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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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Combating Fake News, Disinformation, and Misinformation: Experimental Evidence for Media Literacy Education

Theodora Dame Adjin-Tettey

Cogent Arts & Humanities, volume 9, issue 2037229 (2022), 17 pp.

"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 ... more

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Youth-Focused Vibrant Information Barometer (Y-VIBE): Media literacy and media consumption of Ukrainian youth

IREX; Ipsos; USAID (2022), 41 pp.

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With Media Literacy Towards Cognitive Resilience: Updates from the Baltic States, and Lessons Learned from Ukraine, Moldova, and Georgia

Solvita Denisa-Liepniece

Riga: Baltic Centre for Media Excellence (BCME) (2022), 9 pp.

"[...] Based on analysis conducted in six selected countries, this policy brief highlights current developments in the field of media literacy and suggests further developing of media literacy infrastructure to increase cognitive resilience and forms five prospects: media literacy as a matter of sec ... 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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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

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“It’s complicated, but we put it “simply”: Analysis of the media literacy framing in Latvian Media Support Fund projects (2018-2020)

Anda Rožukalne, Aija Kažoka

Comunicação Pública, volume 17, issue 33 (2022), 29 pp.

"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 ... 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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Promoting Media Literacy Among Older People: A Systematic Review

Päivi Rasi, Hanna Vuojärvi, Susanna Rivinen

Adult Education Quarterly, volume 71, issue 1 (2021), pp. 37-54

"The aim of this study was to advance understanding of how to foster media literacy among older people. A systematic review was conducted of 40 empirical studies published between January 2005 and April 2019. The literature review provided information and practical implications for researchers, desi ... more

Google Scholar (216)

WorldCat (195)

News and How to Use It: What to Believe in a Fake News World

Alan Rusbridger

Edinburgh: Canongate Books (2021), 316 pp.

"People everywhere feel ever more alienated from - and mistrustful of - news and those who make it. We no longer seem to know who or what to believe. We are living through a crisis of "information chaos". 'News: And How to Use It' is a glossary for this bewildering age. From AI to bots, from climate ... more

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Lineamientos generales para una propuesta de medios en la escuela

Patricia Rodríguez

Buenos Aires: Ministerio de Educación de la Nación (2021), 27 pp.

"Los medios escolares son espacios socioeducativos que no solo ayudan a enriquecer las trayectorias educativas de las y los jóvenes que los transitan, sino que también posibilitan la ampliación de experiencias de aprendizaje que trascienden el aula. Un estudio de grabación, un control de radio, ... more

Google Scholar (229)

WorldCat (268)

Postdigital: Medienkritik im 21. Jahrhundert

Peter Schmitt

Hamburg: Meiner (2021), 175 pp.

"Die völlige Computerisierung der Lebenswelt entwickelt eine geradezu mahlstromartige Dynamik. Massenhaft sind die Köpfe über die Bildschirme gesenkt und starren auf vereinheitlichten Geräten auf die überall gleichen Apps. Von informationeller Autonomie kann keine Rede sein, dafür umso mehr vo ... more

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Media Literacy Sector Mapping in Georgia, Latvia, Moldova and Ukraine: General Overview and Recommendations

Baltic Centre for Media Excellence (2021), 12 pp.

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Alfabetización mediática e informacional: Una guía práctica de capacitación
Key Guides

Sylvia Braesel, Thorsten Karg

Bonn: Deutsche Welle DW Akademie, 3rd ed. (2021), 241 pp.

"Hay una variedad de estrategias y enfoques que se pueden aplicar para enseñar a la Alfabetización mediática e informacional (AMI), los cuales se centran en el conocimiento, la actitud y las habilidades. Por supuesto, las y los capacitadores están en la libertad de modificar las metodologías pr ... more

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General Overview and Recommendations. Media Literacy Sector Mapping in Georgia, Latvia, Moldova and Ukraine

Riga: Baltic Centre for Media Excellence (BCME) (2021), 12 pp.

