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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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Keeping it Real: An Exploratory Study of How 13-14-Year-Olds Critically Engage with Online Content
Deep Insights

Tim Schoot Uiterkamp et al.

Free Press Unlimited (2020), 43 pp.

"We recruited participants aged 13-14 in three countries: Mexico, South Africa and the Netherlands. Through a questionnaire, an observation exercise and interviews, we gathered information in order to identify trends [...] We constructed a number of global personas that cut across the groups. Safety ... more

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Hamara Internet Online Safety of Young Adults' Curriculum

Shmyla Khan, Muhammad Usman, Seerat Khan

Digital Rights Foundation (DRF); Friedrich Naumann Foundation (2020), 49 pp.

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WorldCat (66)

Medien bilden Werte: Digitalisierung als pädagogische Aufgabe

Michael Dietrich, Björn Friedrich, Sebastian Ring (eds)

München: kopaed (2020), 333 pp.

"Das Buch erscheint anlässlich des 25-jährigen Bestehens von Interaktiv, dem Münchner Netzwerk Medienkompetenz. Die Autor*innen werfen einen Blick zurück, beleuchten den Stand der Medienpädagogik mit ihren aktuellen Herausforderungen und wagen auch verschiedene Blicke nach vorn. Mit diesem Buch ... more

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Discourses of Anxiety over Childhood and Youth across Cultures

Liza Tsaliki, Despina Chronaki (eds.)

Cham: Palgrave Macmillan (2020), xxi, 426 pp.

Google Scholar (78)

WorldCat (77)

Shooting Cameras for Peace: Youth, Photography, and the Colombian Armed Conflict = Disparando cámaras para la paz: Juventud, fotografía y el conflicto armado colombiano

Alexander L. Fattal

Cambridge, Mass.: Peabody Museum Press (2020), 251 pp.

"As a young Fulbright scholar in Bogotá, determined to democratize the photographic gaze and bring new visions and voices to public debate about Colombia's armed conflict, Alexander L. Fattal founded Disparando Cámaras para la Paz (Shooting Cameras for Peace). The project taught photography to you ... more

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Digital Civic Engagement by Young People

Alexander Cho, Jasmina Byrne, Zoë Pelter

New York: UNICEF Office of Global Insight and Policy (2020), 26 pp.

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Media and Information Literacy Index. Country Report Côte D’Ivoire

Luise Krumm, Dennis Reineck

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

"Young Ivorians are adept at using digital media. They are creative when it comes to using digital media and many have developed strategies to cope with media malpractices such as cyberbullying or hate speech. These are two significant, indicative findings from the present MIL INDEX country study. B ... oth seem very impressive considering the challenges of high illiteracy rates and the strongly politicized national media landscape in Côte d’Ivoire. The results of the study are drawn from eight focus groups conducted in the beginning of 2019 in Abidjan and Bouaké and interviews with eight local experts. They confirm that young people are very good at using and creating content on social media but urgently need better critical, analytical, and reflective skills. 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 Côte d’Ivoire. It addresses five dimensions of Media and Information Literacy (MIL) according to DW Akademie’s MIL model: access, analysis, reflection, creation, and action. In terms of access the focus groups conducted for this study reveal that young urban and semi-urban Ivorians use a variety of different media for purposes such as consuming information, communication, entertainment, education, or business information. Digital media, particularly social media platforms and instant messengers, are the most used and most popular among this age group and are generally preferred over traditional media. Nonetheless, radio and television are still valued for their auditory and visual input which are significant characteristics considering the high illiteracy rates of about 40,4 % present in Côte d’Ivoire (UIS, 2018). A divide between more urban and more rural regions is visible in the case of radio programs, which are more popular in more rural settings. The focus groups suggest this is due to the fact that local radio stations are often the only media which provide news relevant to more remote areas. Most other media show a tendency to focus only on news from the capital. Printed media are widely regarded as too costly and outdated by Ivorian youths. The results of the analysis dimension indicate that most focus group participants possess a good digital and media knowledge while at the same time many lack awareness of their rights to freedom of expression and access to information. Striking was that youths generally consider content provided by traditional media to be more trustworthy, but mainly consume social media content. This and often very loose definitions of what media quality means showed that there is still room for improvement when it comes to the young people’s analytical skills. Overall, urbanites seem to question the trustworthiness of media content slightly more than youths from more rural regions. Results from the reflection dimension confirm that Ivorian youths are constantly exposed to malevolent forms of communication and media malpractices such as cyberbullying, hate speech, sexual harassment, and disinformation. Most young people show strong abilities when it comes to recognizing media problems and using prevention or coping strategies to handle them. Exceptions are politically motivated disinformation and biased reporting which are taken as normal in the Ivorian context. Due to this tendency towards normalization only very few young people reflect critically upon this media malpractice. Reflection on a deeper level such as on the impact of media messages or motivations of news outlets is often missing among young people." (Executive summary) more

