Media And Information Literacy Research Articles

Access to Digital Media and Digital Literacy among Ghanaian Youth: An Explore, Engage, Empower Model Study

ABSTRACT Across Africa, increased availability of mobile devices and internet connectivity means that more young people can participate in digital spaces. Yet media access and use are not universal either across the continent or within countries. Indeed, as the euphoria around technological advancements wanes, researchers and policymakers recognise that technology has the capacity to exacerbate social and other inequalities. This paper problematises the capacity of under-served African youth to effectively use media, given scholarship that suggests that frequent media use enhances digital literacy capacity. It makes use of a quantitative approach by surveying students in senior high schools using a multi-stage sampling approach and draws on the explore, engage, empower (EEE) model to examine young people’s access to digital spaces and how this shapes the acquisition of digital literacy skills. The findings from a nationwide survey of senior high school students in Ghana, using a newly developed media and information literacy (MIL) scale, indicate that Ghana’s youths have reasonably high levels of access to digital spaces (83 per cent) and that such access is related to their development of specific MIL skills, including competencies of accessing, critically evaluating, and creating and sharing information in digital spaces.

Media and Information Literacy for All: An Analysis of the Content and Pedagogy in a University-Level Course

Media and information literacy (MIL) education is seen to be one of the solutions in dealing with concerns regarding information disorder. While there exists an MIL course in the Philippine senior high school curriculum, it is undeniable that strengthening peoples’ knowledge on the topic is essential. As such, the inclusion of a course on information literacy to the undergraduate curriculum in the School of Library and Information Studies of the University of the Philippines Diliman is a step in the right direction in ensuring that students consciously and continuously practice ethical engagements with information. Officially included in the curriculum in 2018, a year later, research focused on the course’s development was conducted. This research builds upon the researcher’s earlier work on course development. This time, the researcher who is also the one teaching the course, examines the teaching and learning practices employed in the delivery of the course, through an autoethnographic approach. Reflections were thematically analyzed and mapped against the Media and Information Literacy Core Educator’s Competencies released by UNESCO in 2021. The goal of this research is to serve as reference allowing MIL educators to reflect on and have an awareness of their strengths and weaknesses in terms of content and pedagogy. Findings could also contribute to the development of course materials related to the teaching of MIL.

Beyond the headlines: Media and Information Literacy (MIL) in times of conflict

Beyond the headlines: Media and Information Literacy (MIL) in times of conflict

Analysis of Media and Information Literacy Definitions: A Qualitative Approach

Rapid advancements in media and information technology have led to an increasingly complex and interconnected information landscape. Navigating this digital age requires critical thinking skills and a comprehensive understanding of media and information literacy (MIL). However, the definitions of MIL vary across contexts, disciplines, and cultures. This qualitative study described and analysed diverse definitions of MIL through an in-depth analysis of existing literature to shed light on nuanced perspectives within the field as well as the peculiarities and similarities of the terms ‘media literacy’ and ‘information literacy.’ By delving into qualitative dimensions, the article contributes to a comprehensive understanding of the evolving landscape of media and information literacy. Study findings will contribute to the development of a unified and comprehensive understanding of MIL and facilitate the design of educational programs and policies to enhance media literacy skills among individuals across societies and age groups. This theoretical study was devoted to analysing theoretical and conceptual definitions of Media and Information Literacy to uncover the wide-ranging aspects of the umbrella term.

Media and information literacy (MIL) and emerging methodologies in early childhood education and primary education degrees in Andalusia

Since the 1980s, the growing consumption of media by various segments of the population has been of concern to education experts, who have warned of the need for teacher training to integrate Media and Information Literacy (MIL) in their curricula. In this article we analyse the curricular plans and teaching guides for subjects related to MIL in Early Childhood Education and Primary Education degrees in Andalusia. Through these documents, we seek to identify the presence of AMI in initial teacher training, its characteristics, potential and limits, as well as the emerging methodologies arising from the relationship between technology and education. In methodological terms, we conducted a quantitative analysis, using simple descriptive statistics, combined with a qualitative analysis, using the principles of content analysis, according to Bardin (1991). The data indicate that training for AMI is very uneven across the universities and courses analysed. Moreover, most of the subjects related to AMI are optional and deal mainly with aspects related to the presence of technology as a support for teaching, with little presence of emerging methodologies, which leads to a marginalisation of aesthetic training and critical training of future teachers for and with the media.

