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Alfabetización mediática e informacional: Una guía práctica de capacitación
Key Guides

Sylvia Braesel, Thorsten Karg

Bonn: Deutsche Welle DW Akademie, 3rd ed. (2021), 241 pp.

"Hay una variedad de estrategias y enfoques que se pueden aplicar para enseñar a la Alfabetización mediática e informacional (AMI), los cuales se centran en el conocimiento, la actitud y las habilidades. Por supuesto, las y los capacitadores están en la libertad de modificar las metodologías pr ... more

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Media and Information Literacy: The Time to Act is Now!

Paris: UNESCO (2021), 12 pp.

External Link (51)

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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Media and Information Literate Citizens: Think Critically, Click Wisely!
Key Guides

Alton Grizzle, Carolyn Wilson, Dorothy Gordon (eds.)

Paris: UNESCO, 2nd ed. (2021), 403 pp.

"This pioneering curriculum presents a comprehensive competency framework of media and information literacy and offers educators and leraners structured pedagogical suggestions. It features various detailed modules covering the range of competencies needed to navigate today’s communications ecosys ... more

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Media Literacy Index 2021. Double Trouble: Resilience to Fake News at the Time of Covid-19 Infodemic

Marin Lessenski

Sofia: Open Society Institute-Sofia; European Policies Initiative (2021), 14 pp.

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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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Media and Information Literacy: A Critical Response to the Challenge of „Infodemic" in the Covid-19 Pandemic Era in Nigeria

Elizabeth Titilayo Aduloju

International Journal of Research and Innovation in Social Science, volume 5, issue 7 (2021), 24 pp.

"Nigeria, the most populous country in Africa is not left out in the fight against the COVID-19 outbreak that continues to ravage the entire universe. The deadly virus as of 26th June 2021 has infected more than 181.3 million people and killed over 3.9 million people globally. In Nigeria alone, it h ... more

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Georgia Country Report. Media Literacy Sector Mapping in Georgia, Latvia, Moldova and Ukraine

Riga: Baltic Centre for Media Excellence (BCME) (2021), 24 pp.

• The role of Media Literacy in resilience building is considered to be of pivotal importance, which is further stressed in the policy documents published within the last couple of years in Georgia. However, it is essential to underscore that the failure of achieving consensus on strategic approac ... hes between state and non-state actors remains the central obstacle towards enhancing the cooperation among the key stakeholders. Therefore, there is a need to create a cooperation format among governmental and non-governmental organisations that would ensure the elimination of mistrust, political neutrality and enhance the overall resilience level of the media consumers. • In order to define the target audience and evaluate the programmes carried out by various organisations, one requires comprehensive research focused on media consumption habits and the impact of media literacy programmes on beneficiaries. • Apart from evaluating the knowledge and skills that beneficiaries gain from media literacy projects, it is also essential to analyse the methodology that organisations use with different audiences to develop and refine their respective methodologies and tailor them better to diverse audiences. • The expertise of non-state actors with various resources needs to be utilised to achieve project sustainability and long-term results. In addition, these experiences should be incorporated into the formal academic processes. • Given the importance of media and digital literacy as transferable skills defined by the National Curriculum, there is a need to advance critical thinking from an early age, which by itself can be achieved by introducing media literacy as a compulsory subject in the school curricula. • Coming up with joint curricula-based assessment indicators and media and digital literacy definitions remains another essential priority since there is a lack of unified definitions among stakeholders. • Content diversification is crucial for Media outlets. This can be carried out by introducing MIL components not only in educational but entertainment content as well. • In the framework of preparing programmes intended to build the resilience of society, the Georgian Public Broadcaster (GPB) should cooperate with non-state actors to promote media literacy initiatives and pay special attention to the most vulnerable groups, including ethnic minorities. • There is an evident coordination problem across donors that often choose overlapping regions and target audiences, thus neglecting some of the most vulnerable audiences. Hence, the local representatives of international organisations should cooperate on setting strategic priorities to optimise resources. • Donors should allocate more resources to conduct evaluations and facilitate the implementation of best practices on the ground." (Concluding remarks, pages 20-21) more

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

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

External Link (53)

Latvia Country Report. Media Literacy Sector Mapping in Georgia, Latvia, Moldova and Ukraine

Solvita Denisa-Liepniece et al.

Riga: Baltic Centre for Media Excellence (BCME) (2021), 30 pp.

