Media Literacy Research Articles

MEDIA SAVODXONLIKNI OSHIRISHDA VR LABORATORIYANING TASHKILIY MODUL MEXANIZMI

This article talks about the modern possibilities of improving the media literacy of journalism faculty students using VR-technologies, and the organizational structure mechanism. Regarding the topic of this article, the scientific research works of foreign and local scientists are researched, and relevant suggestions and recommendations are given regarding the existing problem.

FATHOM OUT THE NUANCES OF SOCIAL MEDIA LITERACY AND ITS PRACTICAL ALLUSIONS TO MISINFORMATION – A REVIEW

Digital media has become an integral part of our daily lives, connecting people from all around the world in a matter of seconds. In recent years, social media has revolutionized the flow of information and helped people to connect, share, and discuss things at their fingertips. However, this rapid exchange of information has also given rise to a concerning phenomenon – the spread of misinformation. "Misinformation" has led to a wide range of negative consequences, such as political polarization, social unrest, and erosion of trust in traditional media. This review explores the importance of social media literacy, its advantages, impacts, and effects, along with allusions to misinformation. The methodology includes a systematic search of literature in the databases from Internationally double-blinded peer-reviewed journals between 2016 and 2022, in English that also includes scientific articles. A total of 64 articles were obtained. A selection process of articles took place, applying certain inclusion and exclusion criteria, resulting in a total of 10 articles being selected. The findings signify that the conception of social media literacy has just started and more research is needed to identify its practical and theoretical implications. This is linked to the content and competencies, critical thinking, content, and context of the information, and the time and literacy level and fear of missing out on the user. Socio-emotional competencies, literacy level, and time spent stand out since social media is a frequent place of interaction between people. Thus, it is crucial to develop social media literacy skills to combat the dissemination of fake news and ensure a more responsible citizen and informed society.

The Role Of Digital & Health Literacy Development In Mundung Satu Community North Sulawesi

This Community Service activity was carried out in Mundung Satu Village, East Tombatu District, Southeast Minahasa Regency, North Sulawesi Province, which was carried out for one day and was scheduled for November 18 2022. Activities in community service included digital literacy education and public health. Digital literacy activities include social media literacy and online loan literacy. Health literacy is a physical examination measuring the patient's vital signs and simple laboratory tests. First, registration is carried out, then an analysis of vital signs (TTV), consultation with a doctor, simple laboratory tests including blood sugar, cholesterol, uric acid and treatment according to the results of the examination, as well as education related to Diabetes, Cholesterol, Gout Arthritis and Hypertension. This activity was carried out while paying attention to health protocols by wearing a mask, washing hands and keeping a distance during the examination from 08.00 to 13.00 WITA. Community Service Activities aims to provide digital and health literacy to the community so that people become literate in terms of social media, the internet and online loans. Whereas in health, literacy is to increase awareness of healthy living to avoid various degenerative diseases, including Diabetes, Hypercholesterolemia, Gout Arthritis and Hypertension. Besides this, free medical treatment is also provided to the community.

USING THE «METAPHORIZATION» TECHNOLOGY IN MEDIA LITERACY TRAINING

The article is devoted to the analysis of interactive and reflective technology and its use in the process of conducting training on media literacy and critical thinking. The main approaches to the definition of the concept of «metaphorization» in the format of training and scientific categories of thinking are considered. Metaphorization in training is the use of metaphors as a powerful learning tool that promotes deeper understanding and assimilation of the material. This article discusses the role of metaphors in the training process, identifies their main functions and mechanisms of influence on participants. The authors emphasize the ability of metaphors to promote creativity, deeper comprehension of the training material, and more effective communication between the trainer and participants. Considerable attention is paid to the analysis of specific examples of metaphors that have been successfully used in trainings, as well as to the methods of creating them and adapting them to different learning objectives and audiences. The influence of cultural factors on the perception of metaphors is also considered, which requires trainers to have a deeper understanding of the cultural context of their participants. The peculiarities of approaches to the definition of the concept of metaphorization in education are analyzed. It is argued that since each person is a carrier of a special semantic space peculiar only to him or her, many elements of which are metaphorical, it is possible to distinguish a set of individual metaphors in relation to the problem or phenomena under study. On this basis, the author's original technology «metaphorization in training» was created, which has been repeatedly used by the author in working with media trainers in the process of conducting media literacy trainings. The article provides examples of creative projects of the training participants and the author's comments on the use of the metaphorization method for various aspects of media literacy. The author's generalized conclusions on each group work give a systematic view of both the process of media literacy development in our country during Ukraine's liberation war against russia and reveal the main opportunities for using this technology in the process of conducting trainings. The conclusions of the article emphasize the importance of integrating metaphors into the structure of training programs as an effective means of improving the quality of training and motivating participants.

