Authors:Dóra Szabó et al. Abstract: Today it is generally known that digital tools suitable for enriching education can benefit and hinder teaching-learning. To understand the reasons behind students’ behavior, one must take an ecological approach to digital education. It would be misleading to think that only teachers experience difficulties; Digital education raises many questions and is the subject of constant debate, to which the COVID-19 pandemic has contributed significantly. In our systematic literature review, using the PRISMA model, we aimed to explore parental techniques and the degree of parental efficiency revealed by the literature on the digital education of children in families. After the multi-step screening, we finally examined 12 studies. The findings suggest that parents in digital education, acting as mediators, can be classified into groups fearing the consequences of digital tools, experiencing knowledge gaps, with an intersection of both apparent in literature. Parents express a need for support and assistance in digital education. PubDate: Fri, 19 Jul 2024 04:40:12 PDT
Authors:Nurul Hazlina Noordin Abstract: This study examines the levels of Media and Information Literacy (MIL) among underprivileged communities, shedding light on their digital literacy and online behaviour. Rooted in the UNESCO Media and Information Literacy framework, focusing on specific dimensions of MIL, with an emphasis on assessing the ability to retrieve, critically evaluate, and manage information. 366 participants among the targeted community were involved, where survey instruments aligned with MIL principles were adopted in identifying the strength and areas for improvement for the targeted underprivileged community. Participants’ awareness of data privacy was also assessed. The findings emphasize the critical role of targeted interventions and the need to enhance MIL among the community. Privacy awareness, cultivation of critical thinking skills, and effective online communication strategies were identified as the key factors. These observations offer insights into MIL within underprivileged communities, providing a guidance for policymakers, educators, and community organizations working towards narrowing the digital divide. Grounded in the context of Pahang, Malaysia, this research serves as a foundational resource for addressing information literacy challenges faced by underprivileged communities globally. PubDate: Fri, 19 Jul 2024 04:40:11 PDT
Authors:Vitor Tomé et al. Abstract: The project ‘Digital Citizenship in General Education Schools in Georgia: Challenges and Ways of Implementation’ aimed to understand to what extent were teachers, students and parents aware of the Digital Citizenship Education (DCE) concept, whether teachers felt competent to implement it in the classroom and what DCE activities were carried out there. Data were collected from 1954 individuals, among teachers (205), students (972), parents and guardians (777), following an exploratory sequential design (qualitative followed by quantitative), and data analysis exposed that even half of the school society members claim to be aware of the DCE concept, they lack the right competences to apply them in their daily practice. Considering the project, two guides were created, one for teachers and one for parents, both aligned with the Georgian curriculum. Both documents aim to raise awareness of DCE and become key resources in training teachers and other educators. PubDate: Fri, 19 Jul 2024 04:40:10 PDT
Authors:Othuke Valentine Oroka et al. Abstract: Much attention has been paid to the contributions of media literacy to children and adolescent development in most developed countries. This study adopted a non-equivalent control type of quasi-experimental research design involving the experimental and control groups. The sample size for the study was 90 learners drawn from all public adult and vocational education centres across Nigeria. The Entrepreneurial Development Test” (EDT) was the data collecting instrument. Data gathered were analysed using mean, standard deviation and analysis of covariance. Findings show that learners exposed to media literacy had a higher positive effect on entrepreneurial development than basic literacy. Furthermore, the cooperative learning style adopted gained a higher entrepreneurial development mean score than solitary. On interaction effect, the study shows that basic literacy had a more positive effect than media literacy, hence, the advocacy for providing necessary facilities to promote media literacy skills. PubDate: Fri, 19 Jul 2024 04:40:09 PDT