"The Missing Strategic Holistic Approach Every selected country is going through a process of securitization of the media literacy as part of national security and defence. These changes were made in response to military and informational aggression from Russia, however, each faces the threat at a d ... ifferent scale. In all countries, there is a need for a holistic strategic approach to media literacy. At the same time, this approach has developed at different rates in each country. Nevertheless, in each country there are attempts or plans to create systemic policy with action plans. The main obstacles, however, can be summed up in the following ways: the lack of a holistic vision and evidence-based approach; missing a joint understanding and definition of the role of media literacy in society; low level institutional coordination and cooperation; a lack of resources; and a lack of political will to define and prioritise selected vulnerable groups, including minorities. Government Institutions: Trust, Transparency and the Required Coordination and Cooperation Different approaches are implemented in designing institutional leadership in each country. In Ukraine and Georgia, there are attempts to establish consolidating bodies (separated or based on Ministries). In Latvia and Moldova, there are no clear publicly available strategies for development. Among the most common institutional implementers in all countries are the Ministries responsible for education, culture and digital technologies and transformation. In each country there are attempts (at different stages of implementation) to create governmental agencies and/or platforms to combine media literacy initiatives and activities. At the same time, a strong connection to the government raises concerns within the NGO community, especially in countries with high levels of corruption. There is a clear need for more trust, based on transparency between state and non-state actors. As a result of a missing strategic approach, there are problems with government related cross-institutional cooperation - among ministries, regulators and governmental agencies in every country. While strategic documents underline the priority of critical media literacy and outline the skills needed to evaluate information for well-informed decision making, the dominant approach in all four countries, is for certain government bodies to focus on digital literacies and technical skills, and not on critical thinking. Non-Governmental and International Organisations: Setting the Agenda This lack of understanding, coordination and cooperation among government structures, accompanied by the dominance and importance of non-governmental actors, creates an imbalance in setting the agenda. NGOs mostly get financial resources from international organisations and foreign actors. Donors and supporters through requesting specific projects, developing calls and competing initiatives are transforming the media literacy environment at the AAA level - by selecting actors, defining audiences and endorsing activities. The current agendas of international supporters and donors are aimed to fill gaps - to support the non-governmental community and to create projects for minorities, also in minority languages. However, international organisations need to evaluate interventions, and they need to come up with projects adapted for local audiences, as well as demonstrate successful examples to other non-governmental partners in other countries." (General findings, pages 4-5) more

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WorldCat (30)

Pedagogía y metodología de la educomunicación de San Viator. Sistematización: Identificación de la pedagogía y metodología educomunicativas con jóvenes, adolescentes, niñas, niños (Jan's) del Centro San Viator-Collique 2010-2015

David Cuenca Chamorro, Karen Lezma Quincho, Noemí Depaz Pérez, Juan Vilcabana Noriega

Lima: Centro de Estudios y Publicaciones (CEP); Centro de Educomunicación San Viator (2021), 145 pp.

"San Viator asume la educomunicación dialógica que parte de la tradición crítica, inspirada por los trabajos de Paulo Freire, Mario Kaplún e Ismar de Oliveira Soares. Éstos han sido gestados en la corriente liberadora y nacidos en medio de las luchas de los pueblos latinoamericanos y caribeño ... s. El caminar de interfaz entre la comunicación y la educación popular de San Viator también ha sido dinamizado por el carisma viatoriano de los Viatores ―Congregación de los Clérigos de San Viator―, en su misión eclesial de inculturarse en medio de los sectores populares, inspirada también por la teología de la liberación. En estas líneas, también el proceso educomunicativo dialógico de San Viator es un lugar y el momento privilegiado para captar que el “Espíritu actúa desde abajo, desde los y las pobres, desde la periferia de la historia y de la Iglesia, desde la base”. En ese sentido, la Propuesta Pedagógica y Metodológica Educomunicativa está enmarcada en lo que estamos llamando la Acción Contemplativa de la Realidad, esto desde un lugar social definido como urbano-marginal. Esta Propuesta tiene tres momentos, en tres acciones que implican dinamismo: Acción cotidiana, Acción reflexiva y la Acción comunitaria. Lo que generalmente se llama el “Informe de la sistematización”, aquí lo presentamos en tres momentos. Este esquema de presentación emerge del aprendizaje del conjunto de la sistematización: la tarea que nos hemos planteado es llegar a construir una Propuesta Pedagógica y Metodológica de la Educomunicación. La primera parte del informe está relacionada con lo que llamamos la Acción Cotidiana. A veces parece insignificante la cotidianidad de las personas, de las instituciones y de los procesos sociales. Y, sin embargo, es en estos espacios donde se materializan y se manifiestan los diversos cambios culturales y se visibiliza la hegemonía capitalista. Este incidir en la cotidianidad es lo que llamamos “partir de la realidad”, es decir, San Viator parte de la experiencia de comunicación y educación popular; y, desde la experiencia cristiana, se descubre la presencia del Espíritu en la realidad. La segunda parte del informe es el campo del estudio teórico-práctico de los fundamentos. Aquí se apuesta por la educomunicación dialógica, así como explicitación de una espiritualidad liberadora y un carisma desde los excluidos que está en el dinamismo de San Viator. En la segunda parte, llamada también Acción Reflexiva, se ubican los conceptos principales y las opciones por las que San Viator se encamina, animado por el binomio acción-reflexión, en una perspectiva transformadora. Desde la Acción Cotidiana y la Acción Reflexiva hasta le dimensión ciudadana en la perspectiva ético-política, todas están presentes en la Propuesta Pedagógica y Metodológica de la Educomunicación. Ésta se desarrolla en la tercera parte, que corresponde a la Acción Comunitaria. Está en consonancia con el paso del binomio acción-reflexión a la trilogía acción-reflexión-acción, donde la segunda “acción”, es una nueva acción." (Introducción, páginas 15-17) more

