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Cybergrooming: Sexuelle Gewalt im Internet. Arbeitsmaterialien für Schule und Jugendarbeit

Rebecca Michl-Kraus, Dominique Facciorusso, Stefanie Rack

Ludwingsafen: klicksafe; Medienanstalt Rheinland-Pfalz (2024), 32 pp.

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The Spot the Troll Quiz game increases accuracy in discerning between real and inauthentic social media accounts

Jeffrey Lees, John A. Banas, Darren Linvill, Patrick C. Meirick, Patrick Warren

PNAS Nexus, volume 2, issue 4 (2023), pp. 1-11

"The proliferation of political mis/disinformation on social media has led many scholars to embrace “inoculation” techniques, where individuals are trained to identify the signs of low-veracity information prior to exposure. Coordinated information operations frequently spread mis/disinformation ... more

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Assessing Digital and Financial Literacy in Papua New Guinea: A Survey on Knowledge, Skills and Access

Suva, Fiji: UN Capital Development Fund (UNCDF) (2023), 66 pp.

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Trainer's Manual: Digital Literacy Training Toolkit

Hive Colab; UN Capital Development Fund (UNCDF) (2023), 53 pp.

"[...] digital divide has demonstrated the urgency of our vision of building an inclusive digital economy and made it even more critical than ever before. UNCDF’s strategy, ‘Leaving No One Behind in the Digital Era’ launched in 2019, UNCDF continues to work with the government, private sector, ... more

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More-than-Human Wellbeing: Teaching Resources for Years 9-12. Australian Curriculum

Elizabeth Heck, Deborah Lupton

Sydney: UNSW (2023), 54 pp.

"The More-than-Human Wellbeing Learning Activities and Resources aim to provide senior secondary school students with an understanding of digital technologies, data and their application in the context of health information in an era of emerging technologies. Based on the exhibition curated by Profe ... more

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Ni zorras ni héroes: Guía para trabajar el consumo de pornografía en menores. Conceptos básicos y actividades para llevar a cabo con grupos de adolescentes o en tutorías educativas

Miryam Barbero Reyes

Granada: Diputación de Granada (2023), 36 pp.

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Zu nackt fürs Internet?

Düsseldorf: klicksafe; Landesanstalt für Medien NRW (2023), 2 pp.

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Wenn das Smartphone zur Hölle wird. Cybermobbing bei Jugendlichen: Tipps für Eltern & Lehrkräfte

Mainz: Weißer Ring, 3. Aufl. (2023), 18 pp.

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Navigating the Infodemic with MIL: Media and Information Literacy

Felipe Chibás Ortiz, Sebastián Novomisky (eds.)

Buenos Aires; Paris: Defensoría del Pueblo; UNESCO (2023), 284 pp.

"These book’s articles are the result of the First Conference on Digital Literacy, Citizenship and Disinformation in Times of Pandemic, jointly organised by the UNESCO Regional Office in Montevideo, Uruguay, and the Public Defender’s Office of Audience Rights. Five thousand people participated i ... more

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Projekte der Initiative Stärker mit Games 2018-2022

Berlin: Stiftung Digitale Spielekultur (2023), 95 pp.

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Media and Information Literacy as a Public Good

Maarit Jaakkola, Tomás Durán-Becerra, Omwoyo Bosire Onyancha eds.)

UNESCO; UNIMINUTO (2023), 416 pp.

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Juegos, videojuegos y juegos online

Huelva: Grupo Comunicar; Junta de Andalucía, Consejería de Inclusión Social, Juventud, Familias e Igualdad (2023), 31 pp.

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La alfabetización mediática y digital en el curriculum: Propuestas didácticas transformadoras

Rosa García-Ruiz (ed.)

Madrid: Dykinson (2023), 185 pp.

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In the intersections between media and education: Teachers’ practices and factors associated with developing students’ media literacy in secondary schools

Priscila Berger

Ilmenau: Technische Universität Ilmenau, Doctoral Thesis (2023), xiv, 124 pp.