Authors:Abdelmohsen Hamed Okela Abstract: The pervasive adoption of online learning in educational systems worldwide has resulted in delivering this learning to digital natives, today’s university students. In this context, it is crucial to acknowledge the significance of students’ satisfaction in determining the success or failure of online learning. This study examines the impact of the four New Media Literacy (NML) dimensions on students’ satisfaction with online learning (SOL). A total of 640 university students from four universities in Egypt were included in the data collection process. The findings derived from structural equation modelling revealed that the four dimensions of (NML), namely functional consumption, critical consumption, functional prosumption, and critical prosumption, exhibited statistically significant and positive impacts on students’ (SOL). The primary determinant of students’ (SOL) was functional consumption. The results yield noteworthy practical implications for stakeholders involved in formulating strategic goals to enhance the efficacy of online courses. PubDate: Fri, 19 Jul 2024 04:40:08 PDT
Authors:Siti Nor Amalina Ahmad Tajuddin et al. Abstract: The emergence of digitalisation focusing on media literacy is becoming more prevalent and thus forcing educators to embrace innovations as our digital natives are now shifting their attention to digital technologies. This study aimed to develop and measure an assessment instrument for media literacy focusing on knowledge, skills, and values for digital natives in Malaysia. Adopting the digital intelligence (DQ) framework, we have constructed the assessment instrument relevant to our digital natives of secondary school students and distributed it across schools in eleven states and one Federal Territory of Malaysia. We received a complete set of instruments from 1,276 respondents of Form Two and Form Four students and analyse the data by using descriptive and statistical analysis through SPSS. The findings of the study contribute to a more holistic assessment instrument that recognises the increasingly complex areas of knowledge, values, and skills for digital natives living in diverse, digitally-mediated environments. PubDate: Fri, 19 Jul 2024 04:40:07 PDT
Authors:Martin Hermida et al. Abstract: Safeguarding personal digital data is crucial and requires appropriate training. However, privacy remains a novel topic, leaving teachers with limited guidance. This study investigates how elementary school students perceive personal data and assesses pre-service teachers’ accuracy in predicting children’s responses. Employing Nissenbaum’s contextual integrity framework, the outcomes of this research offer a nuanced perspective on privacy, considering different recipients and data types. The study surveyed 94 Grade 3 and Grade 5 students, asking them to indicate with which recipients (no one, parents, best friends, class, all other people) they would share specific information. In addition, 75 pre-service teachers were asked to indicate what they expected Grade 5 children would share with whom. The findings show: 1. what information Grade 3 and Grade 5 students consider to be most private, 2. which recipients they trust the most, 3. varying sharing practices between Grade 3 and 5, and 4. a tendency for pre-service teachers to underestimate children’s privacy sharing behavior. In the discussion section we propose five recommendations for enhancing digital privacy education. PubDate: Fri, 19 Jul 2024 04:40:06 PDT
Authors:Maia Klaassen et al. Abstract: Several studies have shown the effect of information activism and microinterventions, such as I Am Here International, the Elves and #NAFO to combat information disorder and hate online. Nevertheless, microinterventions have yet to be conceptualised in promoting media and information literacy (MIL) and informational resilience. This study positions microinterventions as information activism tools and empirically tests microinterventions in the context of higher education. Using an action research approach at a university MIL training course, we aim to understand what types of information activism are used and how the collective interventions affected the participants' MIL-s. We construct a typology of information activism roles and corresponding study tasks: the Worker Bees (focused on microprotections), the Meerkats (microaffirmations) and Lions (microchallenges). These different types surfaced in each participant over a cycle of exhaustion, disappointment, group support, feedback and encouragement that we dubbed the phoenixing cycle. PubDate: Fri, 19 Jul 2024 04:40:05 PDT
Authors:Anna Kozlowska-Barrios et al. Abstract: The wars of the 21st century are not the first media wars, and many tropes and schema have long histories, particularly propaganda and the othering of a purported enemy. What is new today is that although mass media remains a central and hegemonic source of insight and perspective, citizen journalism, social media, spreadable media, and surveillant, data-driven media have grown in significance at an exponential level, adding a layer of complexity. In this article, we focus on disparity in media coverage and make the point that media and information literacy provide a valuable set of lenses from which to view a cluster of news and social media accounts taken from the government, mainstream media, alternative media, and the DIY mediasphere of the social media. It centers on two conflicts that receive little media exposure -the Nagorno-Karabash conflict between Armenia and Azerbaijan and the internal Anglo-Francophone conflict in Cameroon. It also offers examples of classroom activities that could be adapted and modified to most educational settings. PubDate: Mon, 22 Apr 2024 01:09:19 PDT
