From literacy to action: A Knowledge-Attitude-Practice (KAP) model perspective on new media literacy, risk perception of fake news, and information verification

The article deals with the role of transformational leadership of engineering profile gymnasium (EPG) students on their new media literacy. New media literacy covers a complex of socio-cultural, emotional and technical abilities. The operationalization of the concept of new media literacy in this study is viewed like the interaction of the two continuums: the continuum from consuming media (how to access and understand content) towards producing media (creating and sharing of media content); the continuum from functional to critical media. The study focuses on the collective creation of innovative media, social interaction and transformational leadership of engineering profile gymnasium students. The aim of the article is to explore how engineering profile gymnasium students’ transformational leadership influences to their new media literacy abilities. New media literacy (NML) inventory was used to assess the engineering profile gymnasium students’ new media literacy abilities. Multifactor Leadership Questionnaire (MLQ) was used in the research of leadership expression. The collected data were analysed using path analysis (PA) and confirmatory factor analysis (CFA). The findings confirm that the transformational leadership statistically significantly influences new media literacy abilities: critical consuming, functional prosuming, and critical presuming abilities of engineering profile gymnasium students.

While traditional media literacy (TML) facilitates outdated patterns of digital media response, new media literacy (NML) frames the adaptation of literacy to the ever‐dynamic trend of media development. It then raises the cruciality of integrating NML concepts into national educational frameworks. The study aims to explore the case of Myanmar and the Philippines' NML capacity levels. Both countries have a digital media environment enveloped by information distortions mainly rooted in tumultuous political climates. The study leans to notions of educational crises in both countries as seen in terms of (1) sociopolitical contexts that lead to the irresponsive initiatives to improve individual criticality, (2) lack of emphasis on NML response, and (3) the implication of state and individual approaches against false information. Finally, the study presents a multifaceted response to educational paradigms derived from interpretive social‐scientific approaches in seeing the critical issues concerning digital media use.

As the disruption era grows more and more apparent, so does the spread of misinformation. This research examines the intention to share misinformation moderated with New Media Literacy (NML). With data from 100 undergraduate students via online survey and analyzed using SmartPLS4, the study reveals that information-seeking significantly influences the intention to share misinformation, even when moderated by New Media Literacy. In contrast, status-seeking and entertainment demonstrate little impact on misinformation-sharing intent, also when moderated by New Media Literacy. Socializing, on the other hand, yields a significant but negative correlation with the intention to share misinformation, suggesting the need to share factually correct information firsthand. The finding suggests that cultivating clarity when sharing information on social media is crucial, especially when one's intent is to seek information. This study contributes to the understanding of the factors influencing the spread of misinformation and highlights the importance of new media literacy in mitigating its effects

The emergence of new media technologies has empowered individuals to not merely consume but also create, share and critique media contents. Such activities are dependent on new media literacy (NML) necessary for living and working in the participatory culture of the twenty-first century. Although a burgeoning body of research has focused on the conceptualization of NML, limited studies have explored English as a foreign language (EFL) learners’ new media literacy. Considering the importance of NML for EFL learning and teaching, this quantitative study aims to develop and validate a research instrument for assessing EFL learners’ new media literacy (ENML) in China. Confirmatory factor analysis was employed to further examine the relationships among the different indicators of ENML. The sample consisted of 974 EFL learners (669 males, 305 females) from a comprehensive university in China. A comparison of the five proposed models indicated that all of them were acceptable, including a first-order model and four second-order models. The first-order model includes 10 indicators: consuming skill, understanding, analysis, synthesis, evaluation, prosuming skill, distribution, production, participation, and feedback. The other four second-order models describe the relationships among the 10 indicators of ENML. These results along with their implications for further research are also elaborated.