The advantage of videos over text to boost adolescents' lateral reading in a digital workshop

ABSTRACT Today, fostering media and information literacy (MIL) among citizens is essential for preserving democracy. The effectiveness of scalable interventions, particularly those employing lateral reading, a fact-checking heuristic, is well recognised. Our digital workshop, designed to model lateral reading from a user's perspective, has proven beneficial in educational settings and has garnered expert endorsement. Addressing recent scholarly calls to understand the underlying mechanisms of successful MIL interventions, our study is anchored in Cognitive Load Theory. We examine how different instructional modalities in our workshop influence engagement with lateral reading and how effectively it is executed. The study separates implicit text feedback and hands-on video instructions, previously combined, in a full-factorial design using a parallel-group RCT. We analysed the responses of 178 upper-secondary students in the online workshop and conducted a detailed video analysis of 30 students participating in a controlled environment at their schools. Our findings reveal that hands-on video instructions notably enhance both the engagement and effectiveness of the lateral reading heuristic. This study underscores the significance of a human-computer interaction perspective in designing more impactful media and information literacy interventions.

Countering the threats of dis/misinformation: Fact-checking practices of students of two universities in West Africa

Although access is uneven, studies have shown a high uptake of digital technologies and platforms across Africa, with many accessing social media, which is a fertile ground for the spread of fake news and disinformation, calling for the need to factcheck information before consumption or sharing. The study was grounded in explore, engage, and empower (EEE) model of media and information literacy (MIL), which states that MIL competencies empower media and information users to identify, access, and retrieve information and media content skillfully (explore), analyze, and evaluate media and information critically (engage) and create, share, or use information and media ethically, safely, and responsibly (empower). The purpose was to assess fact-checking practices of students in two universities in Ghana and Nigeria to ascertain the extent to which they factcheck information, their levels of knowledge of fact checkers and the fact checkers that they use. The simple random sampling was used to draw a total of 316 respondents. It was found that although many respondents confirmed the authenticity of news and information received before acting on them, they mostly did so through social media and their networks. Few respondents knew about fact-checking platforms and could state names of actual factcheckers. The study makes a case for MIL, which includes fact checking, to enable media users to analyze and evaluate news and information critically to ensure the consequent ethical safe and responsible sharing and usage of information and media content, as EEE model proposes.

Theoretical approaches to Media and Information Literacy in Foreign Aid Projects (Model for Central Asian countries)

This article is devoted to the analysis of different theoretical approaches to the field of MIL. It provides theoretical insights and definitions put forward by various experts in the field of ML and MIL. The author analyses the role of these approaches in develop the MIL level of the population, as well as the to increase the effectiveness of grants and projects of foreign donor organizations in Central Asian countries in the field of MIL. Using the main sources concepts, theories and approaches in different books about ML and MIL, manuals of international organizations, such as UNESCO, DW Akademie etc., the materials of the journal publications and archives, the author tries to give his own approaches to develop MIL in Central Asian countries. The article analyzes the sociological surveys that substantiate the results of the projects implemented in the field of MIL by various donor organizations in recent years. It was emphasized that in Central Asian countries, it is necessary to pay attention to regional, political and cultural peculiarities in increasing the level of MIL of the population. Keywords: media literacy (ML), media and information literacy (MIL), theoretical approaches to ML and MIL, protectionism, critical thinking, empowerment approach, foreign aid international MIL projects, implementation, and efficiency.

Media and Information Literacy Self-Efficacy of LIS Students in Bangladesh

Media and information literacy (MIL) is one of the crucial factors to sustain in the age of information explosion. Particularly, LIS students need to be literate regarding media and information around them to provide authentic information in their future workplaces. The study aims to identify the MIL self-efficacy level of LIS students and the influence of demographics on this. The study adopted a quantitative approach to identify the MIL level of LIS students using a structured questionnaire. The data was collected from 337 LIS students from different public and private universities in Bangladesh using a convenience sampling technique. The study reveals that LIS students in Bangladesh rated their level of MIL as moderate, but at the same time, they are confident regarding their competence in accessing relevant resources using different media. It is also observed that LIS students’ MIL level is comparatively less in creation than other dimensions like access, evaluation, use, and understanding. The research also found significant differences between the students’ demographics and their MIL level. This is one of the first attempts in Bangladesh to analyze LIS students’ MIL self-efficacy level. The study can be broadened in the future to understand the factors affecting the MIL level of LIS students in Banglaesh by adopting a qualitative research strategy. In addition, the problems can also be identified from future studies which will provide a guideline to the respective LIS departments on how to improve the MIL level of the students.