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Social Media and Youth Wellbeing: What We Know and Where We Could Go

Mizuko Ito, Candice Odgers, Stephen Schueller

Irvine, CA: Connected Learning Alliance (2020), 32 pp.

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The Role of Social Media in Mali and its Relation to Violent Extremism: A Youth Perspective

Elise Vermeersch, Julie Coleman, Méryl Demuynck, Elena Dal Santo

United Nations Interregional Crime and Justice Research Institute (UNICRI); International Centre for Counter-Terrorism (ICCT) (2020), 14 pp.

"Data, including information collected by the MERIT project, demonstrates that social media and social messaging are powerful tools in Mali, and have the potential to both positively and negatively impact society, particularly in relation to violent extremism. Malian youth use social media and messa ... more

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Perceptions of cyber bullying in primary and secondary schools among student teachers in the Eastern Cape Province of South Africa

Liezel Cilliers, Willie Chinyamurindi

Electronic Journal of Information Systems in Developing Countries (EJISDC), volume 86, issue 4: e12131 (2020), 10 pp.

"Cyber bullying has become a topical issue among school learners in South Africa. However, there is very little guidance for schools on how to deal with cyber bullying from the South African Department of Basic Education. This study investigated the perceptions of cyber bullying in primary and secon ... more

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Google Scholar (73)

WorldCat (64)

Palestinian Youth Activism in the Internet Age: Online and Offline Social Networks After the Arab Spring

Albana S. Dwonch

London et al.: Tauris (2020), xxiii, 198 pp.

"Since the Arab uprisings of 2011, Palestinian youth movements have formed unofficial and leaderless networks of political activism, using the internet to mobilise and bring together three generations of Palestinian activists. This book focuses on three key case studies that have marked a turning po ... more

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Medios escolares, posibilidades y retos para empoderar sujetos políticos y productores de sentido en la escuela

Juan Carlos Ceballos Sepúlveda, Julián Darío Forero Sandoval, Alfredo Álvarez Orozco, Luis Manuel Rojas Ramírez

Medellín: Universidad Pontificia Bolivariana (2020), 214 pp.

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Le guide pratique de plaidoyer pour les jeunes

Antananarivo (Madagascar): Observatoire des jeunes citoyens engagés pour une gouvernance plus inclusive, efficace et apaisée (OBS-MADA); MSIS Tatao; Programme des Nations Unies pour le Développement (PNUD); Ministère de la Jeunesse et des Sports (MJS) (2020), 34 pp.

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Tecnologías y relaciones en la infancia y adolescencia: Guía para el uso responsable y seguro de las tecnologías de la información y comunicación en las relaciones interpersonales durante la infancia y adolescencia

David Cortejoso, Inmaculada Valderrama

Burgos: Ayuntamiento de Burgos, Gerencia de Servicios Sociales, Juventud e Igualdad de Oportunidades (2020), 36 pp.

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Who influences Ukrainian youth on social media?

Washington, DC: IREX (2020), 6 pp.

"Top influencers are Ulana Suprun, Yanina Sokolova, and Serhiy Prytula. Most influential nonprofit organizations are the educational platforms Osvita.ua and Promotheus. Individual personalities are more influential than organizations. National platforms are more influential than regional platforms. ... 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