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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

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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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Diagnóstico: Situación de la Alfabetización Mediática e Informacional en el Perú

Raquel Gargatte, Ibis Liulla

Lima: Consejo Consultivo de Radio y Televisión (CONCORTV) (2023), 126 pp.

"Para el trabajo en la escuela, la Alfabetización Mediática e Informacional (AMI) propone la incorporación de los medios tradicionales y digitales en el aula, que promuevan la generación de experiencias educativas reflexivas y críticas y la creación de medios, de manera responsable y ética. E ... more

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Dein Podcast, deine Meinung: Unterrichtskonzept zum Thema Podcast

Frederik Steen, Marc Albrecht-Hermanns

Düsseldorf: Landesanstalt für Medien NRW (2023), 7, 10 pp.

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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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Estudio de alfabetización mediática en centros de Educación Secundaria Obligatoria

Eva Herrero Curiel, Leonardo La Rosa Barrolleta

Gobierno de España (2023), 55 pp.

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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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¿Cómo podría la alfabetización mediática contribuir a la vigencia de los derechos humanos?

René Zeballos

Guadalajara: Catedra UNESCO AMIDI - Alfabetización Mediática e Informacional y Diálogo Intercultural (2023)

"Cuando se revisa lo que plantea la UNESCO en la Alfabetización Mediática e Informacional (AMI), puede constatarse que no se trata de una propuesta de enseñanza y aprendizaje instrumental referido a la información y a los medios y tecnologías de comunicación: su alcance tiene que ver con compr ... more

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Alfabetización mediática y medios de comunicación: Experiencias, aprendizajes y potencialidades para los medios comunitarios

Isabel Lema Blanco (ed.)

Colectivo de Universitarios Activos (2023), 221 pp.

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Media and Information Literacy as a Public Good

Maarit Jaakkola, Tomás Durán-Becerra, Omwoyo Bosire Onyancha eds.)

UNESCO;UNIMINUTO (2023), 416 pp.

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La alfabetización mediática y digital en el curriculum: Propuestas didácticas transformadoras

Rosa García-Ruiz (ed.)

Madrid: Dykinson (2023), 185 pp.

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The Routledge Handbook of Media Education Futures Post-Pandemic

Yonty Friesem, Usha Raman, Igor Kanižaj, Grace Y. Choi (ed.)

London; New York: Routledge (2023), xxvi, 531 pp.

"Combining an innovative mix of traditional chapters, autoethnography, case studies, and dialogue within an intercultural framework, the handbook focuses on the future of media education and provides a deeper understanding of the challenges and affordances of media education as we move forward. Topi ... more

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Éducation aux médias en Europe : Histoire, enjeux et perspectives

Laurence Corroy-Labardens (ed.)

Paris: L'Harmattan (2022), 214 pp.

"L'éducation aux médias apparaît comme une des clés indispensables pour comprendre nos sociétés dont les usages numériques sont devenus prépondérants. Elle intéresse le monde de l'éducation, les familles et les politiques. L'Union européenne a, ces dernières années, fortement encourag� ... more

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FactShala Media Literacy Initiative in India: An Impact Evaluation

Annu Anand, Alok Srivastava

Center for Media Studies (2022), 103 pp.

"From September 2020 to January 2021, 253 trainers delivered the FactShala training program to 23,347 adults in communities across India. The FactShala media literacy training program launched by Internews […], is an effective mechanism for spreading media and information literacy and building res ... more

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Media Literacy for Young Children: Teaching Beyond the Screen Time Debates

Faith Rogow

Washington, DC: National Association for the Education of Young Children (2022), xi, 159 pp.

"This book is a first-of-its-kind guide for pre-service and currently practicing teachers and child care professionals looking for pedagogically sound and developmentally appropriate ways to help today’s children navigate their media-rich world with confidence, curiosity, and critical thinking. De ... more

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Medien für Einsteiger: 36 Arbeitsblätter ab Klasse 8

Marco Fileccia

Bonn: Bundeszentrale für politische Bildung (bpb) (2022), 36 pp.

"Auf insgesamt 36 Arbeitsblättern bietet das Arbeitsheft einen Querschnitt durch die Welt der Medien in insgesamt vier Kapiteln. Zunächst werden die begrifflichen Grundlagen und die Bedeutung von Medien für unser Alltagsleben wie auch für die Demokratie erarbeitet, dann werden zentrale Medien wi ... more

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Éducation aux médias et à l’information

Paris: Ministère de l'Eduation Nationale, de la Jenuesse et des Sports (2022), 89 pp.

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Navegando en la infodemia con AMI: Alfabetización mediática e informacional
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Felipe Chibás Ortiz, Sebastián Novomisky (eds.)

UNESCO (2022), 294 pp.

"Las páginas que siguen están estructuradas en tres partes. En la primera se exponen las bases teóricas y epistemológicas esenciales de la Alfabetización Mediática e Informacional (AMI), fundamentalmente en los capítulos de Divina Frau-Meigs y Tessa Jolls. La segunda, donde continúan las int ... more

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Secuencia didáctica de alfabetización mediática informacional para nivel medio: Combatir la desinformación electoral y promover la participación de los jóvenes en América Latina y el Caribe

Julieta Schisano, Laura Zommer, Milena Rosenzvit

Montevideo: UNESCO (2022), 35 pp.

"En este documento presentamos una secuencia didáctica para que las y los docentes trabajen en el aula sobre las desinformaciones en contextos electorales teniendo en cuenta que las y los adolescentes son parte fundamental de los debates públicos e incluso en varios países pueden ejercer el derec ... more

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Paradoxes of Media and Information Literacy: The Crisis of Information

Jutta Haider, Olof Sundin

London; New York: Routledge (2022), 159 pp.

"Paradoxes of Media and Information Literacy contributes to ongoing conversations about control of knowledge and different ways of knowing. It does so by analysing why media and information literacy (MIL) is proposed as a solution for addressing the current information crisis. Questioning why MIL is ... more

Navegando en la infodemia con AMI: Alfabetización mediática e informacional Top Insights

Navegando en la infodemia con AMI: Alfabetización mediática e informacional
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