대학생의 비판적 미디어 리터러시 역량과 디지털 뉴스 이용의 관계

“My Little Influencer”

In the Age of Information and Knowledge, the competence of media and information literacy of higher education students directly affect the quality and efficiency of their study, work and life. This paper’s data originated from UNESCO’s “International Media and Information Literacy Survey of the Research Habits and Practices of University Students” (IMILS), a project that aimed to understand the state of undergraduates' information literacy and media literacy, with an expectation to design and construct benchmarks of the two on the basis of the results. A survey by questionnaire was conducted in five regions of China, collecting 1,579 questionnaires in total, in which the university students’ behaviors in finishing coursework assignments, in daily life information searching, and in using media, were displayed. Through quantitative analysis the status quo of Chinese university undergraduates’ media and information literacy was reflected in terms of their media and information awareness, information needs, ability of information access and selection, ability of information evaluation, and ability to process and make use of information. Constructive opinions were also raised on the existing issues, including some up-to-date suggestions based on the authors’ observations and discoveries of the changes in information needs, information usage and information evaluation within Chinese higher education students in the social media and mobile Internet environment. It is also noticed that some problems highlighted in the IMILS investigation are also gradually being alleviated.

As the new communication technologies have become an integral part of our daily transactions and one of the founding stones of modern social systems, the “way” we are engaged with them has become more of an issue. The Internet, which has unlimited potentials for construction of a better world (more equal, more democratic, more liberating and more just), can also turn into a tool for various authoritarian and totalitarian phantasies. “Critical New Media Literacy: Four Arts” will interrogate the role that could be played by critical new media literacy in transforming the society and the web. The four arts are critical for equipping citizens and collectivities with weapons that will help them to be a part political processes: the art of deconstruction, the art of defense, the art of connective action, and the art of emancipation. In short, the four arts will play vital role in realizing the ideal of active, participatory citizenship. Active citizenship stand as one of the most revolutionary ideas of our neo-liberal times which imposes the ideas, “democracy, but not too much”, “politics but not too much”, and “security, very much”. The neoliberal understanding of politics curb citizens’ will to have an influence on their and others’ lives. Critical new media literacy as an art of deconstruction is about contextualizing, deconstructing and problematizing the supposed naturalness and transparency of media texts. The main question here is “to whose interest?”. This has two dimensions. On the one hand it is a discursive, semiological and ideological critique of media texts; which insists on the social construction of reality (as opposed to essentialist readings of the social) and the role of the media therein. Second, the critical new media literacy problematizes the political economy of the new media and focuses on the economic structure, labor processes and relations of exploitation in production of new media messages. Not only material labor, but also immaterial labor will be a major topic for critical new media literacy. Critical new media literacy as an art of defense aims at equipping the citizens with skills to defend themselves from techniques of surveillance, monitoring and censorship. In authoritarian settings such as Turkey this skill is indispensable for increasing autonomy of individual citizens and of social movements. These technologies of course are not only owned and promoted by the state, also companies monitor and profile the citizens on the net for profit. Critical new media literacy as an art of defense, in this sense will be the weapon of the weak. Critical new media literacy as an art of connective action equips citizens with insights to better organize, collaborate, act together, and organize in and through the net. It also pushes citizens to develop their creative and productive capacities through a focus on new media production strategies. As it was the case in many other settings, Turkey, during Gezi Protests realized the importance of the connective and creative potentialities of new media technologies. The mobile phones for instance has turned into alternative media outlets in the hands of citizen journalists. Social media networks such as Facebook and Twitter were actively used by protestors as conduits of organizing, deliberating and collective framing. Critical new media literacy as an art of connective action focuses on enriching this potential of new media technologies. Finally, critical new media literacy as an art of emancipation stress the liberating potential and agenda of new media literacy. Thus, what we are dealing is not a pedagogical issue, put primarily a political one. Critical new media literacy is not something to be ‘thought’ by a ‘knowing’ teacher; but an emancipating intellectual journey in which the ‘ignorant schoolmaster’ (with reference to Jacques Ranciere’s The Ignorant Schoolmaster and The Emancipated Spectator) will act, transform, challenge, be challenged, and learn with/from the ‘students’. The life itself, the real new media users and new media spaces are where the traces of an emancipatory strategy (for critical new media literacies) can be found and followed. Breaking the pedagogical relationship and replacing it with a radical, revolutionary perspective will lie at the heart of critical new media literacy. The four arts, their relevance for and place in a restricted internet setting (Turkey) will be discussed in details. In other words, the four arts of critical new media literacy are designed and thought specifically for Turkey setting. The major political goal of the four arts outlook is to contribute to halting the authoritarian turn in Turkish politics –keeping in mind the Internet is one of the prominent targets of authoritarian measures.

