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Media Literacy Toolbox

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

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Hamara Internet Online Safety of Young Adults' Curriculum

Shmyla Khan, Muhammad Usman, Seerat Khan

Digital Rights Foundation (DRF); Friedrich Naumann Foundation (2020), 49 pp.

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Digital Literacy: A Review of Literature

Reddy, Pritika, Bibhya Sharma, Kaylash Chaudhary

International Journal of Technoethics, volume 11, issue 2 (2020), pp. 65-94

"Information and communication technologies (ICT) along with the internet have fueled advancements and growth in banking, transportation, economics, and most of all in education in the 21st century. The 21st century citizens are provided with new opportunities that have been created with the advance ... more

External Link (147)

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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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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Verstehen, was ist: Auf dem Weg in die nachrichtenkompetente Gesellschaft

Anna-Katharina Meßmer, Alexander Sängerlaub

Stiftung Neue Verantwortung (2020), 80 pp.

"In den digitalen Debattenräumen führt die Möglichkeit, dass heute jede:r selbst senden und publizieren kann, zu zahlreichen Herausforderungen. Dies zeigt sich vor allem in der Überfülle zahlreicher gleichzeitiger, teilweise widersprüchlicher privater und öffentlicher, journalistischer, wisse ... 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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Digital education action plan 2021-2027: Resetting education and training for the digital age

European Union (2020), 2 pp.

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Online media literacy - rest of the world: Demand for training is going unmet

Google; Ipsos MORI (2020), 2 pp.

External Link (84)

Digital Literacy Training Guide: A Guide for Mobile Money Agents and Digital Literacy Change Agents

London: GSMA (2020), 51 pp.

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Supporting Quality Journalism through Media and Information Literacy

Martina Chapman, Markus Oermann

Strasbourg: Council of Europe (2020), 66 pp.

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Media Literacy Smartphone

P. Steager, R. Hobbs

Providence, RI: Media Education Lab (2020), 7 pp.

Google Scholar (98)

WorldCat (97)

Evaluación de las competencias digitales de estudiantes de educación obligatoria: Diseño, validación y presentación de la prueba Ecodies

Ana Iglesias Rodríguez, Azucena Hernández Martín (eds.)

Barcelona: Octaedro (2020), 232 pp.

"El imparable progreso tecnológico, los nuevos dispositivos electrónicos que se van incorporando al mercado, a la sociedad y a los centros educativos, demandan la adquisición y desarrollo de competencias digitales sólidas entre los ciudadanos. Dado que es en la etapa de Educación Obligatoria cu ... more

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Digital Literacy Key Performance Indicators for Sustainable Development

Danica Radovanovic, Christine Holst, Sarbani Banerjee Belur, Ritu Srivastava, Georges Vivien Houngbonon et al.

Social Inclusion, volume 8, issue 2 (2020), pp. 151-167

"The concept of digital literacy has been defined in numerous ways over the last two decades to incorporate rapid technological changes, its versatility, and to bridge the global digital divide. Most approaches have been technology-centric with an inherent assumption of cultural and political neutra ... more

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BMZ Toolkit: Digitale Bildung
Deep Insights

Key Guides

Bonn; Berlin: Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung (BMZ) (2020), 168 pp.

Google Scholar (109)

WorldCat (103)

Medien bilden Werte: Digitalisierung als pädagogische Aufgabe

Michael Dietrich, Björn Friedrich, Sebastian Ring (eds)

München: kopaed (2020), 333 pp.

"Das Buch erscheint anlässlich des 25-jährigen Bestehens von Interaktiv, dem Münchner Netzwerk Medienkompetenz. Die Autor*innen werfen einen Blick zurück, beleuchten den Stand der Medienpädagogik mit ihren aktuellen Herausforderungen und wagen auch verschiedene Blicke nach vorn. Mit diesem Buch ... more