"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
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commonly believed to wield such power, the book throws into sharp relief several paradoxes that are built into common understandings of such literacies. Haider and Sundin take the reader on a journey across different fields of practice, research and policymaking, including librarianship, information studies, teaching and journalism, media and communication and the educational sciences. The authors also consider national information policy proposals and the recommendations of NGOs or international bodies, such as UNESCO and the OECD. Showing that MIL plays an active role in contemporary controversies, such as those on climate change or vaccination, Haider and Sundin argue that such controversies challenge existing notions of fact and ignorance, trust and doubt, and our understanding of information access and information control. The book thus argues for the need to unpack and understand the contradictions forming around these notions in relation to MIL, rather than attempting to arrive at a single, comprehensive definition." (Abstract)
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"This study examines the framing of media and information literacy issues in media projects financed by the Latvian Media Support Fund and discusses the professional quality of media and information literacy (MIL) related content with project beneficiaries and media experts. The study uses the ideol
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ogical model of literacy, linking it with the meta-journalistic approach to explore changes in MIL-related journalistic professional epistemology. Employing the three datasets (journalists and editors’ survey, framing analysis of MIL-focused media content, and qualitative semi-structured interviews), the research concludes that MIL representation in the commercial media is mostly superficial, and the audience is not offered the range of MIL competencies appropriate for the contemporary understanding of the notion. MIL content in the media is represented using educational, warning, and formal MIL framing." (Abstract)
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"This study investigated the effect of media and information literacy (MIL) on the ability to identify fake news, disinformation and misinformation, and sharing intentions. The experimental approach was selected to study both the control group and experimental group made up of a total of 187 respond
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ents. Comparative analysis of the two groups revealed that although more respondents in the experimental group were able to identify the inauthenticity of information presented to them, some of the respondents in the control group were also able to do the same, even though they did not receive MIL training. Conversely, some respondents in the experimental group, even though they were trained in MIL, could not determine the inauthenticity of information, possibly because the one-off training given to them did not allow them to assimilate all the information in one sitting. Nonetheless, the results of the bivariate correlation computation showed that MIL trained respondents were more likely to determine authenticity or otherwise of information and less likely to share inaccurate stories. This means that when MIL increases, sharing of fake news decreases. This is yet another evidence that MIL enables information consumers to make informed judgments about quality information. It is recommended that MIL is incorporated into mainstream educational modules and consistently revised to reflect the demands of the times. MIL programs must also consider how to effectively reach those without formal education. Actors within the information, communications, and media ecology must contribute to their quota in making information consumers more discerning with the right MIL sensitisation." (Abstract)
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"The aim of this study is to review our understanding of the scientific relevance of the terms “media education” and “educommunication” during the last two decades to describe its evolution on the basis of its terms, locations, thematic stages, and methodological approaches using a systemati
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c quantitative–qualitative review of 598 articles collected from the Web of Science between 2000 and 2021. The results suggest that such scientific interest can be divided into two stages, viz. reflections on media education in its termino logical diversity (2000–2012) and measurement, implementation, training, and educommunicative digitization in terms of technological–digital development (2013–2021). We conclude that studies in this transdisciplinary field, which have historically been spread across North and South America, Europe, North Africa, and the North/South East Asia–Pacific region, have broadened their perspective from early criticism of media education to consider the “glocalization” of media education, directing interest toward the cultural digitization of the Global South, algorithmic literacy, and the digital and ethical–critical (self-)management of individual and collective identity." (Abstract)
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"During the reporting period 2018-2021, UNESCO has worked closely with Kenyan youth leaders, media professionals, parliamentarians and religious leaders to encourage the government to adopt a Draft National Media and Information Literacy Strategy. The first outcome realized during this period was th
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e drafting of the Media and Information Literacy Curriculum for Teachers in Kenya. It was prepared through a consultative process – led by the Centre for MIL in Kenya. It was an adaptation of UNESCO’s Model Media and Information Literacy Curriculum for Teachers, while ensuring that the developed curriculum conforms to Kenya’s national curriculum policy, competency-based education and training policy framework, and East Africa e-learning strategy. The second outcome was the drafting of the first Media and Information Literacy Policy and Strategy document, which was developed through multi-stakeholder consultative process led by the Media Council of Kenya through application of the UNESCO MIL Policy and Strategy Guidelines and Kenya’s national development aspirations, guidelines and policies." (Page 2)
