"This handbook interrogates the foundations of media literacy and media education research from a methodological standpoint. It provides a detailed, illustrated overview of key methods used in the study of media literacy and media education. Further, it reveals the diversity of this research field a
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nd organizes this diversity by using three categories of investigation: media practices, educational initiatives, and prescriptive discourses. The book offers valuable reference points and tools for exploring the range of research methods used to study media literacy and media education and how these methods connect to epistemological stances, theoretical frameworks, and research questions. It serves as a guide for researchers who wish to position themselves, reflect on the methods they use or are considering using, and compare and contrast them against alternative or complementary approaches." (Publisher description)
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"The book highlights the underlying stakes that are involved in the fight against disinformation, from producing smart tools to generalizing their use beyond the journalistic profession. It considers the MIL theories and methodologies at work in the digital era, especially from the perspective of di
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gital visual literacy. Offering a comparative study of four European national experiences (France, Romania, Spain, and Sweden), the authors also make public policy recommendations to improve the fight against disinformation." (Publisher description)
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"In an era where digital interactions dominate, young people must be equipped with more than just basic digital literacy skills. Media and Information Literacy (MIL) has become an essential competency, enabling them to critically navigate the overwhelming _ow of information in our fast-paced and com
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plex information ecosystem. With the Internet user base getting younger every day - data shows that one in three internet users is a child - countries worldwide are increasingly working on integrating MIL into their education systems. Despite these advancements, many young people still grapple with challenges such as disinformation, hate speech, and other harmful online content. Additionally, new technologies continue to emerge, creating challenges with unknown impacts. For example, 80% of young people aged 10 to 24 use AI multiple times a day for education, entertainment, and other purposes. Global youth organizations are at the forefront of UNESCO's efforts to promote MIL among young people through informal education. This toolkit serves as a primary resource to help these organizations incorporate MIL into their strategies, policies, and operations, aiming to make MIL a lasting component of their practices and peer-to-peer educational programs." (Abstract)
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"Este documento presenta el Mapeo de iniciativas de Alfabetización Mediática e Informacional en Iberoamérica, realizado a lo largo de 2023, a partir de un cuestionario dirigido a los miembros de la Plataforma de Reguladores del sector Audiovisual de Iberoamérica (PRAI), a los medios audiovisuale
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s de servicio público, así como a diversos organismos públicos y organizaciones civiles relevantes en el ámbito de la Alfabetización Mediática e Informacional (AMI) en la región iberoamericana. El objetivo del mapeo es agrupar las prácticas recientes implementadas por todos los organismos encuestados en sus áreas de competencia, para sistematizar sus experiencias y resultados y poder darlos a conocer a fin de sensibilizar a los públicos objetivos sobre el papel desempeñado en la promoción de la AMI. El presente documento integra la presentación del proyecto, así como sus principales hallazgos y recomendaciones para la promoción y difusión de la AMI en la región. Lo acompañan dos anexos que detallan las 52 iniciativas identificadas que configuran el mapeo." (Resumen ejecutivo)
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"Die Veränderungen im Umgang mit Bildwelten wirken sich auf Selbstkonzepte und Fremdwahrnehmung aus. Die Fotografie spielt dabei heute eine wesentliche Rolle. In der Publikation werden neben Theorien Praxisbeispiele für die Arbeit mit Kindern, Jugendlichen, Erwachsenen, Senioren und spezifischen G
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ruppen gegeben. Technische und gestalterische Grundsätze ordnen sich hier den Zielstellungen und Interessen dieser Zielgruppen unter. Es werden rechtliche Grundlagen für die pädagogische Arbeit mit dem Medium Fotografie erläutert und eine Verortung der Fotopädagogik innerhalb der kulturellen Bildung vorgenommen." (Verlagsbeschreibung)
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"Medien – digitale wie traditionelle – spielen eine zentrale Rolle im Leben der Menschen. Sie informieren über das Geschehen weltweit und bieten zudem diverse Kommunikationsmöglichkeiten, beruflich wie privat. Einen großen Teil ihres Alltags bewältigen Menschen digital. So haben sich durch d
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ie fortschreitende Digitalisierung beispielsweise der Schulalltag, die Lehr- sowie Studienjahre und das Berufsleben auf tiefgreifende Weise gewandelt. Um die Flut von Nachrichten und Informationen verarbeiten und nach Relevantem filtern zu können, wird eine fundierte Medienkompetenz benötigt. Durch diese lernen Menschen zu erkennen, welche Informationen wichtig, welche richtig und welche falsch sind und welche Interessen sich hinter ihnen verbergen. Auch für die gesellschaftliche Teilhabe und den Zusammenhalt in der Demokratie ist Medienkompetenz daher ein wichtiger Faktor. Diese Darstellung gibt einen konsistenten Überblick zum Thema Medienkompetenz, beleuchtet dabei die historische Entwicklung und die theoretische Perspektive und blickt auch auf aktuelle Herausforderungen." (www.bpb.de)
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"Taking stock of media activist initiatives in the Southwest Asia and North Africa (SWANA) region, this article discusses findings from case study research informing the media education platform "diraya.media." Through participatory methodology, the case studies and the bilingual (Arabic/English) we
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bsite aim to analyze and strengthen local media literacy pedagogies by learning with and from media activists in the region. This article reports on six case studies of SWANA-based media activist organizations and pedagogical material for the media literacy classroom. The goal is to reflect and discuss the methodological and theoretical ramifications of Diraya as a pedagogical space for reflection and knowledge exchange between media activists and other learners in the region and beyond. Drawing on the participating activists' experiences, Diraya is embedded in the turn toward radical media education and civic media literacies, contributing to (1) de-Westernizing media literacy education, (2) creating more learning materials based on local activist knowledge as important resources to increase media literacy, and (3) enabling of long-term collaborations by archiving and making public experiences from SWANA-based media activists." (Abstract)