Authors:Muhammed Jamiu Mustapha et al. Abstract: This study examines the media literacy and critical thinking levels of students of West African higher educational institutions as tools for combating misinformation in the sub-region. Data analysis using the mediation approach revealed differences in students' understanding of media literacy and critical thinking and partially predicted their efficacy in combating misinformation. This stems largely from a misunderstanding of media literacy and critical thinking concepts as tools, as well as a lack of adequate provision for teaching the concepts and considering them as strategic tools for combating misinformation in the region. The study recommends concrete policy and managerial solutions to the stakeholders involved. PubDate: Mon, 22 Apr 2024 01:09:18 PDT
Authors:Mohammed Fadel Arandas et al. Abstract: Online distance learning policies were formulated and implemented among some Malaysian universities long ago, but their value emerged since COVID- 19. Emanating from the diffusion of innovation theory, this study examined the perception of higher education students on the influence and relationship between six independent variables (compatibility, observability, relative advantage, complexity, trialability, and digital skills) and one dependent variable (digital literacy). A total of 524 respondents were sampled, comprising students from six public and private Malaysian universities. The findings from the correlation analysis show a significant positive relationship between the six independent variables and the dependent variable. Meanwhile, in the regression analysis, three of the independent variables (observability, trialability, and digital skill) have a significant and positive effect on digital literacy. This study placed the diffusion of innovation in a specific context that supports designing online distance learning and digital literacy policies. PubDate: Mon, 22 Apr 2024 01:09:18 PDT
Authors:John N. Ponsaran Abstract: This qualitative inquiry centered on the critical exploration of media education approaches that guided the praxis of student assessment reform, particularly textbook task design. Correspondingly, this instructional media research is predicated on the fundamental premise that textbooks and the student tasks contained therein are informed and shaped by the academic authors’ positionalities, paradigms, and pedagogies. By focusing on the purposiveness of designing textbook tasks as a social practice, this research was able to identify and unpack the conjunctions as well as disjunctions of what the academic authors as media producers intend the students to learn, answer, perform, tackle, and act upon in relation to the media education approach(es) that the former adopt and implement. Drawing on Kellner and Share’s (2007) classifications (i.e., “protectionist, media arts education, media literacy movement, critical media literacy”), the study sought to identify and make critical sense of the nuances of these four media education approaches when applied in conceptualizing and developing textbook tasks in Media and Information Literacy instructional materials within the context of the Philippine education and development realities. PubDate: Mon, 22 Apr 2024 01:09:17 PDT
Authors:Nuntiya Doungphummes et al. Abstract: Media literacy is a much-needed competency in the digitalised world, but it is still an unknown knowledge base for older Thai adults. This design-based research set out as an initiative to promote media literacy through an agefriendly and culture-responsive training programme. The design process involved focus groups with key stakeholders and older adult ‘learners’ as well as field observations. This type of research work, in the Thai context, revealed the primacy of integrating media literacy learning with the Buddhist practice of mindfulness. It also highlighted the importance of incorporating certain cultural values and practices - collectivism, a sense of enjoyment, beliefs about the supernatural - into any media literacy programme particularly aimed at older Thais. The findings provide significant insight into the ways in which media literacy - especially as it has developed in a Western context – has to be thoughtfully integrated into specifically located everyday practices and cultural perspectives. PubDate: Mon, 22 Apr 2024 01:09:16 PDT