Media and Information Literacy in the Prescribed Curriculum: A Systematic Review on its Integration

Abstract The curricular integration of Media and Information Literacy (MIL) is crucial for cultivating informed, critical, and engaged citizens in contemporary society. It assists in addressing the challenges of the digital era and capitalizing on the opportunities presented by the ever-changing media landscape. Thus, the present systematic literature review uses the PRISMA guidelines to examine three dimensions in the process of integration of Media and Information Literacy (MIL) in the prescribed curriculum: formulation, implementation, and evaluation and challenges. Starting with the search criteria, 131 studies were found in the Web of Science, Scopus, ERIC, Dialnet and Google Scholar databases, published between January, 2013, and March, 2023, written in English, Spanish, Portuguese, and Turkish. The findings suggest that the will of the political sphere and the activism of the triad composed by passionate teachers, civil society, and academia, are key factors for promoting the introduction of MIL in formal education. Likewise, it is underlined that the evaluation of this education policy requires special attention, in order to guarantee the analysis of its reach, effectiveness, and capacity to adapt against the challenges that emerge in the media ecosystem. Thus, the intention is to provide up-to-date information for the creation of policies, research studies, and curricular content on this subject.

Media and information literacy in secondary students: Diagnosis and assessment

In the information and knowledge society, technology and the COVID-19 pandemic have added to the debate on Media and Information Literacy (MIL). In Peru, in spite of the recommendations from international institutions, proper attention has not been given, generating gaps in the study curricula. From this perspective, the study investigates the level of development of MIL in students studying the last cycle of intermediate education. In order to determine this, the AMI-Peru-21 survey was designed and validated, based on the UNESCO proposals. This research is of a quantitative, descriptive and cross-curricular nature, which made it possible to diagnose the relationship of the socioformative factors with the levels of MIL achievement, based on a sample made up by 1250 students from the province of Arequipa. The results evidence the validity and reliability of the instrument (α=0.96) in order to measure the level of MIL, from the perspective of student self-perception, as well as the association of certain socioformative factors with MIL (p<0.000), among them, progress with age, i.e., older ages are associated with greater the levels of achievement, and females make more progress than males. It is also verified that access to basic services, such as electricity and the Internet, and the type of educational institution are correlated with higher levels of MIL achievement. From the evidence that is generated, in order to ensure the education of critical, ethical and responsible citizens, a set of initiatives is suggested to further the evolution of MIL in education.

Media and information literacy (MIL) in library classrooms: Content analysis of news evaluative criteria in instructional worksheets and checklists

This research aims to analyze the evaluative criteria the U.S. academic librarians employ in their instructional worksheets and checklists to understand how academic librarians teach media and information literacy (MIL)-related content. The study employs content analysis as a primary method to analyze these evaluative criteria and finds that academic librarians in the U.S. are mainly concerned with information literacy concepts while teaching news literacy topics (i.e., fake news, disinformation) and select criteria that revolve around the authority of sources (i.e., “authorship” and “quality of supporting evidence”) while media literacy concepts (i.e., “representation”) go vastly unrecognized.

A BIOQUÍMICA POR TRÁS DA COVID-19: DESENVOLVIMENTO E APLICAÇÃO DE WEBQUEST DIRECIONADA AO ENSINO REMOTO EMERGENCIAL

THE BIOCHEMISTRY BEHIND COVID-19: WEBQUEST DEVELOPMENT AND APPLICATION FOR EMERGENCY REMOTE TEACHING. WebQuests are inquiry-oriented activities structured in such a way that almost all resources used come from the web. The present study aims to investigate to what extent a WebQuest focusing on Biochemistry and COVID-19 can be used as an instructive tool to enhance undergraduate students’ media and information literacy (MIL). Students’ opinions on the use of the WebQuest were also discussed. The WebQuest was implemented in a BSc in Physical and Biomolecular Sciences course in the context of the COVID-19 pandemic. Based on the results of this study, the WebQuest has improved the MIL competence of students and motivated them towards learning Biochemistry.

An analysis of awareness of media and information literacy among research scholars at Mahatma Gandhi Kashi Vidyapith University

Media and Information Literacy (MIL) places a strong emphasis on an essential literacy strategy that empowers readers to critically evaluate what they have read, heard, and understood. All educational levels demand it, but universities require it much more. The survey method and questionnaire instrument are used in the study's execution. The study's objectives are to determine the degree of MIL awareness among research scholars and to evaluate the utility and relevance of MIL among research scholars. The majority of responders are familiar with the term MIL, which helps them save time.