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"Die Methode der Kamera-Ethnographie ist ein zeigendes statt beschreibendes Verfahren und nutzt Kameraführung, Schnitt und Montage im Rahmen einer visuellen Analytik und performativen Wissensform. Bina Elisabeth Mohns Programmschrift zeigt, wie Kamera-Ethnographie auch nonverbale Praktiken in ihren
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Choreographien und bildhaften Figuren in den Blick rückt: Anstelle einer videographischen Aufzeichnungslogik wird davon ausgegangen, dass Forschungsgegenstände zunächst noch gar nicht sichtbar sind. Durch eine reflexive Pragmatik des Sehens und Zeigens leitet die Kamera-Ethnographie dazu an, die Prozesse ethnographischer Beobachtung, Erfahrung und Entdeckung mit filmischen Mitteln zu gestalten und selbst das Publikum in eine forschende Rezeption einzubinden." (Verlagsbeschreibung)
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"Und bitte los" ist ein bildreiches „Lese-Arbeitsbuch”. Du findest gesammeltes Know-how, direkt umsetzbare Schritt-für-Schritt-Anleitungen, Kopiervorlagen, Checklisten, QR-Codes zu Video-Beispielen sowie vertiefend Wissenswertes zur Filmproduktion mit Gruppen. Für Laien verständlich, mit viel
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en praxisnahen Details und Sahnehäubchen-Tipps frisch vom Set. So vermitteln die Herausgeberinnen und Gründerinnen von FAME = Filmen Als MEthode, Sissi Kaiser und Juliana Neuhuber, mit ihren Co-Autor*innen aus allen filmischen Fachbereichen ihr Expert*innen-Wissen." (Verlagsbeschreibung)
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"This situation report herein analyses media and information literacy (MIL), disinformation, and trust in news across the Caribbean. It contains country reports from eight researchers, covering eight Caribbean nations: the Bahamas, Barbados, Grenada, Guyana, Jamaica, St. Vincent & the Grenadines, Su
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riname, and Trinidad & Tobago. In each country, research was undertaken over a period of five months. The methods varied across the countries, and included surveys, desk research, and expert interviews. Separately, research was undertaken to determine the feasibility of a regional trusted news network." (Executive summary)
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"The United States (U.S.) Department of State Bureau of Europe and Eurasia/Office of the Coordinator of Assistance to Europe, Eurasia, and Central Asia (EUR/ACE) contracted Social Impact, Inc. (SI) to conduct a performance evaluation of nine media literacy (ML) assistance projects in Europe and Eura
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sia. These projects were selected by ACE and its partners to represent a wide range of USG target groups and assistance modalities. Six of the projects were funded by ACE and three were funded by the Global Engagement Center (GEC). In addition to GEC, the projects were implemented by the following ACE partners: the Department of State’s Bureau of Democracy, Human Rights, and Labor (DRL); the National Endowment for Democracy (NED), and the U.S. Agency for International Development (USAID). The evaluation assesses project performance during the period 2017-2020. The purpose of this evaluation was to independently assess the strategic approach, relevance, and overall effectiveness of selected projects, identifying lessons to inform future programming in the region. The primary intended users of this evaluation are EUR, ACE, GEC, DRL, NED, USAID’s Bureau for Europe and Eurasia, USAID field missions, and U.S. embassies in the region. The findings and recommendations are also useful to other State Department and USAID bureaus worldwide, and other donors and funders who are active in promoting ML globally." (Executive summary, page vi)
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"To what extent can critical media literacy education acknowledge and strengthen young migrants’ resilience? In this article, we evaluate the Netherlands-based participatory action research project Critical media literacy through making media. Gathered empirical data include participant observatio
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n in two classes, in-depth interviews with 3 teachers and 19 students, as well an 18-minute film reflection. The focus is on how understandings, procedures and affectivity shape young migrants’ mindful media literacy practice. In order to develop media literacy education which works for all, we need to move away from a one-size-fits-all model based on the norms of Western, educated, industrialized, rich and democratic societies. Drawing on our experiences of co-creating, practicing and evaluating a curriculum with teachers and migrant students, we demonstrate the urgency of situated, reflexive, flexible, culture and context-aware critical media literacy education." (Abstract)
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"[This book] teaches students how to navigate through the overwhelming flood of information found in today’s media-saturated world. Drawing from thousands of media research studies, author W. James Potter explores key components to understanding the fascinating world of mass media. Potter presents
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examples and facts to help students understand how the media operate, how they attract attention, and how they influence the public. Chapters conclude with exercises to help readers apply the material to everyday life and improve their media literacy. The Tenth Edition integrates a stronger focus on digital media, features a streamlined organization, and updates facts to keep readers informed on the rapidly changing media phenomenon." (Publisher description)
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"The authors have updated, expanded and partly completely rewritten the texts. They attached particular importance to presenting the contents in a way that is as easy to understand as possible. For this purpose, they were able to draw on their experiences and observations in many Media and Informati