PurposeThis study aims to examine the effect of critical media literacy integration in the context of English language teaching (ELT) in Indonesian high school students on improving students’ creativity and essential literacy skills.Design/methodology/approachThe study was conducted in an Indonesian ELT class consisting of 32 high school students. The methodology involved instructing students to analyze various media sources and articles to demonstrate their critical reading abilities before writing creative argumentative essays. Data collection instruments included students’ argumentative essays, teaching observations and students’ self-reflections on their learning experiences.FindingsThe study revealed that students were capable of creating creative and well-structured argumentative essays. However, their conclusions were often unclear and lacked sound judgments. This indicates that Indonesian EFL students require more practice in forming well-rounded judgments. Media analysis and discussion sessions were found to be significantly beneficial for enhancing critical literacy instruction.Research limitations/implicationsOne limitation of the study is its focus on a single class of 32 students, which may not be representative of all Indonesian high school students. Future studies should consider expanding the sample size and incorporating diverse educational contexts.Practical implicationsThe findings show that integrating critical media literacy (CML) into ELT not only boosts students’ creativity and critical thinking but also helps them tackle real-world challenges, like identifying misinformation in Indonesia’s digital landscape. To make this approach more practical, the study highlights the importance of teacher-led strategies, such as using guiding questions during discussions and modeling how to create media context. These methods align well with Indonesia’s Merdeka Belajar policy, which encourages flexible, student-centered learning. This research provides valuable insights for educators, policymakers and curriculum designers looking to adapt media literacy to the needs of 21st-century learners across Indonesia’s diverse educational settings.Social implicationsThe study highlights the importance of critical media literacy in fostering a more critically aware and socially responsible youth. By enhancing students’ ability to analyze media and creatively develop well-structured arguments critically, critical media literacy integration can contribute to a more informed and engaged citizenry. This is particularly relevant in today’s media-saturated environment, where the ability to discern and evaluate information critically is crucial for democratic participation and social cohesion.Originality/valueThis research contributes to the limited research on the role of media literacy integration in enhancing students’ creativity and critical literacy within ELT. It highlights the importance of teacher-led discussions in fostering critical thinking skills, providing valuable insights for teachers, practitioners and policymakers aiming to improve media literacy instruction in similar contexts.

In a digital society, adolescents’ lives are heavily influenced by various multimodal texts published on social media platforms. Digital texts challenge conventional forms of literacy teaching while requiring new forms of critical media literacy. Previous research has shown that teachers require professional development and support to include critical media literacy in the classroom. In this article, we report the findings from a study of two lower secondary school teachers and their students (n = 43; ages 13–14) in Norway. The study explored a framework for increasing students’ understanding of multimodal texts and meaning making on social media. Drawing on theories of social semiotics, multimodality, and critical literacy, the study explored how students developed meta-semiotic competence to scaffold their ability to critically deconstruct, challenge, and produce multimodal, digital texts. The study indicates that multimodal analysis and production of self-representations can be an effective framework for developing critical media literacy in the classroom. The study demonstrates that students can compose intricate texts that are distinct from social media images when supported to understand the meanings behind the symbols they employ. It highlights specific kinds of semiotic understandings that must be introduced to students to enable them to approach social media texts analytically and critically.

