Media and Information Literacy Repository – South Asia

The media portray various social groups stereotypically, and studying the effects of these portrayals on prejudice is paramount. Yet, audience selectivity—inherent within today’s high-choice media environments—has largely been disregarded. Relatedly, the predominance of forced-exposure designs is a source of concern. This article proposes the integration of audience selectivity into media stereotype effects research. Study 1 (N¼ 1,166) indicated that prejudiced individuals tended to approach prejudice-consistent stereotypical news and avoid prejudice-challenging counter-stereotypical news. Using a forced-exposure experiment, study 2 (N¼ 380) showed detrimental effects of prejudice-consistent news and beneficial effects of prejudice-challenging news. Relying on a self-selected exposure paradigm, study 3 (N¼ 1,149) provided evidence for preference-based reinforcement. Study 4’s “net-effect perspective” (N¼ 937) indicated that operationalizing exposure as forced or self-selected can lead to different interpretations of actual societal effects. The findings emphasize the key role played by audience selectivity when studying media effects.

Although at present there is broad agreement among researchers, health professionals, and policy makers on the need to control and combat health misinformation, the magnitude of this problem is still unknown. Consequently, it is fundamental to discover both the most prevalent health topics and the social media platforms from which these topics are initially framed and subsequently disseminated. This systematic review aimed to identify the main health misinformation topics and their prevalence on different social media platforms, focusing on methodological quality and the diverse solutions that are being implemented to address this public health concern.

Film and television play a key role in shaping cultural perceptions of disability, yet they often rely on recurring stereotypes that may reinforce stigma and exclusion. While scholarly interest in this issue has grown, academic literature remains fragmented and lacks a comprehensive synthesis. This scoping review, conducted following the PRISMA-ScR methodology, examines how disability is represented through stereotypical portrayals in narrative audiovisual media, specifically scripted films and television series. It identifies peer-reviewed studies that explicitly analyze these representations and their narrative or sociocultural functions. The review maps dominant tropes, theoretical frameworks, and disciplinary approaches, and includes a qualitative analysis of the selected corpus. While persistent stereotypes remain common, the review also identifies a growing presence of more inclusive and complex portrayals that challenge traditional norms. By providing a structured overview of existing research, this study contributes to a better academic understanding of how disability is portrayed on screen and supports efforts to foster more inclusive and accurate representations in popular media.

The U.S. population is becoming more diverse in terms of race, ethnicity, religion, gender, and sexuality. In some ways, television, film, video game, and news content reflect that reality. Yet, in other ways, such content falls short, in terms of underrepresenting particular social groups and/or depicting those groups in a limited manner. The current review essay details the ways in which a number of minoritized social groups are portrayed in major media forms in the U.S. and connects to the research on implications of such depictions for minoritized as well as non-minoritized groups. A call for future research that centers the ways in which identities are intersectional, balances agency and vulnerability, and unpacks the complex and contextual nature of media content and influence is made, in addition to identifying new topical areas for research.

This qualitative study documents evidence of first year undergraduate students' collaboration processes and information literacy learning while completing research assignments in groups during a semester-long course. Focus group interviews and artifacts collected in the web-based tool Evernote allowed us to conduct an in-depth analysis of students' collaborative behavior in terms of their actions, feelings, and thoughts during information seeking behavior (Kuhlthau, 2004), and of the potential of collaboration for fostering information literacy development. Our analysis revealed that certain conditions should be present to facilitate information literacy learning through collaboration: 1) Technology that enables real-time interaction and both active and passive sharing; 2) Meshing of students' interests through the assignment framing; and 3) Students' acceptance of the collaboration technology as a worthwhile tool. In addition, multiple factors determined the extent of the information literacy learning developed through the collaborative assignment tasks, including group dynamics, prompts for students to teach each other information skills, encouragement of students to share exemplars of notes or written assignments, exposure to different points of view, and time management.

This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched.

