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Recherchiere richtig: Gib Fake News keine Chance. Uniterrichtskonzept

Steen Frederik, Marc Albrecht-Hermanns

Düsseldorf: Landesanstalt für Medien NRW (2023), 88 pp.

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Wenn das Smartphone zur Hölle wird. Cybermobbing bei Jugendlichen: Tipps für Eltern & Lehrkräfte

Mainz: Weißer Ring, 3. Aufl. (2023), 18 pp.

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Zu nackt fürs Internet?

Düsseldorf: klicksafe; Landesanstalt für Medien NRW (2023), 2 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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The Development of Digital Skill Path for MSMEs

Zahra K. N. Murad, Fadhila Maulida, Janaska Nurrachmat et al.

Digital Transformation Center (DTC); Make-IT Indonesia; GIZ Indonesia (2023), xii, 76 pp.

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DQ Global Standards Microcredentials (GSM): A Global Interoperable Codification of Digital Skills for AI and Sustainability

DQ Institute (2023), 23 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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Juegos, videojuegos y juegos online

Huelva: Grupo Comunicar; Junta de Andalucía, Consejería de Inclusión Social, Juventud, Familias e Igualdad (2023), 31 pp.

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Projekte der Initiative Stärker mit Games 2018-2022

Berlin: Stiftung Digitale Spielekultur (2023), 95 pp.

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What Do We Know About Algorithmic Literacy? The Status Quo and a Research Agenda for a Growing Field

Anne Oeldorf-Hirsch, German Neubaum

New Media & Society, volume 27, issue 2 (2023), pp. 681-701

"The increasing role of algorithms shaping our use of communication technology—particularly on social media—comes with a growth of empirical research attempting to assess how literate users are regarding these algorithms. This rapidly emerging field is marked by great diversity in terms of how i ... more

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Assessing Digital and Financial Literacy in Papua New Guinea: A Survey on Knowledge, Skills and Access

Suva, Fiji: UN Capital Development Fund (UNCDF) (2023), 66 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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Influencer: Die Ideologie der Werbekörper

Ole Nymoen, Wolfgang M. Schmitt

Bonn: Bundeszentrale für politische Bildung (bpb), Sonderausg. (2022), 191 pp.

"Die zunehmende Digitalisierung der Alltagskommunikation hat in den vergangenen Jahren eine neue Form der Werbung hervorgebracht: Influencer präsentieren ihren Alltag visuell in Bild- oder Videoform auf sozialen Plattformen und geben ihren Followern Tipps zu Themen wie Kosmetik und Schönheit, Gesu ... more

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

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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Addressing Hate Speech: Educational Responses

Nicole Fournier-Sylvester

Paris: UNESCO (2022), 14 pp.

"This paper will discuss the challenges and opportunities of addressing both online and offline hate speech through education and recommend comprehensive approaches for effective educational strategies. Incorporating context-based teaching and learning practices that promote responsible global citiz ... 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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Media Literacy and Disinformation Perception Survey

Tamar Kintsurashvili

Tbilisi: Media Development Foundation (MDF) (2022), 37 pp.

"The aim of this research was to study media consumption habits among different age groups and geographical areas, as well as the public's vulnerability to various disinformation and manipulative narratives disseminated in Georgia. The first part of the research concerns media literacy competencies, ... 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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Jugendmedienschutzindex 2022. Der Umgang mit onlinebezogenen Risiken: Ergebnisse der Befragung von Kindern, Jugendlichen und Eltern

Christa Gebel, Niels Brüggen Claudia Lampert et al.

Berlin: Freiwillige Selbstkontrolle Multimedia-Diensteanbieter (FSM) (2022), 86 pp.

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Digital Livelihoods Undone: Digital Skills Training and the Systematic Exclusion of Refugees in Lebanon

Rabih Shibli, Sarah Kouzi

Journal of Humanitarian Affairs, volume 4, issue 3 (2022), pp. 42-47

"A decade into the Syrian war, Lebanon remains the country hosting the largest number of refugees per capita worldwide, limiting their work to three sectors of the economy. Most of the employed refugees have therefore been active in the informal market under indecent and insecure working conditions. ... more

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

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