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What Do We Know About Algorithmic Literacy? The Status Quo and a Research Agenda for a Growing Field

Anne Oeldorf-Hirsch, German Neubaum

New Media & Society, volume 27, issue 2 (2023), pp. 681-701

"The increasing role of algorithms shaping our use of communication technology—particularly on social media—comes with a growth of empirical research attempting to assess how literate users are regarding these algorithms. This rapidly emerging field is marked by great diversity in terms of how i ... more

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Medien in der Familie: Tipps für Eltern

Barbara Buchegger et al.

Wien: Bundeskanzleramt; Saferinternet.at (2023), 62 pp.

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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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Digital Skills in the Global South: Gaps, Needs, and Progress

Katharina Fietz, Jann Lay

Hamburg: German Institute for Global and Area Studies (GIGA) (2023), 13 pp.

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Recherchiere richtig: Gib Fake News keine Chance. Uniterrichtskonzept

Steen Frederik, Marc Albrecht-Hermanns

Düsseldorf: Landesanstalt für Medien NRW (2023), 88 pp.

External Link (237)

Assessing Digital and Finacial Literacy in Fiji: A Survey on Knowledge, Skills and Access

Suva: United Nations Capital Development Fund (UNCDF) (2023), 77 pp.

Google Scholar (219)

WorldCat (227)

Réseaux sociaux numériques et jeunes: Penser les enjeux éthiques des usages

Rose Mama Diouf

Paris: L'Harmattan (2023), 338 pp.

External Link (224)

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

Rosa García-Ruiz (ed.)

Madrid: Dykinson (2023), 185 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.

External Link (229)

Assessing Digital and Financial Literacy in Timor-Leste: A Survey on Knowledge, Skills and Access

Anwarul Azim Galib Ibn, Olivia Vakaosooso, Caz Tebbutt, Dawn Hoffman, Ruby Dennis et al.

Suva, Fiji: UN Capital Development Fund (UNCDF) (2023), 69 pp.

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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)

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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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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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The Development of Digital Skill Path for MSMEs

Zahra K. N. Murad, Fadhila Maulida, Janaska Nurrachmat et al.

Digital Transformation Center (DTC); Make-IT Indonesia; GIZ Indonesia (2023), xii, 76 pp.

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Diraya.media—Learning Media Literacy with and From Media Activists

Philipp Seuferling, Ingrid Forsler, Gretchen King, Isabel Löfgren, Farah Saati

International Journal of Communication, volume 17 (2023), pp. 901-919

"Taking stock of media activist initiatives in the Southwest Asia and North Africa (SWANA) region, this article discusses findings from case study research informing the media education platform "diraya.media." Through participatory methodology, the case studies and the bilingual (Arabic/English) we ... more

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Zu nackt fürs Internet?

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

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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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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

Google Scholar (181)

WorldCat (197)

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

DQ Institute (2023), 23 pp.

External Link (218)

Community Stewards and Social Cohesion in Digital Spaces

Search for Common Ground (2023), 27 pp.

"[...] There are 70 million individuals who are administrators of Facebook groups. Many more coordinate groups across other platforms such as WhatsApp, Signal, and others, which are often run on mobile devices - with a global user base of 5.34 billion unique mobile users. Group administrators and mo ... derators act as “community stewards.” They are individuals in charge of reviewing user-generated content to ensure users adhere to rules, regulations, and community standards of social media platforms. They hold tremendous influence over the experience of their users, but they often step into these roles without fully understanding the scope of responsibilities they are taking on. Many community stewards describe their role as a “labor of love,” representing a substantial opportunity to catalyze large-scale, positive social change across societies. Yet, they face many challenges. Stewards cite myriad challenges, risks, rewards, and opportunities they face in managing their online groups and pages. This report focuses on the role of community stewards in promoting healthier relationships in their online and digital groups in conflict-affected and fragile countries. There is growing evidence of the societal impacts stewards are driving through their platforms, such as mobilizing aid during crises, raising awareness on important issues, and fostering solutions to community challenges. Given their unique reach, influence, and trust, community stewards hold great potential to not only mobilize positive social change, but also to foster connection and belonging in a way that positively transforms relationships and disrupts the toxic polarization that divides societies and fuels violence. The potential of community stewards is clear; it is less clear how civil society, the private sector, governments, and others can best support and scale up this potential. Understanding the needs and incentives of community stewards to proactively use their roles for building healthier online (and offline) communities can help build on what works. Understanding the barriers and challenges they face in doing so, will serve as critical entry points for mobilizing the right support to stewards. This report looks to uncover the barriers and opportunities that stewards face in their efforts to build healthier and safer online communities in conflict-affected and fragile places." (Introduction) more