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS OF PRESERVING MENTAL HEALTH OF EDUCATIONAL PROCESS PARTICIPANTS THROUGH THE PRISM OF MEDIA LITERACY

The research on the issue of preserving the mental health of participants in the educational process through the prism of media literacy is analyzed in the article. The authors emphasized the importance of preserving the mental health of the educational process participants in wartime conditions. Among the factors that affect mental health, special attention is paid to the informational pressure that Ukrainian society is currently under due to the Russian-Ukrainian war. The authors of the article emphasize that participants in the educational process, more than ever before, need media literacy skills to critically evaluate information, resist misinformation and protect themselves from the negative influence of the media, thereby maintaining their mental health. The results of the analysis of the characteristics of the contingent of higher education institutions allowed to generalize the psychological and pedagogical conditions for solving the given task. Among them, the authors name the following: development of media literacy the participants on the educational process, inclusion of the issue of the formation of critical thinking in interdisciplinary discourse, development of emotional intelligence, creation the platform for the formation and development of media culture, implementation of measures aimed at supporting mental health through understanding the laws of mediapsychology, training of scientific and pedagogical workers to apply the principles and laws of media literacy and mental health support during the implementation of the educational process. Pedagogical technologies that will help develop skills in the field of media literacy and mental health support, open resources for self-development and those that can be used in the educational process are described within the specified directions. Among the perspectives of the research, the authors indicate the expediency of focusing on the development of innovative methods of media education aimed at increasing the psychological well-being the participants of the educational process; implementation of interactive platforms and media projects that promote psychological development and self-expression; supporting scientific research and programs aimed at studying the impact of media on mental health and developing effective strategies for the prevention of mental problems.

Impact of Social Media Usage on Body Image Perception among Adolescents in Malawi

Purpose: The aim of the study was to assess the impact of social media usage on body image perception among adolescents in Malawi. Materials and Methods: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Exposure to idealized images and content often leads to body dissatisfaction and lower self-esteem. Adolescents frequently compare themselves to the highly curated and often edited images they see online, which can create unrealistic expectations and negative self-perception. This phenomenon is particularly pronounced among young girls, who are more likely to internalize societal beauty standards perpetuated by social media. Additionally, the constant feedback loop of likes and comments can exacerbate concerns about appearance, leading to issues such as anxiety, depression, and eating disorders. However, study suggest that positive social media interactions and exposure to body-positive content can mitigate these negative effects, highlighting the nuanced relationship between social media and body image. Overall, while social media offers opportunities for connection and self-expression, it also poses significant risks to adolescents' body image and mental health. Implications to Theory, Practice and Policy: Social comparison theory, objectification theory and uses and gratifications theory may be used to anchor future studies on assessing the impact of social media usage on body image perception among adolescents in Malawi. Educational institutions should implement media literacy programs that equip adolescents with critical thinking skills to navigate social media content effectively. Policymakers and regulatory bodies should work with social media platforms to enforce content moderation policies that restrict the promotion of harmful content related to body image, such as extreme dieting, beauty stereotypes, and body shaming.

Navigating complexity: a multifaceted approach to teaching climate change in middle school

Global climate change is one of the most significant challenges of the twenty first century, requiring its integration into K-12 science education curricula to foster informed and climate-literate citizens. However, challenges remain in effectively teaching climate change, including a lack of instructional materials and a reliance on traditional teaching methods that limit student engagement and understanding. To address these challenges, this study developed a unit that combines socioscientific issue-based instruction, scientific modeling, and systems thinking to improve climate education. The unit was implemented by a teacher trained in the Socioscientific Issues and Model-based Learning (SIMBL) framework and showed promising results. Students demonstrated an improved understanding of climate complexity, as evidenced by the inclusion of multiple factors in their system maps and the justification of policy decisions based on their knowledge. In addition, the integration of media literacy tools improved students’ critical engagement with online content. Overall, the SIMBL unit facilitated transformative learning experiences that empowered students to understand and address the multifaceted challenges of climate change. The study suggests implications for teachers and advocates for adapting the sequence to various standards and socioscientific topics beyond climate change.