In this essay, the authors offer a context for discussions about fake news, democracy, and considerations for media literacy education. Drawing on media ecology and critical media studies, they highlight the longer history of fake news and how this concept cannot be separated from the media technologies in which cultures grow. They discuss current iterations of this phenomenon alongside the effects of social media and offer a preview of the contents of this special issue on media literacy, democracy, and the challenge of fake news.

This study explored how media literacy programs can contribute to shifting societal attitudes towards gender equality, focusing on the effectiveness of media education in shaping the views of both men and women in Lusaka. The study examined the extent to which media literacy programs empower individuals, particularly youth, to challenge discriminatory narratives and advocate for equitable practices. It also assessed the effectiveness of integrating media literacy into educational curricula and community initiatives in fostering a culture of inclusivity and respect for gender diversity. A mixed-methods approach was employed, combining qualitative and quantitative research designs to gain a comprehensive understanding of how media literacy influences gender equality practices. A combination of purposive and stratified random sampling was used to select the participants as well as institutions. The sample consisted 200 respondents; Media consumers, Media practitioners, Advocacy groups as well as Educators and students. Structured open-ended interviews, focus groups and questionnaires were used to respondents to collect data. The quantitative data were analyzed using appropriate statistical methods, such as descriptive statistics using SPSS (Statistical Package for Social Sciences) and Microsoft excel whereas the qualitative data were analyzed thematically by coding them to categorize responses into themes. The findings revealed that Media literacy plays a pivotal role in fostering gender equality practices by equipping individuals with the ability to critically analyze and interpret media content. Additionally, the study found that media literacy also supports civic engagement by encouraging individuals to use media as a platform to advocate for gender equality. Government through local leaders should launch community campaigns using various media platforms to raise awareness about gender equality practices and the role of media in shaping perceptions, ensuring active participation from local influencers, civic leaders, and advocacy groups.

In the modern world, the rapid development of Information and Communication Technologies (ICTs) boosted a widespread influence of the media. Media provide knowledge, uninterrupted information and indirect experiences, which sometimes become as vital as the direct ones. Young people are undeniable big media consumers in our digital world: through the media young people’s outlook of the world is shaped as well as the way they interact with the others and the perception of themselves. However, neither the educational system nor the media themselves promote audiovisual skills. Media literacy is of crucial importance for human and young people development, and for a society that upholds equity and diversity, active citizenship, transparency, social inclusion and recognition of values. Therefore, media education modules need to be incorporated into teachers’ training at all school levels. Furthermore, the establishment of online Communities of Practice could capitalize the effect of any pilot or permanent effort on the achievement of this educational target. The european, three year Erasmus+ KA3 project CrAL aims to introduce the Creative Audiovisual Lab for the promotion of critical thinking and media literacy by scaling up and disseminating a good Italian practice on inclusive learning targeting to foster the 21st century skills for globally competent young people, who effectively combine knowledge about the world and critical reasoning whenever they form their own opinion about a contemporary issue. In particular, in this project partners from six countries (Belgium, Italy, Spain, Greece, Croatia and Lithuania) will foster critical thinking and media literacy among learners, parents and educational staff. This will be done through the interesting methodology “Creative Audiovisual Writing and Reading” and with the creation of two main, important tools: An online Platform, an innovative and already tested as effective tool that will include: •the online training course, offering an interesting training path to teachers and trainers to transfer the methodology “Creative Audiovisual Writing and Reading” to secondary schools and to the non-formal sector in other EU Countries, •a showcase of the audiovisual materials produced and uploaded by the students. The platform will provide a virtual space for all those (students, teachers, tutors, parents, community) that share this common interest about media education and work towards the shared goal; and, an online International Community of Practice (CoP) which will be established within the CrAL project. The CoP will also be technically supported by the aforementioned platform. This virtual CoP will: serve as a vehicle for offering teachers and tutors access to the educational material for media literacy; ensure their preparedness; manage training in the most suitable and effective way and enable professionals of all levels of education to promote collaborative learning and coocreation of content in a virtual environment. Both of the tools, the Platform and the virtual CoP will be developed within the project in order to effectively achieve the ultimate aim of CrAL that is to promote the social inclusion of beneficiaries through the provision of skills, abilities and capacities in order to act as active citizens through social environments and to bring positive social change.

