Media And Information Literacy Research Articles

Beyond Verification: The Evolving Role of Fact-Checking Organisations in Media Beyond Verification: The Evolving Role of Fact-Checking Organisations in Media Literacy Education for YouthEducation for Youth

This research investigates the crucial role of fact-checking organisations in promoting media and information literacy (MIL) amid the challenges of widespread misinformation. By educating and empowering individuals, these organisations and their educational branches are identified as emerging components within MIL ecosystems, particularly focusing on engaging youth. Using qualitative research methods, our study analyses the activities of seven prominent fact-checking organisations and two university-affiliated projects across Spain, Catalonia, Poland, Hong Kong, the Philippines, Argentina, and Brazil. Thus, our study aims to understand why fact-checking organisations have become involved in MIL education and training for youth and what types of MIL, approaches, and subjects fact-checking organisations employ in their MIL education and training initiatives for this audience. Our findings reveal a shift in these organisations toward actively promoting MIL education through dedicated divisions and teams driven by mission-oriented action and peer collaboration. Various institutions and political and educational policies support or hinder this transformation. A significant issue observed is the limited availability of open-access materials and general opacity regarding their pedagogical approaches. Although these organisations have integrated educational components into their models, achieving financial sustainability remains challenging.

Artificial intelligence literacy among university students—a comparative transnational survey

Artificial intelligence (AI) literacy is a crucial aspect of media and information literacy (MIL), regarded not only as a human right but also as a fundamental requirement for societal advancement and stability. This study aimed to provide a comprehensive, cross-border perspective on AI literacy levels by surveying 1,800 university students from four Asian and African nations. The findings revealed significant disparities in AI literacy levels based on nationality, scientific specialization, and academic degrees, while age and gender did not show notable impacts. Malaysian participants scored significantly higher on the AI literacy scale than individuals from other countries. The results indicated that various demographic and academic factors influenced respondents’ perceptions of AI and their inclination to utilize it. Nationality and academic degree were identified as the most influential factors, followed by scientific specialization, with age and gender exerting a lesser influence. The study highlights the necessity of focusing research efforts on the detailed dimensions of the AI literacy scale and examining the effects of previously untested intervening variables. Additionally, it advocates for assessing AI literacy levels across different societal segments and developing the appropriate measurements.

Mapping the SDG 4 Process: Algorithmic Literacy Among Students of the University of Sarajevo

Utilizing a mixed-method approach, this research aims to evaluate algorithmic literacy among students at the University of Sarajevo - Faculty of Political Sciences and the Faculty of Philosophy (BIH), and to assess the possibilities for improving existing practices of media and information literacy (MIL) integration. The central research question investigates how current MIL educational strategies influence students' awareness and understanding of the roles algorithms play in the digital transformation of a society striving for sustainable development. Therefore, the study encompasses a descriptive method of holistic approach elements: strategic documents, MIL book edition and MOOC modules. Subsequently, a thematic analysis of ten qualitative interviews with students further explores their experiences, attitudes, and perceptions regarding information, media, and algorithms. The research results offer insights into the potential of MIL education to support algorithmic literacy and its potential contribution to sustainable development, particularly focusing on SDG 4 - Quality Education. By aligning its findings with the objectives of a universally applicable goal, this study not only addresses the context of algorithmic literacy as an integral component of quality education but also serves as a step towards advancing the interconnectedness of open education and artificial intelligence.

Fostering Critical Thinking Skills in Tertiary-Level Students for Media and Information Literacy

To discern the authenticity of online content, one must possess Media and Information Literacy (MIL). MIL encompasses the knowledge, mindset, and skill set needed to determine what information is necessary, how to access it, when to do so, where to find it, critically evaluate it upon acquisition, and employ it ethically. In the context of fake news, individuals must engage in critical thinking when engaging with the media and content they encounter to prevent misinformation. Some materials may contain misleading content that could be mistaken for humour, misuse, or explicit language or expressions. Hence, the primary objective of this study is to examine how undergraduate students at tertiary-level educational institution employ Critical Thinking to interpret media and information, ultimately enhancing their MIL. This research employs a quantitative research approach, incorporating an online questionnaire and specific media content sourced from social networking platforms. The questionnaire is structured based on the Delphi report, which outlines six fundamental critical thinking skills. 340 participants are asked to indicate whether they have put into practice these skills while examining the provided media materials. The anticipated outcomes indicate a moderate level of critical thinking capability among students in comprehending and critically evaluating media information. This underscores the pressing need to enhance their critical thinking skills to a higher level, enabling them to effectively process a variety of media information. Additionally, the findings illuminate which of the six critical thinking skills delineated in the Delphi report were more commonly employed and how the application of core critical thinking skills in the interpretation of media information varies by gender, year of study, and programme. Critical thinking assumes a pivotal role in MIL as it plays a determining role in assessing the reliability of information sources, swiftly recognising fake news, and effectively sifting through information to uncover the truth.