Meta Analisis Strategi Pembelajaran Agama Islam di Era Digital

Learning is dynamic process following development of society over time. Learning any material, including Islamic religious learning, is required to meet the demands of society. So that Islamic religious learning continues to run well in this digital era, a good strategy is needed. This article is the result of meta-analysis research which analyzed several articles in the last five years. This research maps Islamic learning strategies in the digital era. Apart from that, this research also maps the reasons why this strategy has become a mainstay strategy according to the authors of the articles analyzed. Based on the research results, it can be mapped that the strategies presented in these articles are blended learning, participatory and social media-based learning strategies. Furthermore, it was also found that to support strategies that are directly related to learning, there needs to be supporting strategies that must be implemented. These supporting strategies are increasing human resources, developing an integrated curriculum, optimizing digital libraries, improving the quality of education, and digital media literacy. In general, the reason of the article authors presents this strategy is to make learning about Islam more interesting and attractive to the generation in this digital era.

Promoting Media Literacy Among Early Childhood Education: A Case Study In Deli Serdang Regency, Indonesia

Objective: This study investigates the media literacy competencies of early childhood education teachers in Deli Serdang Regency, Indonesia focusing on their understanding of media literacy concepts, integration into the curriculum, and implementation in schools, as well as the availability of relevant teacher development programs. Method: Utilizing a qualitative descriptive methodology, the research gathered data through interviews and observations conducted over a three-month period. Results and Discussion: Findings indicate that while teachers are adept at employing digital technologies within the framework of the TIAR Model, they exhibit a significant lack of deep conceptual understanding of media literacy. This deficiency is primarily attributed to the limited professional development opportunities specifically tailored to media literacy education. The results underscore the necessity for designing and implementing specialized training and support programs that enhance the media literacy competencies of early childhood educators. Research Implications: Policymakers should consider establishing guidelines and standards for media literacy education in early childhood settings. These policies could mandate regular professional development in media literacy for educators and allocate resources for such initiatives. Originality/Value: The study identifies a significant gap between the use of digital technologies and the conceptual understanding of media literacy among teachers. This finding is crucial for developing targeted interventions and underscores the need for a balanced approach to technology integration and conceptual education.

Current Status of Media Literacy Education for Children

Media literacy education originated in the 1930s in developed Western countries, emerging from the educational philosophies of British scholars and Danish workers. Since the latter half of the 20th century, media literacy education has gradually gained popularity in Europe, North America, Oceania, Latin America, and parts of Asia, becoming a new subject in teaching. In China, the introduction of media literacy education began relatively late. However, in the digital age, children are exposed to media at an increasingly younger age, and how they interpret, critique, and resist societal and cultural manipulation in new media environments, maintain cultural independence, and flexibly respond to various information impacts has become a topic of social concern. Under such social premises, how to cultivate children's media literacy in education, and what the contents and goals of media literacy education should be, have become focal points. Therefore, this paper discusses the objectives, current status, and methods of media literacy education.

Epistemology of Fact Checking: An Examination of Practices and Beliefs of Fact Checkers Around the World

Epistemologies of journalism differ across genres, and fact-checking, as an independent operation or feature within existing news media organizations, can be considered a genre of journalism with its own epistemology. This paper explores the epistemology of fact-checking as expressed by fact-checkers from 40 fact-checking organizations serving more than 50 countries on six continents. Fact-checkers operate in various political, social, economic, and informational contexts, and yet reveal isomorphic norms, practices, and structures, particularly in the form of knowledge, production of knowledge, and defense of their knowledge. What emerged in interviews with fact-checkers is a shared belief in the ability to determine the objective truth of claims, which is validated by evidence and a transparent process of reproducibility or modeling the fact-checking process. This process is also seen as a way to convince the reader of the accuracy and trustworthiness of fact-checks. Fact-checkers define their role and work as a public service, and frequently offer media literacy and fact-checking training to the public and journalists to instill a culture of factuality. Overall, the cross-national findings suggest that as fact-checking is becoming increasingly taken-for-granted or institutionalized, fact-checkers share a common epistemology, promoting confidence in factually verifiable truth.