By providing citizens with the knowledge they need to meaningfully participate in the democratic process, the media plays a vital role in the growth and consolidation of the democratic project. Also essential is citizens’ aptitude to critically examine, assess, produce and understand media and its social role in a democracy. The current study explores the role of media literacy in democratic engagement and social change among South African university students. The paper attempts to contextualise how students’ levels of media literacy led them to political participation, critical thinking and overall contribution to social change in a post-apartheid era. The paper draws on the cognitive mobilisation theory to argue that better media literacy helps students think critically about media, and improve their political knowledge, involvement and contribution to social change. Data for this study were collected by conducting in-depth interviews with n = 30 university students who were selected through a convenience sampling strategy. Results revealed that media literacy significantly influences university students’ engagement in democratic processes and societal transformation in post-apartheid South Africa. Media literacy also enhances their political knowledge, participation and critical analysis of media messages. These findings have implications for policy and practice in media literacy education.

This study aimed to investigate the predictive role of critical thinking dispositions and new media literacies on the ability to detect fake news on social media. The sample group of the study consisted of 157 university students. Sosu Critical Thinking Dispositions Scale, New Media Literacy Scale, and fake news detection task were employed to gather the data. It was found that university students possess high critical thinking dispositions and new media literacies as well as high fake news detection abilities and there is a positive and moderate relationship among these variables. Also, this study revealed that critical thinking dispositions and new media literacies significantly predicted university students’ abilities to detect fake news on social media and they together explained 18% of the total variance on fake news detection. Besides, university students’ critical thinking dispositions presented a larger effect on their abilities to detect fake news than new media literacies.

Social norms are powerful determinants of human behaviors in offline and online social worlds. While previous research established a correlational link between norm perceptions and self-reported disclosure on social network sites (SNS), questions remain about downstream effects of prevalent behaviors on perceived norms and actual disclosure on SNS. We conducted two preregistered studies using a realistic social media simulation. We further analyzed buffering effects of critical media literacy and privacy nudging. The results demonstrate a disclosure behavior contagion, whereby a critical mass of posts with visual disclosures shifted norm perceptions, which, in turn, affected perceivers' own visual disclosure behavior. Critical media literacy was negatively related and moderated the effect of norms on visual disclosure behavioral intentions. Neither critical media literacy nor privacy nudge affected actual disclosure behaviors, however. These results provide insights into how behaviors may spread on SNS through triggering changes in perceived social norms and subsequent disclosure behaviors.

Social norms are powerful determinants of human behaviors in offline and online social worlds. While previous research established a correlational link between norm perceptions and self-reported disclosure on social network sites (SNS), questions remain about downstream effects of prevalent behaviors on perceived norms and actual disclosure on SNS. We conducted two preregistered studies using a realistic social media simulation. We further analyzed buffering effects of critical media literacy and privacy nudging. The results demonstrate a disclosure behavior contagion, whereby a critical mass of posts with visual disclosures shifted norm perceptions, which, in turn, affected perceivers’ own visual disclosure behavior. Critical media literacy was negatively related and moderated the effect of norms on visual disclosure behavioral intentions. Neither critical media literacy nor privacy nudge affected actual disclosure behaviors, however. These results provide insights into how behaviors may spread on SNS through triggering changes in perceived social norms and subsequent disclosure behaviors.

The proliferation of social media and its use by students has raised a lot of research interest in attempts to seek ways of appropriating these new technologies for instructional and learning purposes. Critical media literacy deals with the critical analysis of various popular culture media in terms of their ideological and power implications, as well as the meaning of their messages. Although critical media literacy views new media as beneficial in their democratised nature, concerns remain about students’ ability to decipher and analyse the content that they both consume and create through social media. The two can be termed critical consumption and creation respectively. Similarly, social media poses potential ethical challenges for the teaching profession and for educational institutions. This is a qualitative research that employed the Phenomenography method where data was collected through focus group interviews. The paper sheds light on student teachers’ current social media practices. Analysing student teachers’ social media practices through the lens of critical media literacy, the paper highlights potential ethical challenges that are encountered while using social media in educational contexts. Recommendations include critical and ethically considerate approaches to using social media in educational contexts, as well as methods of incorporating the teaching critical media literacy skills in teacher education curricula.

