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Seoul Declaration on Media and Information Literacy for Everyone and by Everyone: A Defence Against Disinfodemics

Seoul: UNESCO (2020), 3 pp.

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Population Perception of the Media and Media Skills in the Republic of Moldova

USAID; UKAID; Internews; Magenta Consulting (2020), 159 pp.

"This report aims to assess the perception of the media and media skills among the citizens of the Republic of Moldova in 2020 and shows the dynamics compared to the first similar report conducted in 2018. This study assesses the extent to which media consumers can assess the quality media content, ... more

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Mediações educomunicativas e interculturais entre Brasil e Moçambique

Rosane Rosa, Andreia Machado Oliveira, Felix Singo, Leonilda Sanveca (org.)

Porto Alegre; Maputo: Editora Fi; Editora Educar (2020), 337 pp.

"O livro Mediações educomunicativas e interculturais entre Brasil e Moçambique apresenta pesquisas que dialogam com a perspectiva da educomunicação, da mediação tecnológica na educação formal e informal (comunitária), das tecnologias assistivas, da comunicação educativa e da arte comuni ... more

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News Literacy in Bangladesh: National Survey

Saiful Alam Chowdhury

Dhaka: Management and Resources Development Initiative (MRDI) (2020), 109 pp.

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Media Literacy in Early Childhood Report: Framework, Child Development Guidelines, and Tips for Implementation

Jenna Herdzina, Alexis R. Lauricella

Chicago: Erikson Institute (2020), 52 pp.

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News Literacy and Democracy

Seth Ashley

Routledge (2020), xi, 206 pp.

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The Next Generation of Media and Information Literacy

Lena Nitsche

Bonn: Deutsche Welle DW Akademie (2020), 9 pp.

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Media and Information Literacy: Lessons from Interventions Around the World

Dora-Olivia Vicol

London; Johannesburg; Buenos Aires: Full Fact; Africa Check; Chequeado (2020), 13 pp.

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Let's Prepare: A Plan for Media Education

Kavi.fi (2020), 6 pp.

"A media education plan supports the implementation, assessment and predictability of activities. Clearly planned work is easier to make visible also for others. A plan makes media education work easier to make visible to others. The plan can help to clarify the shared vision on the role and opportu ... more

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Background Document: National Media and Information Literacy (MIL) Policies and Strategies in Albania

Albanian Media Institute; UNESCO (2020), 37 pp.

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Do you Speak MIL? Media and Information Literacy: A Handbook for Jordanian CSOs

Milica Pesic, Lucien Michael Steinberg, Anoud Al-Zou’bi

Amman: UNESCO; United Nations Office of Counter-Terrorism (2020), 124 pp.

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Media Literacy Toolbox

Waltham: Education Development Center (2020), 63 pp.

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Media and Information Literacy

Bonn: Deutsche Welle DW Akademie (2020), 13 pp.

"Media and Information Literacy (MIL) plays an essential role in helping people navigate the media. It helps them separate fact from fiction, exercise their right to access information and be active members of the media ecosystem. DW Akademie’s goal is to empower young people to be active and act ... more

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Evaluation of UNESCO’s Work in the Thematic Area of Media and Information Literacy (MIL)

Paris: UNESCO (2020), 128 pp.

"Overall, this evaluation has shown that over the last biennia UNESCO has made significant achievements through its work in MIL and is holding the lead in this constantly evolving field that has gained increasing importance at the forefront of global and national agendas. It also revealed that MIL o ... more

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Media literacy for all: Supporting marginalised groups through community media

Martina Chapman, Nadia Bellardi, Helmut Peissl

Council of Europe (2020), 20 pp.

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Understanding the link between a media and information literate citizenry and the (un)-safety of journalism

Silvia Chocarro, Jackie Harrison, Sara Torsner, Albana Shala

Paper Presented at the Academic Conference on the Safety of Journalists, World Press Freedom Conference 2020 (2020), 17 pp.