Sustainability Indicators of Foreign Assistance in the Field of Media and Information Literacy: A Case Study on Kyrgyzstan and Uzbekistan

Media and information literacy (MIL) projects are crucial for a country’s development. They provide citizens with access to vital information and resources. This enables them to learn about their rights and responsibilities, as well as gain access to critical resources to improve their quality of life. For the last decade several international organizations such as UNESCO, Internews, DW-Akademie annually have been providing grants for the training courses, and projects at various levels to increase the MIL level of the population in the Central Asian context. The present study will discuss ensuring the sustainability and efficiency of projects in the field of MIL in this region. The paper investigates the sustainability indicators of foreign aid initiatives in the realm of MIL within Central Asia. It aims to assess the long-term viability of foreign aid programs in fostering MIL across Central Asian nations through a comprehensive analysis of historical trends, policy frameworks, and stakeholder perspectives. As part of the research, face-to-face interviews were conducted with prominent trainers and experts from Kyrgyzstan and Uzbekistan. Emphasizing the role of public-private partnerships, technological integration, and cultural considerations, the paper explores avenues for promoting enduring change and enhancing the effectiveness of foreign assistance in this critical field. The findings contribute valuable insights to policymakers, practitioners, and scholars interested in optimizing foreign aid strategies for sustainable development in the ever-evolving landscape of media and information literacy in Central Asia.

Problem-Based Learning: Media and Information Literacy Project to Combat Misinformation for Future Communicators

Media and Information Literacy (MIL) education can combat online misinformation by enhancing users’ fact-checking skills. This action research study designed and implemented a problem-based learning MIL project for journalism undergraduates. The objectives are (a) to design a MIL project by using a problem-based learning methodology; (b) to implement the MIL project and to assess its effectiveness in improving students’ fact-checking skills; and (c) to identify the challenges and limitations of implementing the project. Analysis shows that the MIL project successfully improved students’ MIL skills, including critical analysis, media production, and personal growth. Despite facing challenges like time constraint and limited generalizability, the study suggests that the MIL project could be replicated in other journalism programs to enhance MIL skills and cultivate critical thinking to fight misinformation.

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.

Sustaining foreign aid initiatives in the field of media and information literacy within the central asian context

In the ever-evolving landscape of global media and information dissemination, the need for literacy and critical understanding has become increasingly paramount. Central Asia, with its unique cultural tapestry and geopolitical challenges, stands as a region ripe for intervention in the realm of media and information literacy (MIL). This research paper examines the endeavours to attain sustainability in international MIL projects within the distinctive context of Central Asia. Through a multi-faceted approach incorporating in-depth interviews with prominent media trainers and MIL experts and research works from Central Asian scholars, the study offers a comprehensive exploration of the sustainability landscape in the region. This study delves into the challenges and strategies associated with sustaining MIL initiatives, shedding light on the intricacies of fostering MIL in Central Asia. Findings highlight the importance of local partnerships, contextualization of interventions, resource allocation, technology integration, and policy advocacy in promoting sustainable MIL practices. Through a comprehensive review of existing literature, policy documents, and empirical data, this paper sheds light on the various dimensions of foreign aid projects in MIL. The paper provides valuable guidance for policymakers, practitioners, and stakeholders involved in advancing MIL efforts in Central Asia and beyond.

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.

Reliability Analysis of the Influence of Media and Information Literacy Skills on Individual Work Performance: A pilot study of academic staff of colleges of education in southeast Nigeria

The research aims to examine the influence of media and information literacy (MIL) skills on the individual work performance of academic staff of colleges of education. Researchers discovered that many educational professionals need more MIL skills to support their job performance. This set of skills required for effective research and information use is insufficient and impedes lifelong learning. Based on the review of related literature, a 50-item questionnaire was constructed. The study population is 3,200 from nine public education colleges in southeast Nigeria. A representative sample for the study is 344, derived from the Sample Size Calculator by Raosoft Inc. A proportionate stratified random sampling technique was employed to identify a representative sample for the study. To ensure data validity, reliability, and normality, the research instrument was pre-tested by experts/scholars. A pilot test was conducted, and thirty-nine academic staff participated. A quantitative survey method was used, employing SPSS to analyze collected data. Findings revealed that all items have reliability coefficients above 0.70 except for need skills, locate skills, and analyze skills with 0.566, 0.531, and 0.545 values. The study recommends that management should pay close attention to the MIL skills of their staff to optimize individual work performance.

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.

Main Issues of Implementing Media and Information Literacy in School Education in Central Asian Countries (The Case of Kazakhstan, Kyrgyzstan, and Uzbekistan)

In today’s interconnected world, implementing media and information literacy (MIL) into school education is essential to equip students with the critical skills needed to navigate an increasingly complex information landscape and discern between credible sources and misinformation. By fostering a generation of media-literate individuals, students can be empowered to become responsible consumers, creators, and contributors in the digital age, thus safeguarding democratic principles and promoting informed civic engagement. This research paper delves into the critical challenges surrounding the implementation of MIL in school education across Central Asian countries, with a specific focus on Kazakhstan, Kyrgyzstan, and Uzbekistan. Through a comprehensive examination, the study addresses key issues such as the perceptions of MIL trainers and experts regarding its significance, exemplary approaches for integration into school education, assessment methods of MIL education programs, differences between Central Asian and global MIL programs, the impact of MIL deficiency on the educational system, and the potential consequences of neglecting its implementation. Drawing on in-depth interviews, existing literature, and comparative analyses, the paper sheds light on the complexities and implications of MIL implementation within the unique context of Central Asia.

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

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.