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Mediennutzung in der Familie: Orientierung und Ideen für den digitalen Alltag

Düsseldorf: Landesanstalt für Medien NRW (2021), 38 pp.

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Media Literacy
Key Guides

W. James Potter

Los Angeles et al.: Sage, 10th ed. (2021), xxiv, 477 pp.

"[This book] teaches students how to navigate through the overwhelming flood of information found in today’s media-saturated world. Drawing from thousands of media research studies, author W. James Potter explores key components to understanding the fascinating world of mass media. Potter presents ... more

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Media and Information Literacy: A Bibliography

Chennupati K. Ramaiah, Raoi M. Saraswati

Desidoc Journal of Library Technology, volume 41, issue 4 (2021), pp. 316-336

"Information literacy emphasizes to the access, evaluation and use of information. Media literacy emphasizes the ability to understand, evaluate and use media as a leading source and producer of information. Thus, UNESCO considered information literacy and media literacy together as Media Informatio ... more

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Medienguru: Meinungsfreiheit spielerisch vermitteln. Spiele und Übungen für Trainerinnen, Pädagogen und Jugendliche ab 14 Jahren

Elena Zondler, Simon Didszuweit

Bonn: Deutsche Welle DW Akademie (2021), 115 pp.

"Wie steht es um die Meinungsfreiheit in der Welt? Wie wirkt sich Zensur auf die Medienlandschaft eines Landes aus? Was muss man beim Teilen von Nachrichten auf Social Media beachten? Und was hat es mit Desinformation und Hate Speech auf sich? Vor allem für junge Menschen gewinnen diese Fragen imme ... more

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Media and Information Literacy and Fostering Global Citizenship

Sangsaeng, issue 56 (2021), pp. 9-32

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Promoting Media Literacy Among Older People: A Systematic Review

Päivi Rasi, Hanna Vuojärvi, Susanna Rivinen

Adult Education Quarterly, volume 71, issue 1 (2021), pp. 37-54

"The aim of this study was to advance understanding of how to foster media literacy among older people. A systematic review was conducted of 40 empirical studies published between January 2005 and April 2019. The literature review provided information and practical implications for researchers, desi ... more

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General Overview and Recommendations. Media Literacy Sector Mapping in Georgia, Latvia, Moldova and Ukraine

Riga: Baltic Centre for Media Excellence (BCME) (2021), 12 pp.

"The Missing Strategic Holistic Approach Every selected country is going through a process of securitization of the media literacy as part of national security and defence. These changes were made in response to military and informational aggression from Russia, however, each faces the threat at a d ... ifferent scale. In all countries, there is a need for a holistic strategic approach to media literacy. At the same time, this approach has developed at different rates in each country. Nevertheless, in each country there are attempts or plans to create systemic policy with action plans. The main obstacles, however, can be summed up in the following ways: the lack of a holistic vision and evidence-based approach; missing a joint understanding and definition of the role of media literacy in society; low level institutional coordination and cooperation; a lack of resources; and a lack of political will to define and prioritise selected vulnerable groups, including minorities. Government Institutions: Trust, Transparency and the Required Coordination and Cooperation Different approaches are implemented in designing institutional leadership in each country. In Ukraine and Georgia, there are attempts to establish consolidating bodies (separated or based on Ministries). In Latvia and Moldova, there are no clear publicly available strategies for development. Among the most common institutional implementers in all countries are the Ministries responsible for education, culture and digital technologies and transformation. In each country there are attempts (at different stages of implementation) to create governmental agencies and/or platforms to combine media literacy initiatives and activities. At the same time, a strong connection to the government raises concerns within the NGO community, especially in countries with high levels of corruption. There is a clear need for more trust, based on transparency between state and non-state actors. As a result of a missing strategic approach, there are problems with government related cross-institutional cooperation - among ministries, regulators and governmental agencies in every country. While strategic documents underline the priority of critical media literacy and outline the skills needed to evaluate information for well-informed decision making, the dominant approach in all four countries, is for certain government bodies to focus on digital literacies and technical skills, and not on critical thinking. Non-Governmental and International Organisations: Setting the Agenda This lack of understanding, coordination and cooperation among government structures, accompanied by the dominance and importance of non-governmental actors, creates an imbalance in setting the agenda. NGOs mostly get financial resources from international organisations and foreign actors. Donors and supporters through requesting specific projects, developing calls and competing initiatives are transforming the media literacy environment at the AAA level - by selecting actors, defining audiences and endorsing activities. The current agendas of international supporters and donors are aimed to fill gaps - to support the non-governmental community and to create projects for minorities, also in minority languages. However, international organisations need to evaluate interventions, and they need to come up with projects adapted for local audiences, as well as demonstrate successful examples to other non-governmental partners in other countries." (General findings, pages 4-5) more

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Misinformation Policy in Sub-Saharan Africa: From Laws and Regulations to Media Literacy

Peter Cunliffe-Jones, Assane Diagne, Alan Finlay, Sahite Gaye, Wallace Gichunge, Chido Onumah, Cornia Pretorius, Anya Schiffrin

London: University of Westminster Press (2021), 220 pp.