American democracy has been repeatedly buffeted by changes in media technology. In the 19th century, cheap newsprint and improved presses allowed partisan newspapers to expand their reach dramatically. Many have argued that the effectiveness of the press as a check on power was significantly compromised as a result (for example, Kaplan 2002). In the 20th century, as radio and then television became dominant, observers worried that these new platforms would reduce substantive policy debates to sound bites, privilege charismatic or “telegenic” candidates over those who might have more ability to lead but are less polished, and concentrate power in the hands of a few large corporations (Lang and Lang 2002; Bagdikian 1983). In the early 2000s, the growth of online news prompted a new set of concerns, among them that excess diversity of viewpoints would make it easier for like-minded citizens to form “echo chambers” or “filter bubbles” where they would be insulated from contrary perspectives (Sunstein 2001a, b, 2007; Pariser 2011). Most recently, the focus of concern has shifted to social media. Social media platforms such as Facebook have a dramatically different structure than previous media technologies. Content can be relayed among users with no significant third party filtering, fact-checking, or editorial judgment. An individual user with no track record or reputation can in some cases reach as many readers as Fox News, CNN, or the New York Times.

The unprecedented pace of technological advancement and intensification of globalization in the 21st century have fundamentally reshaped the demands placed on education systems worldwide. Addressing these evolving challenges requires a paradigm shift towards the cultivation of integrated competencies essential for navigating complex, technology-driven environments. This study critically examined the synergistic integration of digital literacy, critical thinking, and collaborative learning as a strategic response to these demands. Distinct from prior research that has predominantly treated these competencies in isolation, this study introduces a comprehensive conceptual framework that explores their interdependencies and collective influence on educational outcomes. Using a quantitative survey design, data were gathered from 450 high school and university students in urban regions in technology-rich educational settings. Structured questionnaires were used to assess students' proficiency in digital literacy, critical thinking, and collaborative learning, with subsequent data analysis conducted using descriptive statistics, correlation, and regression methods. The findings reveal that, although the majority of students demonstrate high digital literacy (72%) and engagement in collaborative practices (70%), critical thinking proficiency remains comparatively underdeveloped (58%), with weak correlations observed among the three competencies. These results underscore the urgent need for integrated pedagogical models that can move beyond fragmented skill development. This study identifies key barriers, including limited evaluative reasoning, group coordination challenges, and critical analysis deficiencies, that inhibit effective competency integration. By proposing an innovative framework for embedding digital literacy, critical thinking, and collaborative learning into unified educational practices, this study contributes to the advancement of educational theory and practice. Policy and curriculum recommendations include the adoption of project-based learning methodologies, the incorporation of digital verification exercises, and targeted professional development initiatives for educators to foster a holistic skill set vital for future academic and professional success.

Bots (short for software robots) have been around since the early days of computers. One compelling example of bots is chatbots, algorithms designed to hold a conversation with a human, as envisioned by Alan Turing in the 1950s.33 The dream of designing a computer algorithm that passes the Turing test has driven artificial intelligence research for decades, as witnessed by initiatives like the Loebner Prize, awarding progress in natural language processing.a Many things have changed since the early days of AI, when bots like Joseph Weizenbaum’s ELIZA,39 mimicking a Rogerian psychotherapist, were developed as demonstrations or for delight.