Authors:Matthew Korona Abstract: Although scholars and practitioners have suggested teachers integrate media literacy into content instruction to equip students with the skills needed to participate online, media literacy may be a new or underutilized concept for teachers. As teachers must acquire the necessary skills to educate students about media literacy, online professional development is an efficient method for teacher learning focusing on concepts often overlooked by school divisions such as media literacy. This case study examined the change in six high school teachers’ perceptions of their competence related to the instructional integration of media literacy while participating in an online professional development course. Findings indicated a perceived increase with the following: media literacy connections to content curriculum, media literacy language, use of the open web, and media evaluation. Recommendations include specific refinements to the online professional development course, implementing differentiated media literacy learning experiences, technology coaching, and leveraging media literacy for social justice. PubDate: Mon, 22 Apr 2024 01:09:16 PDT
Authors:Francesco Fabbro et al. Abstract: Lately conspiracy theories (CT) are increasingly hovering over Education Studies, mostly as problems in search of a solution. This paper problematizes this educational solutionist discourse by reflecting critically on different framing of CT (i.e. epistemological and ethico-political) and some related educational responses, ranging from pre/debunking strategies to democratic discussion. In addition, Media Data Literacy Education (MDLE) is presented as a viable educational approach to address CT circulating onlife. The approach is empirically explored through an online workshop with a small group of social workers attending a course for socio-pedagogical educators at the University of Florence. A qualitative mixed methodology is used to explore the pedagogical relevance of the MDLE intervention in addressing the educational challenges posed by CT and to highlight a possible critical rethinking of participants on the CT and their data. Results suggests that participants see MDLE as a valid pedagogical strategy to guide different learners (adolescents, general public and themselves) in the critical evaluation of media (dis)information. In addition, although the workshop seems to have enhanced participants’ critical thinking about mediatisation and datafication of CT further research is needed to develop and evaluate this pedagogical strategy, especially in relation to multiperspectival thinking and democratic discussions of CT in formal educational contexts. PubDate: Mon, 22 Apr 2024 01:09:15 PDT
Authors:Rachel Besharat-Mann Abstract: Adolescent internet usage is incredibly prevalent, marking a need for educational support as they navigate online texts. As online texts are prone to bias and misinformation, it is important to fully understand how young people conceptualize this information and where they need support. These texts may also contain harmful messages, particularly for typically marginalized groups. Higher levels of literacies related to online media consumption have been shown to mitigate these negative effects, and may help to limit bias and increase criticality. Researchers have illuminated underlying processes surrounding online text comprehension, though research is limited on these processes in authentic spaces. Utilizing think-aloud, focus group, and observational data, the present study seeks to understand adolescent online research and information-seeking skills, providing implications for literacy educators and curriculum developers. PubDate: Mon, 22 Apr 2024 01:09:14 PDT
Authors:W. James Potter Abstract: This study provides a critical analysis into how authors of publications about critical media literacy express what they mean by the term. The use of multiple strategies to examine the degree to which these authors exhibit a sharing of meaning led to the conclusion that there are far more differences than commonalities across definitions of critical media literacy. The implications of this conclusion raise important questions about the value of a literature where authors seem to express so many different meanings for the concept that they use to label their common concern. PubDate: Wed, 20 Dec 2023 06:13:24 PST
Authors:Omwoyo Bosire Onyancha Abstract: This paper examines literature from the COVID-19 period (2020-2022) to outline prevalent themes and essential competencies in the post-COVID era. Employing informetrics within a quantitative research approach, the study scrutinizes Scopus database data using COVID-19, e-learning, e-commerce, and media and information literacy terms. Results reveal a surge in scholarly focus on e-commerce, online learning, e-health, and ICTs, including social media. Identified were 355 media and information literacy terms, with digital, information, health, and media literacy at the forefront. Moreover, 244 corresponding competencies and skills were noted. The study emphasizes the necessity for comprehensive media and information literacy programs, diverse competencies, and stakeholder engagement in fostering a digitally literate society. Prioritizing skill development for navigating digital landscapes is vital amid the fourth industrial revolution, laying the groundwork for adept usage of media, information, and digital realms. PubDate: Wed, 20 Dec 2023 06:13:23 PST