"Policies and guidelines at different levels officially involve schools in promoting media education. In this regard, the responsibility for putting media education initiatives and guidelines into practice is mainly on the teachers. However, little is known about under what circumstances young peopl ... e tend to rely on teachers to develop media competencies and how the variance in teachers’ engagement in media education can be explained. The present work seeks to verify what factors are associated with students’ learning of media-related aspects from teachers and teachers’ efforts in developing students’ media-related competencies. The framework adopted in the empirical work consists of three main aspects. First, it refers to concepts of media pedagogy and educommunication to address teachers’ practices involving media. These practices correspond to the interplay of fostering students’ media competencies with using media use for instruction and mediating students’ media use. Second, it addresses the variety of media-related competencies prescribed in media and digital literacy guidelines. Finally, based on previous research in the field, the framework includes contextual and individual characteristics as influencing factors of media education practices. The first study approaches teachers’ role as media educators. This study explores the characteristics of students, schools, and countries that are associated with the incidence of learning computer and information competencies primarily from teachers. Therefore, data from 14 participant countries in the 2013 International Computer and Information Literacy Study were analyzed with a three-level regression model. The findings show that the most significant predictors are at the individual’s level, as gender, access to ICTs at home, parental socioeconomic conditions, and self-efficacy concerning ICT yield positive associations with recognizing teachers as primary digital mentors. The schools’ characteristics do not show significant associations. At the country level, ICT Development Index associates negatively and significantly with students’ relying on teachers to develop computer and information competencies. The second study focuses on content taught in media education at school, accounting for the comprehensiveness of topics and competencies that are part of media literacy frameworks. The goal is to identify aspects that favor and disfavor teachers’ practice of media education integrated into traditional school subjects. With linear regression analysis, models including teachers’ and schools’ characteristics are tested to predict the fostering of different areas of media competence and the mediation of opportunities and risks in students’ media use. Therefore, data collected from secondary teachers in the Thuringia State, Germany, in a project in which the author was involved were analyzed. The series of analyses conducted reflect the process of model development. Considering all models tested to predict teaching of different areas of media competence, the positive and strong associations with ICT use and perceived importance of the competence area are a constant. However, how teachers evaluate the ICT available at their school does not usually play a role. Moreover, it became clear that media education has less room in Gymnasium schools than in other school types, and most competence areas tend to be fostered in non-STEM subjects. The third study addresses the use of ICTs to foster students’ media-related competencies. The associations between teaching with and teaching about media in the data collected from teachers in Thuringia are tested through exploratory structural equation modeling. Therefore, the fostering of different media competence areas and the use of various types of ICT are considered. Moreover, their associations are tested, controlling for schools’ and teachers’ traits. The results show that teachers’ use of computer laboratories and basic computer programs with their students predicts all four competence areas positively and strongly. The use of mobile devices and online applications in class yield significant associations with fostering information competence. Conversely, using presentation and visualization ICTs does not seem to be involved in activities promoting media literacy. The effects of training, collaboration, and satisfaction with the school’s ICT observed in the regression analyses of the second study are confirmed. The findings presented can contribute to refining the discussions about media education in the academic, political, and educational spheres. To consolidate media education in schools, it is pertinent to consider teachers’ different practices involving media, the several dimensions of media literacy competences, and the variety of ICTs that may be used in classes. These dimensions should be integrated into teachers’ training so that they get solid preparation to practice media education and develop an awareness of the extent of their role as media educators." (Abstract) more

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DQ Global Standards Microcredentials (GSM): A Global Interoperable Codification of Digital Skills for AI and Sustainability

DQ Institute (2023), 23 pp.

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Google Scholar (87)

WorldCat (82)

Empowering Communities with Media Literacy: The Critical Role of Young Children

Vitor Tomé, Belinha S. De Abreu

New York et al.: Peter Lang (2023), xvi, 225 pp.

"This book details the project "Digital Citizenship Education for Democratic Participation" involving approximately 400 pre-school and primary school children, their families, teachers, and community members in a Lisbon locality. The research presented aims to answer the following question: To what ... more

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Girls’ Digital Literacy in the East Asia and Pacific Region: Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Viet Nam

Mitsue Uemura (coord.)

Bangkog: UNICEF East Asia and Pacific Regional Office (2023), 76 pp.

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Addressing hate speech through education: A guide for policy-makers

Paris: UNESCO (2023), 68 pp.

"This guide for policy-makers developed by the United Nations’ Office on Genocide Prevention and the Responsibility to Protect (OSAPG) and UNESCO provides specific strategies and approaches to address hate speech within and through education. Countering harmful, discriminatory and violent narrativ ... more

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Medienkompetenz in einer digitalen Welt

Sonja Ganguin, Johannes Gemkow, Anna-Maria Kamin, Uwe Sander et al.

Bonn: Bundeszentrale für politische Bildung (bpb) (2023), 67 pp.

"Medien – digitale wie traditionelle – spielen eine zentrale Rolle im Leben der Menschen. Sie informieren über das Geschehen weltweit und bieten zudem diverse Kommunikationsmöglichkeiten, beruflich wie privat. Einen großen Teil ihres Alltags bewältigen Menschen digital. So haben sich durch d ... more

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A Digital and Financial Literacy Toolkit

Barbara Birungi Mutabazi, Brian Tomusang

Kampala: Hive Colab; United Nations Capital Development Fund (UNCDF) (2023), 53 pp.

"In this toolkit, our focus is on the use of mobile phones to the maximum benefit of women, men, youth, smallholder farmers and refugees, to enable them access digital financial services." (Background, page 11)