The downside of the integrative aspect of the digital space is how easily fake news can propagate which jeopardized the regulation and control measures of the COVID-19 pandemic. While existing literature expounds on the nature of infodemic phenomenon, recent curiosities lack the exploration of the contributing factors that led to the inability to recognize fake news on social media as it corresponds to the New Media Literacy (NML) levels. NML allows adaptation to technological advancement as it constantly evolves with great sophistication. Anchored from this gap, the study employs a quantitative research design where 385 respondents from Cebu City—a highly urbanized city in the Philippines—were asked to answer a three-part survey questionnaire. The findings purport that a high percentage of respondents can distinguish legitimate from fake news and take proactive measures in reporting or resharing the posts. Moreover, the study reveals that the respondents have high NML levels, particularly in functional prosuming and consuming aspects, which the study probed according to the demographic factors. The salient discussion then revolves around the low critical outcomes of prosuming and consuming NML aspects to push for educational policy formulation methods with interpretive social-scientific approaches. This reinforces the post-truth lens in expanding the fields of concerns arising from the infodemic phenomenon. Furthermore, recommendatory measures are provided in the Philippine educational system— that may be reintegrated into the dimensions of policy theories for educational policy evaluation to probe different areas of improvement in the Media and Information Literacy of the K-12 curriculum. Keywords: COVID-19, fake news, infodemic, new media literacy, post-truths

Objective: This paper evaluates the outcomes of a critical thinking (CT) training programme designed for university students using a blended approach (Abrami et al., 2008). It aimed to develop students’ CT disposition and new media literacy (NML) in a rapidly changing, digitalised organisational context where the internet is the primary source of information. Methodology: The programme´s effectiveness was assessed using two evaluations: one at the start and another at the end of the course. An analysis of variance (ANOVA) was conducted to analyse differences resulting from the intervention. Results: The results indicate a significant improvement in CT disposition after the intervention. However, no increase in NML was observed. Although participants showed a greater tendency toward rational thinking, the anticipated direct relationship between enhanced CT and improved NML was weaker than expected. This suggests that the development of CT alone does not sufficiently boost NML, highlighting the need for targeted training to strengthen this critical skill. Limitations: Key limitations include the absence of a control group and the implementation and testing of this type of programme in organisational contexts. Practical implications: The study confirms the programme’s effectiveness in fostering CT disposition but underscores the necessity of focusing more comprehensively on NML in future training efforts. Enhancing NML is vital for young professionals to engage effectively with digital media in an increasingly technological work and social environment.

New media literacy (NML) is an emerging construct of great value in a digital age in which information overload threatens the well-being of society. Among the scarcity of available research going beyond a theoretical conceptualization of NML and using structural equational modeling, we explored the influence of NML on media trust, perception of fake news, and fact-checking motivation that underlie the dissemination of unverified information during the COVID-19 pandemic. Challenging the assertion of NML’s absolute effect on mitigating the problem of fake news communication, the components of NML were shown to contribute to the transmission of unverified information among citizens unless the risk of fake news was well understood. The findings suggest that further research is required to fully understand the scope of NML in designing public education, and that the problem of fake news spread may be a social phenomenon that digitalized society must embrace.

PurposeComputer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.Design/methodology/approachThis design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?FindingsThe authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.Originality/valueTeacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.

In a world of constant information and immediate communication, new media literacy (NML) is important. Research on NML is essential for many communities worldwide. This study analyzed the NML levels of 614 Vietnamese individuals aged 18 to 71 (M = 30.8, SD = 9.46) using an adapted and validated version of the 35-item NML scale. Linguistic and metrical parity was achieved via exploratory and confirmatory factor analyses, and validation and reliability testing. Results revealed that this new setting was suitable for the adapted scale. Results also indicated that compared to critical literacy, functional literacy is more effective, and that NML is influenced by age, time spent online, and social media profiles.