Social workers must have the requisite new media literacies to engage in social work practice in the modern digital age and increase their digital competence. This article demonstrates how students can obtain the necessary digital competencies for their future social work practice through an enhanced participatory learning environment based on 12 specific new media literacies situated in a master’s level macro social work practice course. A description of the learning assignments and participatory activities is provided along with results from a mixed-methods evaluation of the student’s experiences. Findings indicate statistically significant results in increasing new media literacies among students and that participatory learning activities enhanced student knowledge and skills. Discussion and implications related to new media literacies and the future of social work education are also provided.

This article explores how participatory online tools can enable media literacy learning outcomes premised on production, participation, and collaboration. In Spring 2009, 218 students enrolled in media literacy courses at Hofstra University and the University of Maryland remixed news from major news networks around the world using CitationLinkTV's (n.d.) Know the News remix tool. The participants were then asked to complete a series of questionnaires detailing their experiences with remix, media literacy, and learning about bias, perspective, and ethics in news. The study investigated how the remixing process influences new understandings of bias, perspective, and ethics in the context of digital technologies and participatory web tools. The results of this study show that by allowing students to actively remix and (re)create their own media scripts, they were able to better grasp the storytelling process and its limitations. These outcomes recommend that students in P–12 education may better utilize new media technologies if they embrace active educational strategies throughout their educational experiences. Teachers armed with firsthand experience of such tools will be better prepare to enable participation, engagement, and creativity with their students in the 21st century.

Media as the fourth pillar of democracy as immense power to act as the watchdog of the society. It is the mirror of society and reflects of happenings in the society. It can influence the masses and the convergence of the media has further enhanced its potential as a tool of creating public opinions and values. Television which has become the most important medium of mass communication in India pays an important role in creating public opinion. Mass awareness by using the media on issues of political, social and economic importance holds the foundation of any democracy. Infact, development communication, has developed as a discipline wherein, Media play its role in the development of the nation. It is mostly observed that news on political and economic issues dominate over social issues. Social issues are not given the kind of importance or platform of communication that it deserves. Issues of violence against women and other discrimination against women which basically stems from unequality – both in terms physical and economic power – between men and women is rarely given the importance it deserves. Media’s role in a democracy is to bring mass awareness on political, social and economic issues. However, media channels tend to give preference to political and economic news items over social issues, especially the issue of women. This has lead to the issues on women take a backseat Media can play a significant role in sensitizing the society about gender issues. But, before that, the media itself needs to be sensitized in covering women issues. The distribution of power between the two sexes – both physical and economic- is unequal, leading to discrimination against women. Media exerts immense influential power on the masses; this cannot be undermined. Portrayal of women as equal has not been given the priority it deserves by the media. Women issues should be dealt in a sensitive, responsible way by the media. Declining sex ratio, rape, workplace sexual harassment, dowry-related crimes domestic violence molestation, eve-teasing and honour killings are some of the issues that the media needs to sensitize the society about. Total women empowerment can come about only if it includes political, social, cultural and other dimensions of human life. This happens only if development includes women participation and control over resources of power. The electronic media and particularly TV has become the most influential medium of mass communication. It is a disturbing trend when media negatively portrays women as “the weaker sex” who should remain subservient. Most disturbing, however, is the disproportionate coverage of sensationalized violence. Sexual brutalization of women has remained a highly marketable commodity. “Commodification” of women as “sexual objects” in advertisements should be stopped. Media can either be an accomplice to gender based discrimination or it can challenge the gender bias by providing balanced coverage.

