachers. Therefore, data from 14 participant countries in the 2013 International Computer and Information Literacy Study were analyzed with a three-level regression model. The findings show that the most significant predictors are at the individual’s level, as gender, access to ICTs at home, parental socioeconomic conditions, and self-efficacy concerning ICT yield positive associations with recognizing teachers as primary digital mentors. The schools’ characteristics do not show significant associations. At the country level, ICT Development Index associates negatively and significantly with students’ relying on teachers to develop computer and information competencies. The second study focuses on content taught in media education at school, accounting for the comprehensiveness of topics and competencies that are part of media literacy frameworks. The goal is to identify aspects that favor and disfavor teachers’ practice of media education integrated into traditional school subjects. With linear regression analysis, models including teachers’ and schools’ characteristics are tested to predict the fostering of different areas of media competence and the mediation of opportunities and risks in students’ media use. Therefore, data collected from secondary teachers in the Thuringia State, Germany, in a project in which the author was involved were analyzed. The series of analyses conducted reflect the process of model development. Considering all models tested to predict teaching of different areas of media competence, the positive and strong associations with ICT use and perceived importance of the competence area are a constant. However, how teachers evaluate the ICT available at their school does not usually play a role. Moreover, it became clear that media education has less room in Gymnasium schools than in other school types, and most competence areas tend to be fostered in non-STEM subjects. The third study addresses the use of ICTs to foster students’ media-related competencies. The associations between teaching with and teaching about media in the data collected from teachers in Thuringia are tested through exploratory structural equation modeling. Therefore, the fostering of different media competence areas and the use of various types of ICT are considered. Moreover, their associations are tested, controlling for schools’ and teachers’ traits. The results show that teachers’ use of computer laboratories and basic computer programs with their students predicts all four competence areas positively and strongly. The use of mobile devices and online applications in class yield significant associations with fostering information competence. Conversely, using presentation and visualization ICTs does not seem to be involved in activities promoting media literacy. The effects of training, collaboration, and satisfaction with the school’s ICT observed in the regression analyses of the second study are confirmed. The findings presented can contribute to refining the discussions about media education in the academic, political, and educational spheres. To consolidate media education in schools, it is pertinent to consider teachers’ different practices involving media, the several dimensions of media literacy competences, and the variety of ICTs that may be used in classes. These dimensions should be integrated into teachers’ training so that they get solid preparation to practice media education and develop an awareness of the extent of their role as media educators." (Abstract) more

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Navigating the Infodemic with MIL: Media and Information Literacy

Felipe Chibás Ortiz, Sebastián Novomisky (eds.)

Buenos Aires; Paris: Defensoría del Pueblo; UNESCO (2023), 284 pp.

"These book’s articles are the result of the First Conference on Digital Literacy, Citizenship and Disinformation in Times of Pandemic, jointly organised by the UNESCO Regional Office in Montevideo, Uruguay, and the Public Defender’s Office of Audience Rights. Five thousand people participated i ... more