Mapping media literacy impact in the U.S.: a review of literature and call for equity

ABSTRACT While media literacy has grown to encompass many topics to provide learners with the skills required to be active citizens and savvy media consumers, there is no clear conceptual framework to define ‘impact.’ This review of literature aims to understand how recent U.S.-based media literacy scholarship defines impact. We analyzed 300 articles published from 2010 to 2020 on the impact of media literacy initiatives in the U.S. We propose the 6 E’s as a framework that captures six categories that media literacy researchers use to describe the impact of media literacy interventions: Evaluation Outcomes, Enquiry, Expression, Experiential Learning, Engaged Citizenship, and Equity. We argue for a need to center equity and community-level outcomes in definitions of media literacy impact.

Social media for diffusion of conflict & violence in Ethiopia: Beyond gratifications

This study explored the use of social media among the Ethiopian youth at the time of the political reform. The study employed an explanatory sequential design. Using an online questionnaire, the quantitative data were gathered from 412 university students who were pursuing their education in eight major cities of the country. For the qualitative data, in-depth interviews were conducted with 35 students in four places of the research area. The survey data was discussed using descriptive statistics while data from the in-depth interviews were discussed thematically. This research discerns that the youth had unshakeable loyalty to Telegram (96 %) while they are also dominantly using YouTube (nearly 79 %), Facebook (65 %) and Instagram (53.7 %). It is also discovered that the youths showed a high level of trust on social media (70 %) virtually on par with their faith in their friends (77.4 %) and teachers (72 %) where their entire trust in social media is governed by selective trust mechanism. The entire dependence the youths had on this mechanism, which is exacerbated by the social media algorithm, led to high level of like and share of posts including unproved stories and misinformation which in turn lead to the diffusion of conflict and violence in a vicious cycle. By shedding new light on how members of a collective culture could use the media to achieve group-oriented goals, the study also refutes the widespread view, which predominantly ties UGT (Use and Gratification Theory) with self-oriented aspirations. This study recommends the enhancement of media literacy by incorporating it in the schools curricula and providing media literacy education to the public using various channels of communication (including both mainstream and new media).

Linking School Culture to Successful Curriculum Reform

This study focused on the connection between organisational school culture and the success of curriculum reform. Utilizing a sample of 348 teachers in 25 Swiss schools, we investigated how different school culture types correlate with teachers’ perceived success of the current process of implementing the “Media and Information Literacy” curriculum. We found that the school culture type Clan is the most dominant across the schools and found a negative connection between the school culture type Hierarchy and teachers’ perceived reform success. An exploratory cluster analysis was used to identify further profiles of school culture that were not based on the dominant culture but were determined based on the distribution of mean values. Two other profiles were identified in a further procedure: Collegial Associates and Competitive Organisations. These results thus fill a gap in the previous research on school culture that had particularly set out to identify the dominant school culture. Based on the results, we cannot only confirm the validity of the Organisational Culture Assessment Instrument for Swiss schools but also give indications as to which characteristics of school culture types are hindering the perceived success of curriculum reforms from the teachers’ points of view.

Social Intelligence and Media Literacy of Senior High School Students

This study aimed to determine the relationship between social intelligence and media literacy of senior high school students. A correlational design was used in this study. It was participated by 300 senior high school students. A survey questionnaire on social intelligence and media literacy were used as instruments. Mean and Pearson correlation coefficient were used to analyze the data. This study revealed that social intelligence of students is high which means that students can read other people and understand their intentions and motivations. Likewise, media literacy of senior high school students is high which implies students are good in perceiving the use of media and are aware of its negative and positive use. Furthermore, there is a moderate positive correlation between social intelligence and media literacy. This may further imply that a higher social intelligence can improve media literacy. Thus, the conduct of social intelligence enhancement program is recommended to improve the media literacy of the students.

Perceiving Media Change as a Form of Media Literacy: Using a 360-Degree Video to Analyze the Mediatization of Social Life

This study focuses on the subjective perception of complex mediatization processes. To encourage the study participants to reflect on everyday media practices, a self-produced, interactive 360-degree video was used as a qualitative stimulus to make typical after-work encounters tangible before these were discussed in a group setting. Based on a qualitative evaluation, a total of 20 perceptions illustrate how people perceive media change primarily in communicative actions that are characterized by a change in empathy, which we refer to as communicative avoidance or communicative attention. By applying several dimensions of media literacy, we can conclude that communication actions are perceived from a cognitive, affective, social, and critical-reflective perspective, meaning that people can reflect, justify, and react to communicative actions or draw results from them. It shows that some aspects of media change are more apparent than others and that the level of media literacy determines the extent to which people can perceive mediatization processes.