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"This report examines the regional and global state of Media and Information Literacy (MIL), a major theme identified in the Education 2030 Framework for Action. It is divided in three major sections: 1) definition of MIL, 2) good practices (curricula and pedagogy, teacher preparation, assessment) a
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nd 3) examples of collaboration between non-state actors and governments [...] The conclusion points to some recommendations in relation to the identified challenges. It suggests, inter alia: to place MIL in the remit of education systems, by inscribing it in the basic core curriculum, from K1 to K12; to bridge the gap between policy formulation and effective implementation, by making MIL training a compulsory component of teacher certification; to break the glass ceiling of sensible practices, by promoting more coordination among actors in the sector and fostering a global MIL governance." (Abstract)
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"These book’s articles are the result of the First Conference on Digital Literacy, Citizenship and Disinformation in Times of Pandemic, jointly organised by the UNESCO Regional Office in Montevideo, Uruguay, and the Public Defender’s Office of Audience Rights. Five thousand people participated i
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n the event, either following the live streaming or visualising the recordings afterwards [...] The main purpose of the meeting was to bring together researchers, academics, public policy managers, community and private organizations, to share experiences and knowledge on Media and Information Literacy (MIL); to synthesise experiences on MIL development, disinformation and hate speech in pandemics; to systematise the effects of the pandemic on the education system with different actors involved and to prepare proposals for the development of future public policies. Among other results, this meeting led to this book, which we are now pleased to introduce. As a result of this Conference, the Public Defender's Office also carried out a survey with elementary and high school teachers from all over the country, as part of a supporting plan about communication in conventional media and digital platforms. This survey confirmed that a very high proportion of the respondents state they need training on this subject for their work. When confronted with the question “Do you think you need more training in Communication Media and Technologies?” 88.3% of the participants answered affirmatively, and only 11.7% said “no”, according to preliminary results." (Introduction, page 19-20)
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"El presente estudio reúne los elementos esenciales de la ponencia presentada por el autor en la sesión de clausura del seminario celebrativo de los 100 años de nacimiento de Mario Kaplún, realizado de forma virtual, a partir de una articulación de instituciones académicas, investigativas y as
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ociativas latinoamericanas, desde La Paz, Bolivia y Quito, Ecuador, entre 30 y 31 de agosto de 2023. El artículo propone, al inicio, un recorrido por eventos y actividades que marcaron los últimos años de Mario Kaplún, entre 1996 y 1998. Luego, recuerda hechos que permiten identificar el aprecio por el escritor y activista, por parte de latinoamericanos y europeos, durante las dos décadas posteriores a la su muerte. El texto esclarece cómo la teoría del comunicador popular facilita la articulación entre la “comunicación comunitaria” y la “práctica educomunicativa”, tanto en pequeñas comunidades locales como en acciones de gran escala. Agrega, al final, a modo de ejemplo, los resultados de un estudio realizado en Brasil, que demuestra cómo la educomunicación kapluniana logró garantizar - a través de una comunicación dialógica y participativa - la eficacia, coherencia y amplitud de la acción comunicativa del Movimiento de los Trabajadores Rurales Sin Tierra (MST), implementado, en las últimas décadas, en Brasil, integrando 400.000 familias distribuidas en el vasto territorio geográfico del país." (Resumen)
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"Para el trabajo en la escuela, la Alfabetización Mediática e Informacional (AMI) propone la incorporación de los medios tradicionales y digitales en el aula, que promuevan la generación de experiencias educativas reflexivas y críticas y la creación de medios, de manera responsable y ética. E
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n tal sentido, este documento diagnóstico presenta el proceso desarrollado en el contexto peruano y los énfasis de trabajo desde el Estado y la sociedad civil para promover la AMI. Asimismo expone las comprensiones e intereses de docentes frente a la propuesta de la AMI en su quehacer educativo. Este diagnóstico muestra la visión de diversos actores educativos que permiten identificar las posibilidades de inclusión de la AMI en la agenda pública educativa peruana; sobre todo para el fortalecimiento de las capacidades de docentes, el desarrollo de una base común teórica y metodológica, una intervención educativa contextualizada y con enfoque intercultural. El presente diagnóstico contiene el planteamiento de la metodología, antecedentes de la AMI, los hallazgos de la investigación, los desafíos planteados desde los actores entrevistados y las conclusiones del diagnóstico. Además se ha incluido una propuesta de agenda pública con temas que posibiliten un debate amplio sobre la pertinencia de la AMI en un mundo mediatizado y globalizado." (Introducción)
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"Although interventions that warn about the harms of misinformation may be effective in lowering the credibility of false information, they may also cause suspicion related to factually accurate information. To explore these contradictory outcomes of exposure to media literacy messages, we used an o
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nline survey experiment with a diverse sample of 1105 participants in the U.S. In this experiment, we randomly exposed people to traditional warning messages about the threats of misinformation or relativising warning messages that placed misinformation’s threat in the context of the abundance of honest information. We additionally varied the specificity of the warning message (i.e. topic specific versus generic). We did not find direct overall effects on truth discernment but observed conditional effects on decreasing beliefs in misinformation and negative spillover effects on the truth rating of accurate information. We conclude that the effectiveness of media literacy interventions is far from straightforward, and document how preexisting media trust plays a key role in the effects of such interventions. Based on our findings, we suggest that the effectiveness of specific and general media literacy messages may be contingent upon tailoring the message to levels of existing (dis)trust." (Abstract)
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