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on Literacy (MIL) workshops of the past years. The MIL Handbook is primarily intended for MIL trainers, but also for anyone interested in media and MIL. The book contains background information, suggestions for training plans and methods, hand-outs and worksheets for practical exercises. After an introductory chapter on media and the basics of MIL, the other chapters deal with information and news, photography, video and audio. The final chapter on the internet and social media has been completely revised and expanded by the authors." (Thorsten Karg, mail to the fome mailing list, 2021-05-20)
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"Information and communication technologies (ICTs) are often considered crucial for teaching media and information literacy (MIL). However, there is a wide variety in educational media, and there are different competence areas in MIL. Thus, the idea that using any ICT can facilitate the fostering of
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different MIL areas equally seems oversimplified. This study investigates associations between three types of ICT use and four MIL competence areas. It analyzes data of 315 secondary teachers in Germany employing exploratory structural equation modeling. After controlling for teacher and school traits, the findings show that teachers who use the computer lab in their schools and basic computer applications tend to foster their students’ critical, safety, information, and operational competencies more often. Conversely, using ICTs that mainly serve presentation and visualization purposes has a negative or no association with fostering the four MIL areas. Finally, using mobile devices and online resources is positively associated with fostering students’ information competence. The analysis contributes to a more specific understanding of teachers’ practices with digital media. Possible implications are discussed for teachers’ practice and training as well as for research and policy." (Abstract)
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"Digital technologies have enabled the spread of all kinds of information, displacing traditional formats of usually more carefully curated information such as encyclopaedias and newspapers. The massive information flow of the digital era demands that readers be able to distinguish between fact and
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opinion. Readers must learn strategies to detect biased information and malicious content like fake news and phishing emails. What the PISA 21st-Century readers report reveals is that students’ access to digital technologies and training on how to use them greatly vary between countries and students’ socio-economic profiles. This report explores how 15-year-old students are developing reading skills to navigate the technology-rich 21st century. It sheds light on potential ways to strengthen students’ capacity to navigate the new world of information. It highlights how countries need to redouble their efforts to combat emerging digital divides. It also explores what teachers can do to help students navigate ambiguity and manage complexity." (Publisher description)
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"The volume first examines the teaching of media literacy in state-run schools in seven Sub-Saharan African countries as of mid-2020, as relates to misinformation. It explains the limited elements of broad media and information literacy (MIL) included in the curricula in the seven countries studied
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and the elements of media literacy related specifically to misinformation taught in one province of South Africa since January 2020. The authors propose a theory of ‘misinformation literacy’ – six fields of specific knowledge and skills required to reduce students’ susceptibility to false and misleading claims. Identifying obstacles to the introduction and effective teaching of misinformation literacy, the authors make five recommendations for the promotion of misinformation literacy in schools, to reduce the harm misinformation causes. The second report in the volume examines changes made to laws and regulations related to ‘false information’ in eleven countries across Sub-Saharan Africa 2016-2020 from Ethiopia to South Africa. By examining the terms of such laws against what is known of misinformation types, drivers and effects, it assesses the effects of punitive policies and those of more positive approaches that provide accountability in political debate by promoting access to accurate information and corrective speech. In contrast to the effects described for most recent regulations relating to misinformation, the report identifies ways in which legal and regulatory frameworks can be used to promote a healthier information environment." (Back cover)
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"Wie steht es um die Meinungsfreiheit in der Welt? Wie wirkt sich Zensur auf die Medienlandschaft eines Landes aus? Was muss man beim Teilen von Nachrichten auf Social Media beachten? Und was hat es mit Desinformation und Hate Speech auf sich? Vor allem für junge Menschen gewinnen diese Fragen imme
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r mehr an Bedeutung. Um sich in der heutigen Welt zurechtzufinden, müssen sie mit den unterschiedlichsten Medien sicher und reflektiert umgehen können – sie müssen medienkompetent sein. Die Spiele in dieser Sammlung stärken sie darin, indem sie die aktive Auseinandersetzung mit Medien in einem geschützten Raum fördern. Entstanden sind sie in der praktischen Arbeit der DW Akademie: Als Teil des Medienhauses Deutsche Welle setzen wir uns weltweit für das Recht auf freie Meinungsäußerung ein und unterstützen Menschen darin, kompetent mit Medien umzugehen. Wir laden Sie ein, die hier vorgestellten Spiele in Ihre medienpädagogische Arbeit zu integrieren und sie zu nutzen, um Fragen zu Meinungsfreiheit und Medienkompetenz zu beantworten, Wissen zu vertiefen und zum Nachdenken und Nachforschen anzuregen." (Seite 7)
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