Shaping Political Subjectivity through Media and Information Literacy

This article calls for an investigation of the way media and information literacy (MIL) projects construct and (de)legitimize particular forms of political subjectivity. The authors argue that the field of critical discourse studies (CDS) offers useful approaches to develop this line of inquiry. They demonstrate this point in a case study of the MIL project of the European Association for Viewers Interests (EAVI). The authors work with a concept of discourse understood as a performative articulatory practice, grounded in linguistic pragmatics and poststructuralist discourse theory. The article provides a qualitative discourse analysis of the way EAVI articulates MIL signifiers with specific concepts of critique and citizenship. The analysis shows that EAVI’s discourse promotes a holistic transformation of the self into an informed, reflexive and critical entity, as well as a type of society that is inclusive, cohesive and participatory. EAVI is also decidedly pro-EU and opposed to nationalist projects.

Domesticating space: Media production pedagogy for the empowerment of marginalized youth

This article investigates the role of space in media and information literacy (MIL), especially when supporting learners’ production skills. The MIL framework is to a great extent focused on deconstruction of messages in a private position of reception, while the theoretical, didactic and ethical components of the production pedagogy are less developed. This multiple-case study analyses the situated agency of young people in a vulnerable position with regard to the spaces where agency is sustained. We develop the concept of production context into a more specific concept of production space and apply it to the film club in a suburb in Sweden. We combine qualitative analysis of critical situations in selected spaces with theoretical development of the idea of production space, to arrive at increased understanding of production skills and related media pedagogy.

Public Service Television as Education: Factual Programmes and The Media and Information Literacy (Mil) Policy Discourse

This article examines factual programmes in public service television as a specific means of education, exploring and underscoring its educational function within the framework of media and information literacy (MIL) policy discourse. Factual programming forms a multi-stakeholder genre category that has gained relevance in times of democratic insecurities. It traditionally presents a source for cultivating cultural citizenship crucial to democracy but has been less explicitly examined as a source for advancing media education and literacy. in the context of Finland, which has been considered a forerunner both in its educational and media educational system, we inquire into the MIL dimensions of some of the newest multi-platform productions conducted in factual television. The results cast more light on the genre of factual programming and its underlying educational objectives, which paves way for further research on the MIL governance. The analysis also raises questions about their strategic relevance and future development in public broadcasters’ programming content.

The impact of media and information literacy on students’ acquisition of the skills needed to detect fake news

This research investigated the impact of media and information literacy (MIL) on education faculty students’ acquisition of the skills needed to detect fake news. A one-group experimental design was employed with a randomly selected sample of 100 Jordanian undergraduate students. The participants completed one pre-test and two post-tests, each of which consisted of 10 closed-ended questions and one open-ended question on how to detect fake news. The results indicated that studying MIL has an impact on students’ acquisition of the skills needed to detect fake news. The findings also suggested that the methods students employed to identify and detect fake news after studying the MIL course were scientific and well-reasoned. Based on the results, several recommendations are made that will be of value to researchers and workers in this field.

Media and Information Literacy (MIL) competencies of language and communication students

This descriptive study aims at identifying the level of media and information literacy (MIL) competencies of Language and Communication students in the Philippines using UNESCO’s Access, Evaluation and Creation components. A self-report survey of a small sample of university students was conducted and findings show that respondents have an intermediate MIL competency along the three components. But most participants struggled to recognize the concept of metadata and indexing and the practice of creating arguments using evidence and drawing conclusions from information. They also struggle with the application of international standards and requirements for new knowledge creation in an ethical manner. These findings indicate the need for continuous development of language and communication students’ MIL competencies as these are vital to the formation of tomorrow’s teachers, as well as communication and media professionals.

A Decade of Youth Behavior Studies Regarding ICT's Impacts: Notes on the Experience of School of the Future Research Laboratory at the University of São Paulo - Brazil

School of the Future Research Laboratory at the University of São Paulo – USP is 32 years old and since 2010 has been devoted to map and discuss new behaviors among different virtual communities seeking of media and information literacy (MIL), new ways of learning and producing contents on digital platforms. On order to do so we have been developing surveys, virtual ethnography and netnographic studies to map new attitudes and behaviors of contemporary networked actors. This article brings a summary of several findings in the research conducted in the last ten years, demonstrating how the pioneering work of School of the Future researchers points out indicators on the behavior of young communities that are valid to this day and still raise contemporary discussions. In order to do so we will focus on our most extensive netnographic studies developed with young students throughout Brazil in 2012-2014.