In the current era, digital technologies, including multimedia and communication technologies, have penetrated almost every aspect of our lives. English majors are responsible for learning English languages and western cultures and serve as interlocutors between the East and the West. Therefore, such students need to be new media literate to retrieve, understand and evaluate information from multimedia sources and actively and critically participate in the digital environment. Nevertheless, very few studies have explored this group of students’ new media literacy (NML) level or their NML development via instructed training. This mixed methods study explores a group of Chinese English majors’ current NML level. It attempts to cultivate their NML via a course named Journalism English Reading and Listening. In total, by applying purposive sampling, 70 Chinese English majors were invited to participate in the study. The participants completed a pre- and post-course questionnaire based on Lin et al.’s (2013). Understanding new media literacy: An explorative theoretical framework. Journal of Educational Technology & Society, 16(4), 160–170) NML framework to quantitatively self-evaluate their NML. Results demonstrate that the participants’ consuming media literacy significantly improved. Regarding the participants’ prosuming media literacy, three constructs, including prosuming skill, production, and creation, exhibited significant improvements, but no significant differences were found in distribution and participation. This paper also introduces examples of the students’ group work to qualitatively showcase their NML development. Finally, the study offers insights into Chinese English majors’ professional training and development.

Media and humans can be likened to two sides of the coin that cannot be separated. If were viewed from the side of the benefits, media and technology help a lot of work, and a high activity and mobility in society. This research discusses about New Media Literacy in Higher Education by student, where population in this research is student which reside in university located in South Jakarta. The purpose of this study is to determine the knowledge, skills and expertise of students related to the information seeking behavior of New Media. While the method used in this research is by quantitative descriptive approach, using purposive sampling technique as the selection of certain people in accordance with the criteria specified by the author. Then for data collection is done through questionnaires, observations, interviews and literature study. Based on the results of research known that the students have started accustomed in using electronic and online based media in the study, but the knowledge to search effectively and efficiently is still low. On the other hand, the ability to access and utilize has not been implemented optimally due to the absence of special learning related to New Media Literacy in Higher Education. In the end, students have not reached the literacy level in the use and utilization of new media.

Understanding new media literacy: The development of a measuring instrument

New media literacy and news trustworthiness: An application of importance–performance analysis

This study addresses the evolving demands of new media literacy (NML), which moves beyond traditional media literacy’s (ML) emphasis on passive consumption, such as accessing, analyzing, and evaluating media content, to incorporate active, critical creation of multimodal digital content. In response to the pedagogical need for approaches that foster NML capabilities, this research introduces an AI-enhanced digital multimodal composing (DMC) approach implemented during an 18-week English for Journalism course. In total, 41 undergraduates used the AI platform Youyan to create digital news videos. A mixed-methods design, combining pre/post-NML questionnaires, reflection journals, multimodal news videos, and supplementary feedback data (from the instructor and peers), not only captured significant quantitative gains across all seven NML dimensions, especially Creation, but also qualitative evidence of enhanced critical analysis, evaluation, and creative capacity. Moving beyond quantitative NML assessment, the study offers a nuanced understanding of how NML is dynamically enacted through AI-enhanced multimodal composing processes, highlighting a bidirectional link between analysis and creation. It provides evidence-based pedagogical implications that facilitate the transition from passive consumers to critical creators, equipping educators to effectively foster NML in contemporary digital environments.

This study explores the relationship between new media literacy (NML), psychological flexibility (PF), and unconditional self-acceptance (USA) in shaping the psychological wellbeing (PWB) of Generation Z. With a focus on university students aged 18 to 25, this research employed a purposive sampling method to gather data from 233 participants through online surveys. The online survey consists of four sections: New media literacy scale, Acceptance and action questionnaire (AAQ-II), The Psychological Wellbeing Scale (PWBS), and Unconditional Self-Acceptance Questionnaire (USAQ). Statistical analysis using the Bootstrap method revealed that NML significantly impacts PWB both directly and indirectly through serial mediation by PF and USA. The results revealed a significant indirect effect of NML on PWB through PF and USA (b = -0.013, t = 1.800). Furthermore, the direct effect of NML on PWB in the presence of the mediators was also found to be significant (b = 0.156, P = 0.002). There is partial serial mediation of PF and USA on the relationship between NML and PWB. This study revealed the crucial role of MML in enhancing PWB through the serial mediation of PF and USA among Generation Z. These findings suggest the potential of targeted digital literacy programs as effective tools for improving mental health in this digitally immersed generation.