"The volume first examines the teaching of media literacy in state-run schools in seven Sub-Saharan African countries as of mid-2020, as relates to misinformation. It explains the limited elements of broad media and information literacy (MIL) included in the curricula in the seven countries studied ... more

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Do you Speak MIL? Media and Information Literacy: A Handbook for Jordanian CSOs

Milica Pesic, Lucien Michael Steinberg, Anoud Al-Zou’bi

Amman: UNESCO; United Nations Office of Counter-Terrorism (2020), 124 pp.

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Seoul Declaration on Media and Information Literacy for Everyone and by Everyone: A Defence Against Disinfodemics

Seoul: UNESCO (2020), 3 pp.

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Media and Information Literacy Index. Country Report Ghana

Dennis Reineck, Luise Krumm

Bonn: Deutsche Welle DW Akademie (2020), 27 pp.

"Ghana’s youth is embracing digital. According to the representative survey conducted for DW Akademie’s MIL INDEX study, three quarters of 15-25-year-olds own a smartphone. Over 70 % report going online with a mobile phone as well as using Facebook and WhatsApp on a weekly basis. Use of several ... more

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Evaluation of UNESCO’s Work in the Thematic Area of Media and Information Literacy (MIL)

Paris: UNESCO (2020), 128 pp.

"Overall, this evaluation has shown that over the last biennia UNESCO has made significant achievements through its work in MIL and is holding the lead in this constantly evolving field that has gained increasing importance at the forefront of global and national agendas. It also revealed that MIL o ... more

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Media and Information Literacy Index. Country Report Uganda

Dennis Reineck, Luise Krumm

Bonn: Deutsche Welle DW Akademie (2020), 25 pp.

"Young Ugandans are reluctant to voice their concerns and take part in public discussions according to indicative findings from the MIL INDEX country study presented here. The eight focus groups conducted for the study in Kampala and Bugembe early in 2019 revealed that youths are using both traditio ... nal and social media extensively, but discussions of political and public issues take place mainly in closed circles on platforms like WhatsApp. “It is a suffocated environment,” says media expert Gerald Businge. This MIL INDEX study is aimed at obtaining a concise picture of media- and information-related skills amongst youths under the age of 35 in Uganda. It addresses five dimensions of Media and Information Literacy (MIL) based on DW Akademie’s MIL model: access, analysis, reflection, creation, and action. The focus group participants see themselves living in the “the dot-com era” though access to the Internet and even television is far from universal in Uganda. The smartphone is the most popular device and it serves as a benchmark when judging more traditional media (radio, television, and newspapers). Social media are used alongside traditional media, but there is a feeling that traditional media, especially radio, are losing touch with the Ugandan youth of today. There is a general neglect of printed media, based on an aversion to long reads and often also difficulties in understanding them. Some participants feel they are addicted to social media and online messengers. When it comes to analytical skills, the Ugandan youths in the focus groups are not very critical of the media environment they live in despite the overwhelming evidence that state control, intimidation, and media concentration are problems in Uganda. But they do pick up on news bias and sensationalism. They are also aware of the fact that online sources and social media information should not be trusted blindly. Participants can differentiate between quality and tabloid-type media, but an alarming proportion does not know their constitutional right to freedom of expression. The level of reflection on the part of focus group participants is medium to low. They can render many cases of cyberbullying/hate speech, disinformation and cybercrime, though they are not always aware of the difference. Especially the examples of cyber-harassment that are recounted in the focus groups reveal that female youths are primarily targeted. At the same time there seems to be little in the way of counselling for victims and there was not enough reflection of the background to such malevolent forms of communication. Strategies in coping with them are not very elaborate, though some groups did mention methods of verification in the context of disinformation several times. There is considerable potential for support when it comes to dealing with cyberbullying, cyber-harassment, hate speech and cybercrime." (Executive summary) more

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Media and Information Literacy Index. Country Report Kenya

Dennis Reineck, Georg Materna, Luise Krumm

Bonn: Deutsche Welle DW Akademie (2020), 27 pp.