Authors:Alicia Haywood et al. Abstract: This systematic literature review examines emergent approaches toward media literacy education for parents. Method guidelines for review originated from the 2020 update of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. The review sample consists of twelve studies, six originating in the United States, and six from other parts of the world. Findings include: (a) assessments of parent needs, interest in media literacy education, and receptiveness to learning, (b) integration of media literacy education with parental mediation instruction toward positive, healthy child development and socialization - shifts attention from reactive management of media effects to issue prevention or healthy balance, (c) short-term effectiveness of media literacy interventions involving parents that foster improvements in family dynamics, such as parent-child communication, and (d) U.S.-based studies employ interventionist approaches to media literacy education for parents, while gathering parental insights to inform program construction is foregrounded abroad. PubDate: Wed, 20 Dec 2023 06:13:23 PST
Authors:Karolína Mackenzie Abstract: The study shows the content of future teachers’ education and their needs to teach media education in their future practice. The preparation of future teachers within the faculties of education varies considerably across Europe, as does the level of teaching in primary and secondary schools. In the Czech Republic, media education is a cross-cutting topic in primary and some types of secondary schools and is rather rarely found in the university training of future teachers. The research shows the areas in which future teachers were prepared in their teacher training, their sense of readiness to teach and their needs in their training. PubDate: Wed, 20 Dec 2023 06:13:22 PST
Authors:Abderrahim Chalfaouat et al. Abstract: In the digital age, diverse walks of human life have reconfigured profoundly. In the Moroccan society, digitalisation plans and the skyrocketing numbers of internet users necessitate coping literacy policies. While several community initiatives have been taken to improve the quality of media literacy, they, as bottom-up efforts, cannot suffice to meet the needs of the whole Moroccan population. Rather, the absence of a central, nationwide, cross-sectoral media literacy policy significantly challenges the effective coordination of official strategies and community initiatives in media education. This article investigates current practices in media literacy in Morocco. Using document analysis, it delves into data gathered from various official sources, media announcements, and activities on media literacy. The analysis of Moroccan policies in the disciplines of education and media regulation reveals the critical need for a national, cross-sectoral media literacy policy to coordinate the regulatory promises and practical efforts that look discrepant, shambolic and limited in impact. PubDate: Wed, 20 Dec 2023 06:13:21 PST
Authors:Nancy Heiss et al. Abstract: This paper investigates how a semester-long online course in a language and literacy teacher education department coupled a podcast project with archival pedagogy and restorying to explore how ELA (English Language Arts) teachers (preservice, inservice teachers, and those seeking re-entry) worked collaboratively to enrich understandings of instruction embedded in a high-tech environment. The course was taught in the southeastern United States at the height of a global pandemic. After the semester ended, three graduate students (from a class of 21) joined the instructor to qualitatively analyze data collected during the previous 14 weeks. Data sources included digitally stored videos, archived library objects, class emails, rubrics, asynchronous discussion boards, synchronous Zoom discussions, and student-generated podcast projects. Findings point to the merit of providing agentic-learning opportunities through podcasting practices that mediated students’ archival work, ELA teacher education curricula, and digital identity formation. Implications are drawn for ELA classroom teachers and teacher educators. PubDate: Wed, 20 Dec 2023 06:13:20 PST