Affordance, digital media literacy, and emotions in virtual cultural heritage tourism experiences

This study aims to investigate the effect of both the affordance of virtual reality (VR) technology and users’ digital media literacy on users’ emotions, which leads to recommendations to use VR experiences in cultural heritage tourism. A survey was conducted at a realistic VR studio in Gyeongju World Culture Expo Park, South Korea using high-quality and sophisticated VR content that accurately reflects users’ physical movements in real-time rendering. A total of 157 visitors participated in the study, and the measurement model and structural model were analysed using partial least square-structural equation modelling (PLS-SEM). The findings show that the cognitive, physical, sensory, and functional affordance of VR devices, as well as user digital media literacy, had a significant effect on the visitors’ positive emotional experiences. In addition, visitors’ positive emotions had a significant effect on the recommendation intention. This empirical result shows that digital media literacy is a new major variable that affects the virtual experience of cultural heritage sites.

Digital Media-Art: experimental artistic education for the media literacy

El texto deriva del proyecto de investigación-creación sometido al Doctorado Media-Arte Digital. La pesquisa presenta el desarrollo de una puesta pedagógica de educación artística a través de prácticas visuales experimentales ligadas a la post fotografía. Se fundamenta la necesidad formativa de experimentar con narrativas audiovisuales de la cultura remix otras formas de generar alfabetización mediática (media literacy). La metodología desarrolla enfoque post cualitativo, partiendo del pensamiento en diseño con instrumentos como etnografía afectiva, diarios de campo, mapas de empatía, talleres de experimentación visual y acciones colaborativas con estudiantes de asignaturas cuyo enfoque teórico-práctico incluye participación comunitaria interviniendo espacios. Los resultados evidencian la expansión del acto comunicativo con formatos análogos y digitales de la post fotografía, probando que la experimentación visual motiva el proceso formativo para trabajar media literacy. En conclusión, el trabajo colaborativo genera sinergias en el proceso creativo, al tiempo que la práctica artística en la acción colectiva facilita ejercer la ciberciudadanía.

Do multi-channel use and online engagement matter for critical literacy and information verification behaviors? Comprehensive comparisons of six generations from before 1954 (war generation) to generation Z (after 1997)

The prevalence of multi-channel information consumption, which involves the simultaneous engagement with multiple information sources across various platforms, underscores the urgent need for research on its effects as it profoundly influences how individuals seek, evaluate, and interact with information, ultimately shaping their information-related choices and behaviors. Using an innovative empirical method to extract a set of latent groups based on individuals' multi-channel practices, the study examined the role of channel plurality relative to how people evaluate and consume information online. Importantly, this research examined how conditions of the critical literacy and practices can be configured to benefit six distinct generational groups, ranging from the youngest generation group (1990s) to the oldest generation (1950s). Based on results of a nationally representative survey (N = 10,032), the current research demonstrated how individuals’ channel plurality contributes to their critical literacy and information verification behaviors. Finally, this study identified differences in information practices manifested in six generational groups. In the end, this study bridged two streams of research, new media literacy and the digital divide, and discussed how different educational and regulatory approaches can be made to encourage critical information consumption in an increasingly digitized network environment.

Socialisation of student youth in social networks

Social networks have become a part of the daily life of students, they influence the development of views, values and identity, which can have an impact on students’ social connections, so research is an urgent task that contributes to understanding this influence. The purpose of the study was to investigate the impact of social networks on various spheres of life of modern students. In order to investigate the issues of socialisation of young people in social networks, the study used generalisation and analytical method. As a result, the importance of developing strategies aimed at strengthening the positive impact of social networks on students was highlighted. It was revealed that changing social norms and creating an atmosphere of open and decent communication in an online environment can help improve students’ socialisation in the virtual world. It was noted that the protection of privacy and the development of critical thinking are important for ensuring the security and information competence of social network users. The importance of developing media literacy and skills in verifying the truthfulness of information in the process of socialisation of students was noted. Strategies that promote the development of virtual space and improve interaction in social networks were outlined. The paper analysed aspects of positive socialisation of students in the digital age that help them solve problems and cope with the challenges of the online environment. The results of scientific research can contribute to a better understanding of how social networks affect young people, and help researchers develop programmes and strategies aimed at supporting the positive aspects of this impact and reducing possible negative consequences