"• A holistic approach is needed. Media literacy goes far beyond media, education and culture. It should become an essential part of everyday life, taking appropriate forms to attract, to connect and to activate responsible decision making. The recent trending issues are digitalisation (before 201 ... 3), focus on disinformation (and mixing it up with “fake news”) after 2016, as well as (dis)trust due to the influence of the Covid-19 pandemic after 2020. Today the focus is on how the issues related to data transparency, new gadgets and wearable technology, are changing the media landscape and media consumption. • Developing internal and external factors, related to media literacy, shows that some changes are here to stay. Adaptability to new agendas, tools, techniques is a must for the area. The challenges and known and emerging threats connected to media literacy emphasise the necessity for a holistic approach within a society. • Strategic strengthening of collaboration should be considered by the stakeholders. There is discord regarding who should do what, as functions in legislation and other regulating documents are very general. Clearly defined responsibilities for formal networking with clear timelines, as well as ad-hoc informal networking should be considered. • Financial sustainability and media literacy focused institutions. The media literacy initiatives are un26 derfunded by the state. It is mainly international donors who are setting the agenda. For instance, newly identified needs such as projects for marginalised parts of society or those tired from the news do not get the appropriate response from the community of media literacy actors. Those actors, who occasionally deliver projects on media literacy, are mostly busy with other projects. • Future-oriented media literacy. Behaviour prediction and redirection of the audience, connected to data collection and events, are topical issues for political and business purposes. The issue is connected to the emerging military technologies of influence (Kania, 2020; Tullis, 2019), means that activities related to increasing resilience and adaptability should continue. There is a need on a national level to encourage capacity building and informing media literacy stakeholders on prospective topics to be included. • While mentioning the external factors, some experts said media education should be considered essential without the need to connect to external actors, and to be part of any informed decision making centric and human centric process, taking it out of the political scope. • Solutions cannot be just Top-Down or Bottom-Up, as the skills and knowledge needed should be interconnected with issues relevant for the society. Motivation and engagement of the fragmented audiences, by promoting media literacy and quality journalism is essential for making a strong, responsible and sustainable country. There will be a growing need for very precise and different types of media literacy initiatives (in scope, format, and nature) in society. • Evidence based media literacy should be appropriately funded. The networking needed for increasing research should be considered a priority for cross-sectoral cooperation." (Concluding remarks, pages 25-26) more

External Link (101)

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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2019 Media Consumption and Media and Information Literacy Survey in the Countries of Central Asia (Kazakhstan, Tajikistan, Uzbekistan)

Internews; USAID (2021), 38 pp.

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Media and Information Literacy and Fostering Global Citizenship

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

External Link (138)

MIL Training Online: Tips and Tricks

Liudmila Corlateanu, Evaldas Rupkus

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

External Link (125)

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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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.

External Link (215)

Public Media Accountability: Media Journalism, Engaged Publics and Critical Media Literacy in the MENA

Abeer Al-Najjar

London: LSE Middle East Centre (2020), 22 pp.

"This study examines the ways in which Arab citizens, as media users, could be enabled to influence news media conduct and thus enhance media practicioners’ commitment toward ethical journalistic practices and standards, particularly accuracy, balance and fairness. It aims to explore the possibili ... more

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Fake News und Desinformation: Herausforderungen für die vernetzte Gesellschaft und die empirische Forschung

Ralf Hohlfeld, Michael Harnischmacher, Elfi Heinke, Lea Sophia Lehner, Michael Sengl (eds.)

Baden-Baden: Nomos (2020), 361 pp.

"Desinformation ist eine Konstante der politischen Kommunikation. Doch mit der Wahl Donald Trumps zum Präsidenten der Vereinigten Staaten und der Brexit-Abstimmung in Großbritannien erhielten bewusst lancierte Falschnachrichten eine neue gesellschaftliche Bedeutung. Denn nun wurde sichtbar, welche ... more

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Background Document: National Media and Information Literacy (MIL) Policies and Strategies in Albania

Albanian Media Institute; UNESCO (2020), 37 pp.

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News Literacy in Bangladesh: National Survey

Saiful Alam Chowdhury

Dhaka: Management and Resources Development Initiative (MRDI) (2020), 109 pp.

Alfabetización mediática e informacional: Una guía práctica de capacitación Key Guides

Media and Information Literate Citizens: Think Critically, Click Wisely! Key Guides

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

Alfabetización mediática e informacional: Una guía práctica de capacitación
Key Guides

Media and Information Literate Citizens: Think Critically, Click Wisely!
Key Guides

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