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ICT Use for Teaching Media Literacy: A Closer Look at the Relationships Between Teaching with and Teaching about Media

Priscila Berger

Media Literacy and Academic Research, volume 4, issue 2 (2021), pp. 6-24

"Information and communication technologies (ICTs) are often considered crucial for teaching media and information literacy (MIL). However, there is a wide variety in educational media, and there are different competence areas in MIL. Thus, the idea that using any ICT can facilitate the fostering of ... more

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Online Safety - Media Literacy Strategy. Mapping Exercise and Literature Review, Phase 2 Report

RSM UK Consulting; Department for Digital, Culture, Media and Sport (DCMS) (2021), 61 pp.

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WorldCat (107)

Parenting Generation Screen: Guiding Your Kids to Be Wise in a Digital World

Jonathan McKee

Colorado Springs (CO): Focus on the Family Publishing (2021), 196 pp.

"Prioritizing connection over correction, 'Parenting Generation Screen' is a guide for parents that will equip you with key questions and conversations to help you process screen limits with and for your kids. You’ll learn how to dialogue in meaningful ways about social media, entertainment, and s ... more

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„Quelle: Internet“? Digitale Nachrichten- und Informationskompetenzen der deutschen Bevölkerung im Test

Anna-Katharina Meßmer, Alexander Sängerlaub, Leonie Schulz

Berlin: Stiftung Neue Verantwortung (2021), 143 pp.

"Eine Auswahl der Test-Ergebnisse im Überblick: 1) Unterschiede zwischen Desinformation, Information, Werbung und Meinung wer den zum Teil nur schwer erkannt [...] 2) Ob eine Quelle vertrauenswürdig ist, wird oft richtig eingeschätzt. Interessens konflikte werden seltener erkannt [...] 3) Kennzei ... more

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Cybersafety: The experiences of Ni-Vanuatu women and girls online

Port Vila, Vanuatu: CARE Vanuatu (2021), 42 pp.

"The Girls Online (GO!) Cybersafety project (GO! Cyber) aims to equip young women and girls with the skills and resources to participate meaningfully and safely in cyberspace. The project is implemented by CARE Vanuatu and Sista with the support of Australia’s Cyber and Critical Tech Cooperation P ... more

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MIL Training Online: Tips and Tricks

Liudmila Corlateanu, Evaldas Rupkus

Bonn: Deutsche Welle DW Akademie (2021), 7 pp.

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Media and Information Literacy: A Practical Guidebook for Trainers
Key Guides

Sylvia Braesel, Thorsten Karg

Bonn: Deutsche Welle DW Akademie, 3rd ed. (2021), 237 pp.

"The authors have updated, expanded and partly completely rewritten the texts. They attached particular importance to presenting the contents in a way that is as easy to understand as possible. For this purpose, they were able to draw on their experiences and observations in many Media and Informati ... more

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Guía de prevención con perspectiva de género sobre los usos problemáticos de las TIC en niños, niñas y adolescentes

Silvina Monteros Obelar (dir.)

Centro de Igualdad de la Zubia (2021), 131 pp.

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Acciones ciudadanas para verificar información

Maria Ugenia Morales, Carmen Inojosa, Erik Mayora, Joselis Gonzales

Caracas: Espacio Público (2020), 29 pp.

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Perceptions of cyber bullying in primary and secondary schools among student teachers in the Eastern Cape Province of South Africa

Liezel Cilliers, Willie Chinyamurindi

Electronic Journal of Information Systems in Developing Countries (EJISDC), volume 86, issue 4: e12131 (2020), 10 pp.

"Cyber bullying has become a topical issue among school learners in South Africa. However, there is very little guidance for schools on how to deal with cyber bullying from the South African Department of Basic Education. This study investigated the perceptions of cyber bullying in primary and secon ... more

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Artificial Intelligence: Media and Information Literacy, Human Rights and Freedom of Expression

Igor Shnurenko, Murovana, Tatiana, Ibrahim Kushchu

Moscow; Hove (UK): UNESCO; Next Minds (2020), 117 pp.