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Media and Information Literacy: The Time to Act is Now!

Paris: UNESCO (2021), 12 pp.

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Practicing critical media literacy education with/for young migrants: Lessons learned from a participatory action research project

Hemmo Bruinenberg, Sanne Sprenger, Sanne Omerovic, Koen Leurs

International Communication Gazette, volume 83, issue 1 (2021), pp. 26-47

"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 ... more

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Moldova Country Report. Media Literacy Sector Mapping in Georgia, Latvia, Moldova and Ukraine

Riga: Baltic Centre for Media Excellence (BCME) (2021), 32 pp.

"• There is a significant and diverse amount of media literacy resources, format of activities and media literacy initiatives being produced in Moldova in the preceding years, that consolidated a pool of national experts in the media literacy related field of expertise. A major part of these resul ... ts was made possible mainly due to civil society organisations initiatives and efforts, supported by donor community. • Mainly international donors and CSOs are setting the media literacy agenda since no state funding is available for these kinds of initiatives. The relevant state institutions should start gradually to take over the responsibility and lead in media literacy directions relevant to their areas of competencies. Besides taking the role as official partners of civil society driven initiatives, they should become initiators, proactive implementers and allocate budgets for this state level priority. • The government should initiate the development of a national policy or strategy on media literacy, that would establish the priority areas of actions and cross-sectoral roles and responsibilities distribution among government, parliament, civil society, media sector and donor community. They should also set up a functional coordination and implementation mechanism and ensure financial support. • The relevant state institutions should evaluate the national legislation and practices on fighting media disinformation, fake news, external propaganda etc. and adopt the required legislative amendments. They should build efficient mechanisms for operational and appropriate responses of public institutions. • National level surveys and research on media literacy are required to be conducted based on rigorous and national representative methodology to evaluate the media literacy dynamics, existing threats and gaps that needs to be addressed on regular basis. The current shortage of such data is a significant challenge for developing evidence based strategies and policies, but also for measuring the overall impact of all invested efforts and funding, and a barrier in identifying the best approaches in addressing different media literacy gaps. • Media literacy initiatives and projects should allocate budgets for results and impact monitoring and evaluation and donors encourage and assign sufficient funds to cover these costs. They are crucial to generate evidence-based information regarding the extent of results achieved, and the data for the most efficient media literacy formats for a specific target audience etc. • Donors should continue their support, aiming to strengthen the capacity of the independent media, national and regional, broadcasting in Romanian and ethnic minorities languages, through granting long-term institutional support (as opposed to project-based) to ensure people access to a diversity of objective information." (Concluding remarks, page 29) more

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Rapport de capitalisation des activites EMI

Jeunesse Active, Médias Inclusifs, et Littératie Numérique (JAMIL); Association Tunisienne des Médias Alternatiffs (AFD) (2021), 44 pp.

Alfabetización mediática e informacional: Una guía práctica de capacitación Key Guides

Alfabetización mediática e informacional: Una guía práctica de capacitación
Key Guides