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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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La alfabetización mediática y digital en el curriculum: Propuestas didácticas transformadoras

Rosa García-Ruiz (ed.)

Madrid: Dykinson (2023), 185 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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Alfabetización mediática y medios de comunicación: Experiencias, aprendizajes y potencialidades para los medios comunitarios

Isabel Lema Blanco (ed.)

Colectivo de Universitarios Activos (2023), 221 pp.

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¿Cómo podría la alfabetización mediática contribuir a la vigencia de los derechos humanos?

René Zeballos

Guadalajara: Catedra UNESCO AMIDI - Alfabetización Mediática e Informacional y Diálogo Intercultural (2023)

"Cuando se revisa lo que plantea la UNESCO en la Alfabetización Mediática e Informacional (AMI), puede constatarse que no se trata de una propuesta de enseñanza y aprendizaje instrumental referido a la información y a los medios y tecnologías de comunicación: su alcance tiene que ver con compr ... more

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Fotografie in der kulturellen Kinder- und Jugendbildung

Alfred Holzbrecher, Jan Schmolling (eds.)

Weinheim; Basel: Beltz Juventa (2023), 281 pp.

"Fotografie ist das Individual- und Massenmedium unserer Zeit. Durch die Digitalisierung hat es für die Bildungsarbeit zusätzliche Relevanz erhalten. Mit dieser Publikation wird Fotopädagogik im Kontext von Kultureller Bildung entlang der Schlüsselbegriffe Subjektorientierung, Teilhabe, wertsch� ... more

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Mapping the Information Landscapes of Sudanese Youth: Implications for Media Literacy Education

Abubakar Abdelbagi, Iona Literat

International Journal of Communication, volume 17 (2023), pp. 4755-4777

"Seeking to expand the Western-centric scope of media literacy research, this article shines the spotlight on Sudan as a critically underexplored context. Using participatory mapping and in-depth interviews, our research foregrounds urban Sudanese youths’ everyday informational resources and pract ... more

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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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Estudio de alfabetización mediática en centros de Educación Secundaria Obligatoria

Eva Herrero Curiel, Leonardo La Rosa Barrolleta

Gobierno de España (2023), 55 pp.

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Dein Podcast, deine Meinung: Unterrichtskonzept zum Thema Podcast

Frederik Steen, Marc Albrecht-Hermanns

Düsseldorf: Landesanstalt für Medien NRW (2023), 7, 10 pp.

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Mapping Out Curriculum Development: Your Guide to Developing Trainings and Courses

Erik Albrecht, Susanne Glaeser, Judith Liesenfeld

Bonn: Deutsche Welle DW Akademie (2023), 19 pp.

"DW Akademie’s “Mapping out curriculum development” guide sets out an agile process that leads you step-by-step through designing an innovative and interactive training program. It can be used to develop trainings for journalists and media managers, as well as to develop media and information ... more

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Und bitte los! Einfach gemeinsam Filme machen. Das Filme-Machen-Mutmach-Buch!
Key Guidance

Sissi Kaiser, Juliana Neuhuber (eds.)

München: kopaed (2022), 163 pp.

"Und bitte los" ist ein bildreiches „Lese-Arbeitsbuch”. Du findest gesammeltes Know-how, direkt umsetzbare Schritt-für-Schritt-Anleitungen, Kopiervorlagen, Checklisten, QR-Codes zu Video-Beispielen sowie vertiefend Wissenswertes zur Filmproduktion mit Gruppen. Für Laien verständlich, mit viel ... more

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Evaluation Report: Evaluation of Media Literacy Projects in Europe and Eurasia

Social Impact Inc.

U.S. Department of State (2022), xvi, 136 pp.

"The United States (U.S.) Department of State Bureau of Europe and Eurasia/Office of the Coordinator of Assistance to Europe, Eurasia, and Central Asia (EUR/ACE) contracted Social Impact, Inc. (SI) to conduct a performance evaluation of nine media literacy (ML) assistance projects in Europe and Eura ... more

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UNESCO's Multi-Donor Programme on Freedom of Expression and Safety of Journalists (MDP) Action in Kenya: 2018-2021 Quadrennial Report, Country Summaries

Paris: UNESCO (2022), 4 pp.

"During the reporting period 2018-2021, UNESCO has worked closely with Kenyan youth leaders, media professionals, parliamentarians and religious leaders to encourage the government to adopt a Draft National Media and Information Literacy Strategy. The first outcome realized during this period was th ... more

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Media Literacy for Young Children: Teaching Beyond the Screen Time Debates

Faith Rogow

Washington, DC: National Association for the Education of Young Children (2022), xi, 159 pp.

"This book is a first-of-its-kind guide for pre-service and currently practicing teachers and child care professionals looking for pedagogically sound and developmentally appropriate ways to help today’s children navigate their media-rich world with confidence, curiosity, and critical thinking. De ... more

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Youth-Focused Vibrant Information Barometer (Y-VIBE): Media literacy and media consumption of Ukrainian youth

IREX;Ipsos;USAID (2022), 41 pp.

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Medien für Einsteiger: Lösungsvorschläge und Hinweise zum Einsatz im Unterricht

Marco Fileccia

Bonn: Bundeszentrale für politische Bildung (bpb) (2022), 27 pp.

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Éducation aux médias en Europe : Histoire, enjeux et perspectives

Laurence Corroy-Labardens (ed.)

Paris: L'Harmattan (2022), 214 pp.

"L'éducation aux médias apparaît comme une des clés indispensables pour comprendre nos sociétés dont les usages numériques sont devenus prépondérants. Elle intéresse le monde de l'éducation, les familles et les politiques. L'Union européenne a, ces dernières années, fortement encourag� ... 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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Medien für Einsteiger: 36 Arbeitsblätter ab Klasse 8

Marco Fileccia

Bonn: Bundeszentrale für politische Bildung (bpb) (2022), 36 pp.

"Auf insgesamt 36 Arbeitsblättern bietet das Arbeitsheft einen Querschnitt durch die Welt der Medien in insgesamt vier Kapiteln. Zunächst werden die begrifflichen Grundlagen und die Bedeutung von Medien für unser Alltagsleben wie auch für die Demokratie erarbeitet, dann werden zentrale Medien wi ... more

Und bitte los! Einfach gemeinsam Filme machen. Das Filme-Machen-Mutmach-Buch! Key Guidance

Und bitte los! Einfach gemeinsam Filme machen. Das Filme-Machen-Mutmach-Buch!
Key Guidance