"The young generation in Kenya rejects disinformative and hateful communication. When asked for their opinion on these matters in a representative survey, a majority of 15-25-year-olds evaluated them as “not to be trusted” and “not funny”. This is one of the most important results of DW Akad ... more

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Media and Information Literacy Index. Country Report Côte D’Ivoire

Luise Krumm, Dennis Reineck

Bonn: Deutsche Welle DW Akademie (2020), 27 pp.

"Young Ivorians are adept at using digital media. They are creative when it comes to using digital media and many have developed strategies to cope with media malpractices such as cyberbullying or hate speech. These are two significant, indicative findings from the present MIL INDEX country study. B ... oth seem very impressive considering the challenges of high illiteracy rates and the strongly politicized national media landscape in Côte d’Ivoire. The results of the study are drawn from eight focus groups conducted in the beginning of 2019 in Abidjan and Bouaké and interviews with eight local experts. They confirm that young people are very good at using and creating content on social media but urgently need better critical, analytical, and reflective skills. This MIL INDEX study is aimed at obtaining a concise picture of media- and information-related skills amongst youths under the age of 35 in Côte d’Ivoire. It addresses five dimensions of Media and Information Literacy (MIL) according to DW Akademie’s MIL model: access, analysis, reflection, creation, and action. In terms of access the focus groups conducted for this study reveal that young urban and semi-urban Ivorians use a variety of different media for purposes such as consuming information, communication, entertainment, education, or business information. Digital media, particularly social media platforms and instant messengers, are the most used and most popular among this age group and are generally preferred over traditional media. Nonetheless, radio and television are still valued for their auditory and visual input which are significant characteristics considering the high illiteracy rates of about 40,4 % present in Côte d’Ivoire (UIS, 2018). A divide between more urban and more rural regions is visible in the case of radio programs, which are more popular in more rural settings. The focus groups suggest this is due to the fact that local radio stations are often the only media which provide news relevant to more remote areas. Most other media show a tendency to focus only on news from the capital. Printed media are widely regarded as too costly and outdated by Ivorian youths. The results of the analysis dimension indicate that most focus group participants possess a good digital and media knowledge while at the same time many lack awareness of their rights to freedom of expression and access to information. Striking was that youths generally consider content provided by traditional media to be more trustworthy, but mainly consume social media content. This and often very loose definitions of what media quality means showed that there is still room for improvement when it comes to the young people’s analytical skills. Overall, urbanites seem to question the trustworthiness of media content slightly more than youths from more rural regions. Results from the reflection dimension confirm that Ivorian youths are constantly exposed to malevolent forms of communication and media malpractices such as cyberbullying, hate speech, sexual harassment, and disinformation. Most young people show strong abilities when it comes to recognizing media problems and using prevention or coping strategies to handle them. Exceptions are politically motivated disinformation and biased reporting which are taken as normal in the Ivorian context. Due to this tendency towards normalization only very few young people reflect critically upon this media malpractice. Reflection on a deeper level such as on the impact of media messages or motivations of news outlets is often missing among young people." (Executive summary) more

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Media and Information Literacy Index. Country Report Burkina Faso

Dennis Reineck, Luise Krumm

Bonn: Deutsche Welle DW Akademie (2020), 28 pp.

"Reliable, high quality information is a key priority for the young generation in Burkina Faso. Perhaps as a consequence of political insecurities and the prevalence of violent extremism, a majority of young people between 15 and 25 years seems very aware of the negative consequences of malevolent f ... more

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Population Perception of the Media and Media Skills in the Republic of Moldova

USAID; UKAID; Internews; Magenta Consulting (2020), 159 pp.

"This report aims to assess the perception of the media and media skills among the citizens of the Republic of Moldova in 2020 and shows the dynamics compared to the first similar report conducted in 2018. This study assesses the extent to which media consumers can assess the quality media content, ... more

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Media Literacy Toolbox

Waltham: Education Development Center (2020), 63 pp.

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Media and Information Literacy

Bonn: Deutsche Welle DW Akademie (2020), 13 pp.

"Media and Information Literacy (MIL) plays an essential role in helping people navigate the media. It helps them separate fact from fiction, exercise their right to access information and be active members of the media ecosystem. DW Akademie’s goal is to empower young people to be active and act ... more

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Media and Information Literacy: Lessons from Interventions Around the World

Dora-Olivia Vicol

London; Johannesburg; Buenos Aires: Full Fact; Africa Check; Chequeado (2020), 13 pp.

Media Literacy Key Guides

Media Literacy
Key Guides