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Digital Skills Insights

Marnie McDonald (ed.)

Geneva: ITU (2020), xi, 109 pp.

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A digital media literacy intervention increases discernment between mainstream and false news in the United States and India

Andrew M. Guessa, Michael Lernerb, Benjamin Lyonsd, Jacob M. Montgomerye, Brendan Nyhanf, Jason Reiflerg, Neelanjan Sircarh

PNAS, volume 117, issue 27 (2020), 10 pp.

"Using data from preregistered survey experiments conducted around recent elections in the United States and India, we assess the effectiveness of an intervention modeled closely on the world’s largest media literacy campaign, which provided “tips” on how to spot false news to people in 14 cou ... more

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Was tun bei Cyber-Mobbing? Tipps für Jugendliche

klicksafe; LMK Medienanstalt Rheinland-Pfalz; Landesanstalt für Medien NRW (2020), 8 pp.

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Ratgeber Cyber-Mobbing: Informationen für Eltern, pädagogische Fachkräfte und andere Interessierte

Christine Kretschmer, Martín Müsgens, Nadine Eikenbusch

Düsseldorf: Landesanstalt für Medien NRW (2020), 39 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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Resisting Disinfodemic: Media and Information Literacy for Everyone by Everyone

Abuja: UNESCO Abuja Regional Office (2020), 253 pp.

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Media and Information Literacy Index. Country Report Namibia

Dennis Reineck

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

"Young Namibians are embracing the digital transformation, according to indicative findings from the present MIL INDEX country study. Interestingly, the youths that took part in eight focus groups conducted at the end of 2018 in Windhoek and Rundu are immersed in digital communication but are aware ... of the ambivalent nature of the news and information sources they find on social media and related Internet services. The importance of a critical mindset when navigating the World Wide Web was stressed by the eight experts interviewed as part of the study. This MIL INDEX study addresses five dimensions of Media and Information Literacy (MIL) according to DW Akademie’s MIL model: access, analysis, reflection, creation, and action. The focus groups conducted for this study reveal that there is a rural/urban divide in terms of access and use of media. The more rural (and older) groups use radio and television on a regular basis, while the more urban (and younger) groups tend to regard traditional media as yesterday’s media. This shift is in line with the rise of social media. Information uptake is coincidental and journalistic content is intermingled with all sorts of trivia when consumed in social networks. Smartphones are regarded by many as a substitute for newspapers, radio, and television. Amongst those who continue using traditional media, radio is turned to more often for information while TV is regarded more as an entertainment medium. Considering analytical skills, there is a certain disenchantment of the Namibian youths with journalistic media, the reporting being considered not close enough to the interests and issues of the youth. But it was interesting to find that the focus group participants’ appraisal of media in terms of trustworthiness is the exact opposite of their consumption patterns. While the discussions documented frequent use of social media these are evaluated as least trustworthy, whereas newspapers are rated highly on the trustworthiness scale but were hardly ever read. There is an awareness of the ambivalent quality of news and information on social media, but the youths cannot always name sources they consider produce high-quality information. The results in the reflection dimension are ambivalent. The youths can recount numerous cases of cyberbullying and disinformation (“fake news”). But the accompanying survey shows that while they reject hate speech and disinformation, there is a certain willingness to accept cyberbullying as given. This is echoed in the focus groups where participants’ advice is often to ignore hateful messages, rather than do something about them. However, the groups do discuss many other strategies in coming to terms with and combatting cyberbullying and disinformation. Rarely do they reflect the motivations that lie behind such behavior. It was also interesting to note that disinformation is mainly discussed with regards to online rather than traditional media." (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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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

Media and Information Literacy: A Practical Guidebook for Trainers Key Guides

Media and Information Literacy: A Practical Guidebook for Trainers
Key Guides