Developing global citizenship through critical media literacy in the social studies

Social media has provided challenges and opportunities for education for democracy. There have always been structural elements of communication that are hidden and perpetuate inequalities. Social media has accelerated and empowered these hidden structures through algorithms. In this argumentative essay, we examine how critical media literacy can uncover hidden power structures and support education for democracy. Critical media literacy can help students identify exclusionary, inaccurate, missing, and polarizing elements of social media while examining and discussing issues and events. Seen through this lens, social media provides opportunities for education for democracy. Critical media literacy and education for democracy provide opportunities for increasing civic engagement and renewal.

With the development of new media technology, university students have been exposed to the extensive communication environment of new media information. The new media literacy of university students is the key to effectively dealing with the massive amount of new media information. However, the new media literacy ability of university students directly depends on the level of their new media literacy education. This paper analyzes and finds out that there are still some problems in the new media literacy education for university students, such as the lack of education environment for social new media literacy, the backward curriculum of new media literacy education in universities, and the lack of learning awareness of new media literacy for university students, and moreover, relevant strategies are proposed in this paper from the social, university and university student levels.

The concept of critical media literacy expands the notion of literacy to include different forms of mass communication and popular culture, as well as deepens the potential of literacy education to critically analyze relationships between media and audiences, information and power. The authors argue that critical media literacy is crucial for participatory democracy in the twenty-first century, and that the only progressive option that exists is how to teach it, not whether to teach it. The article, first, explores the theoretical underpinnings of critical media literacy and demonstrates examples from community-based after school programs and an inner-city elementary school that received a federal grant to integrate media literacy and the arts into the curriculum. A multiperspectival approach addressing issues of gender, race, class and power is used to explore the interconnections of media literacy with cultural studies and critical pedagogy. It is argued that alternative media production must engage students to challenge the master narratives and the systems that make them appear natural. The article then explores the public policy options open to implementing a critical media literacy program. Focusing on media literacy policy in the USA, different approaches commonly used for teaching media literacy are explored and a hybrid critical media literacy framework is proposed. In this day and age of standardized high-stakes testing and corporate solicitations in public education, radical democracy depends on a Deweyan reconceptualization of literacy and the role of education in society. The authors conclude that on the public policy level critical media literacy must reframe our understanding of literacy so that these ideas become integrated across the curriculum at all levels from pre-school to university.

PurposeThis study aims to explore the factors influencing the intention to report misinformation on social media platforms. By leveraging social cognitive theory, this research seeks to elucidate how new media literacy, altruism, social norms and online reporting self-efficacy interrelate and impact the propensity to report misinformation.Design/methodology/approachAn online questionnaire was administered to social media users in China and Taiwan, gathering 472 valid responses. The survey incorporated constructs based on social cognitive theory, including self-efficacy, altruism, new media literacy and social norms. The data were analysed using partial least squares structural equation modelling and covariance-based structural equation modelling to validate the proposed hypotheses and research framework.Findings(i) New media literacy significantly influences online reporting intentions, with critical and functional consumption literacy playing a vital role. (ii) Altruism emerged as a crucial factor positively affecting online reporting self-efficacy and reporting intentions. (iii) Online reporting self-efficacy was a significant predictor of reporting intentions. (iv) Social norms positively influenced altruism, new media literacy and reporting intentions but did not directly affect self-efficacy in reporting.Originality/valueThis study contributes to the literature by shifting the focus from misinformation-sharing behaviours to the intention to report misinformation, an area that has received limited attention. By integrating social cognitive theory with new media literacy and altruism, the research provides a comprehensive framework for understanding the drivers of misinformation reporting. The findings offer practical implications for designing interventions and educational programs to enhance users’ media literacy and encourage proactive reporting of misinformation.