"The very basis for journalism to perform its societal role of enabling a well-informed citizenry through the factual reporting of news, grounded in professional standards of accuracy, sincerity and objectivity is that it is undertaken safely. Indeed, the ability of journalism to pursue what we here ... name a “civil role” (Harrison, 2019), which fosters solidarising inclusion among members of society in support of a shared communicative civil life, is conditioned by its inextricable relationship with a well-informed citizenry. Key to this relationship is a media and information literate public that is able, not only to critically evaluate media, but also has the capability to understand the societal value of journalism. This paper therefore argues that strategies to secure journalistic safety must consider how this relationship between journalism and a media and information literate citizenry is prone to attack by divisive anti-civil forces (e.g. from illegitimate state and market intrusion) that produce conditions of civil diminishment and un-safety for journalists (Harrison, 2019 and Torsner, 2019). This paper first develops a theoretical understanding of the link between a media and information literate citizenry and the (un)-safety of journalism. It establishes how journalistic safety is both positively linked to a media and information literate public that functions as a potential bulwark against attacks targeting journalism – forms of civil resistance, and negatively interlinked with a media and information illiterate citizenry that engenders hostility towards journalism. We conclude that strengthening the media and information literacy of society should be considered as a strategy to safeguard a free, independent and safe environment for journalism. Second, the paper uses empirical case studies to illustrate the role of citizens and communities of audiences in protecting journalism through expressions of solidarity that articulate an understanding of the societal value of journalism. Doing so the paper examines how a strong relationship of trust between journalism and communities of audiences, and between journalism and members of society, via media and information literacy, can serve to protect journalism in contexts where independent journalism is restricted and regularly attacked." (Abstract) more

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Media and Information Literacy Education in Asia: Exploration of Policies and Practices in Japan, Thailand, Indonesia, Malaysia, and the Philippines

Masato Kajimoto, Misako Ito, Ming-Kuok Lim (eds.)

Bangkok: UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific (2020), 75 pp.

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Media Literacy in a Disruptive Media Environment

William G. Christie, Belinha S. De Abreu (eds.)

New York: Routledge (2020), 338 pp.

"This book, part of the BEA Electronic Media Research Series, brings together top scholars researching media literacy and lays out the current state of the field in areas such as propaganda, news, participatory culture, representation, education, social/environmental justice, and civic engagement. T ... more

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Media and Information Literacy Index. Country Report Kenya

Dennis Reineck, Georg Materna, Luise Krumm

Bonn: Deutsche Welle DW Akademie (2020), 27 pp.

"The young generation in Kenya rejects disinformative and hateful communication. When asked for their opinion on these matters in a representative survey, a majority of 15-25-year-olds evaluated them as “not to be trusted” and “not funny”. This is one of the most important results of DW Akad ... more

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Media and Information Literacy Index. Country Report Uganda

Dennis Reineck, Luise Krumm

Bonn: Deutsche Welle DW Akademie (2020), 25 pp.

"Young Ugandans are reluctant to voice their concerns and take part in public discussions according to indicative findings from the MIL INDEX country study presented here. The eight focus groups conducted for the study in Kampala and Bugembe early in 2019 revealed that youths are using both traditio ... nal and social media extensively, but discussions of political and public issues take place mainly in closed circles on platforms like WhatsApp. “It is a suffocated environment,” says media expert Gerald Businge. This MIL INDEX study is aimed at obtaining a concise picture of media- and information-related skills amongst youths under the age of 35 in Uganda. It addresses five dimensions of Media and Information Literacy (MIL) based on DW Akademie’s MIL model: access, analysis, reflection, creation, and action. The focus group participants see themselves living in the “the dot-com era” though access to the Internet and even television is far from universal in Uganda. The smartphone is the most popular device and it serves as a benchmark when judging more traditional media (radio, television, and newspapers). Social media are used alongside traditional media, but there is a feeling that traditional media, especially radio, are losing touch with the Ugandan youth of today. There is a general neglect of printed media, based on an aversion to long reads and often also difficulties in understanding them. Some participants feel they are addicted to social media and online messengers. When it comes to analytical skills, the Ugandan youths in the focus groups are not very critical of the media environment they live in despite the overwhelming evidence that state control, intimidation, and media concentration are problems in Uganda. But they do pick up on news bias and sensationalism. They are also aware of the fact that online sources and social media information should not be trusted blindly. Participants can differentiate between quality and tabloid-type media, but an alarming proportion does not know their constitutional right to freedom of expression. The level of reflection on the part of focus group participants is medium to low. They can render many cases of cyberbullying/hate speech, disinformation and cybercrime, though they are not always aware of the difference. Especially the examples of cyber-harassment that are recounted in the focus groups reveal that female youths are primarily targeted. At the same time there seems to be little in the way of counselling for victims and there was not enough reflection of the background to such malevolent forms of communication. Strategies in coping with them are not very elaborate, though some groups did mention methods of verification in the context of disinformation several times. There is considerable potential for support when it comes to dealing with cyberbullying, cyber-harassment, hate speech and cybercrime." (Executive summary) more