Authors:Suparno Suparno et al. Abstract: This study aims to confirm the effect of industrial education 4.0 on data, technology, and human literacy among postgraduate students in Indonesia. The research adopted covariance-based structural equation modeling by employing AMOS 25 to examine the relationship between variables. The model estimation was performed using confirmatory factor analysis as a standard model for measuring industrial education 4.0 and involved structural model analysis to confirm the hypotheses. The population in this research paper was 2.958 postgraduate students in 32 study programs, while the sample was 312 respondents, which was determined using the proportional random sampling technique. This study tested the three hypotheses proposed, showing that industrial education 4.0 has a positive and significant effect on data literacy, technological literacy, and human literacy among postgraduate students in Indonesia. This paper raises the need for developing industrial education 4.0 on these literacies.Keywords: data literacy; digital literacy; human literacy; industrial education 4.0 PubDate: Wed, 20 Dec 2023 06:13:19 PST
Authors:Simranjeet Kaur et al. Abstract: This ethnographic case study presents findings of an 18-month research study focusing on the ways in which families residing in an urban slum were using mobile phones and how this use supported literacy practices. Data collection included participant observations and interviews with 42 participants including parents, children and community members. Results of the data analysis indicated that in this urban slum, most participants owned a mobile phone which provided multiple entry points to learning. The phones ushered in new ways of brokering knowledge where children acted as ‘experts’ and enabled parents to perform everyday tasks while parents mediated as cultural brokers and fostered religious and cultural practices and knowledge of the mother tongue. The implications of the study point to the evolving nature of literacy practices, the versatility of the device, the uneven landscape of smartphone use and the limitations posed by the schooling contexts. PubDate: Wed, 20 Dec 2023 06:13:18 PST
Authors:Christine McWhorter et al. Abstract: On the 400th anniversary of American enslavement the New York Times (NYT) 1619 project launched an interactive digital experience including a popular podcast centering the contributions and narratives of Black Americans. This study sought to understand how HBCU students responded to learning Black music history through what we term a “pop culture podcast.” This study explored the ways in which this particular podcast could support the development of Critical Race Media Literacy (CRML) based on a media discourse at a Historically Black College/University (HBCU). This study employed survey research and focus group discussions with HBCU students in two courses. The study found that by having students recognize and challenge the dominant narratives, pop culture podcasts focused on Black narratives can be utilized to help students develop Critical Race Media Literacy. While students indicated a stronger preference for learning through podcasts, there was no difference in the amount of knowledge attained through either platform (print vs podcast). Further, Finally, the authors outline key considerations for educators interested in using podcasts to teach Black history. PubDate: Wed, 20 Dec 2023 06:13:17 PST
Authors:Daniel Schofield et al. Abstract: Media and information literacy (MIL) is a key concept in several research fields and measuring the levels of MIL is considered valuable for policy stakeholders. However, the concept is complex, and few systematic reviews of research on measuring MIL levels have been conducted. This article draws on a systematic review of peer-reviewed studies measuring MIL between 2000 and 2021. Out of a total of 4008 publications, 236 were included in the analysis, and 87 were analysed in depth. A key finding was that several studies applied broad understandings of MIL, often based on initiatives by international organisations such as UNESCO, Ofcom, and EAVI. The main measuring methods in the studies were self-evaluations, knowledge claims, and demonstrated skills, all with associated possibilities and challenges. Few studies have been systematically replicated, and few have mapped larger population groups, while socio-demographic aspects have often been underestimated. PubDate: Thu, 20 Jul 2023 05:25:14 PDT
Authors:Trenton Ford et al. Abstract: Media literacy is widely viewed as an important tool in the fight against the spread of misinformation online. However, efforts to boost media literacy have primarily focused on Western-media and Western-oriented social media platforms, which are substantively different from the media and platforms used widely in the Global South. In the present work, we focus on the media ecosystem of Indonesia and report the results of an online media literacy intervention consisting of short-videos that were targeted specifically to social media users in Indonesia (N= 656). We found that participants in our media literacy intervention were 64% more likely to reduce their sharing intentions of false headlines than our control group (p < 0.001). Our novel media literacy intervention shows promise as a useful tool to reduce misinformation in Southeast Asia. PubDate: Thu, 20 Jul 2023 05:25:13 PDT
Open Access journal
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