The present study explores the affordances of virtual reality (VR) technologies to enhance digital and media literacy skills within an interdisciplinary and inclusive K-12 English as a Foreign Language (EFL) learning context. Addressing gaps in research on the design and impact of VR experiences in secondary education, the study investigates VR affordances not only as a learning tool, but also as a medium for knowledge co-creation through learning by doing, with students acting as the agents within digital social contexts. The study was conducted for two years, with 59 participants aged 13–14 years old, following a structured five-phase intervention model with the intent to comply with DigComp 2.2 guidelines for digital citizenship and the Universal Design for Learning (UDL) for inclusive educational practices. The phases involved (a) training on the technological level to leverage digital tools; (b) media and information literacy (MIL) instruction in VR; (c) collaborative VR artifact creation; (d) peer evaluation; and (e) dissemination with peers from other sociocultural contexts for an iterative process of continuous content improvement and social discourse. Mixed methods data collection included pre/post-course surveys, pre/post-tests, observation journals, and student-generated VR artifact evaluations. The findings indicate consistent learning gains across both years, with an average pre–post gain of 18 points (Cohen’s d = −2.25; t = −17.3, p < 0.001). The VR-supported intervention fostered complex skillset building within a VR-supported dynamic learning environment that caters to diverse needs. Students’ reflections informed a framework for designing inclusive media literacy in VR, structured around three main pillars: Narrative Structure, Strategic Design, and Representation Awareness. These themes encapsulate the practical, cognitive, and ethical dimensions of VR design. Sub-themes with examples contribute to understanding the key design elements of VR in promoting participatory engagement, digital and media literacy, critical discourse, and inclusive education. The sub-themes per pillar are signaling and multisensory cues, storyline, and artful thinking; schema formation, multimedia encoding, and optimal cognitive load; and bias-free, respect for emotional impact, and language and symbols. Complementary quantitative findings confirmed the themes of the proposed framework, revealing a positive correlation between the perceived ease of use (PEoU) with digital skills development and a negative correlation between perceived usefulness (PU) and cognitive load. The study concludes with recommendations for pedagogy, curriculum design, and future research to empower learners in shaping sustainable digital futures.

This chapter covers definitions, examples, and contemporary debates about media literacy education through the lens of access, diversity, inclusion, and equity. We consider how media literacy enriches the lives of children and teens while also empowering them, with positive implications for their knowledge of and social interactions in the world around them and about themselves. We share up-to-date theory and research findings relevant to media literacy education, especially for diverse young media users, while drawing connections with larger questions of access, equity, diversity, and inclusion. We also look at how media literacy education could sometimes, ironically, exclude minoritized youth, thus reinforcing rather than challenging power, status quo, hierarchies, and inequalities. This chapter explores how media literacy education can reflect or challenge wider hierarchies of societal power and privilege.

The digital age has changed the terrain of literacy and calls for a change in pedagogical strategies for media literacy instruction. The growing frequency of false information, hate speech, and other damaging materials on the internet emphasizes how urgently students need to be given the critical skills to properly and responsibly negotiate the digital media environment. The studies examined under stress the need of active learning, practical application, and student participation in developing media literacy skills. The studies underline that the idea of literacy has developed beyond conventional text to include multimedia and multimodal skills required in new media environments. The results imply that even if student teachers value these new literacies, their knowledge is still rather scattered and limited. The COVID-19 epidemic has made educational difficulties even more severe, especially in early childhood education, which emphasizes how urgently teachers' technological competency should be improved and creative ideas for blended learning should be investigated. The studies also underline the need of active participation and real-life application in developing media literacy skills and stress the part of simulation and experiential learning in improving knowledge acquisition and self-efficacy among young. The results of the research point to a possible bias in librarians' media and information literacy (MIL) instruction toward conventional information literacy strategies and underline the need of a more balanced and theoretically grounded approach to MIL instruction that integrates both media and information literacy concepts. The studies also underline the transforming power of real, cooperative, and intergenerational learning experiences in teacher education as well as the need of attending to the particular media literacy needs of elderly persons, a group sometimes neglected in conventional teacher preparation programs. The studies show strong proof that experiential learning programs—especially those using simulations—are successful in increasing young social media literacy. The studies taken together highlight the need of active participation, completion of guided actions, and instructional design that reduces distractions and maximizes significant learning opportunities. The knowledge gained from these studies provides insightful direction for teachers, legislators, and researchers working to promote media literacy and raise a generation of responsible digital citizens

Since the 1980s, media literacy has been a central topic in the field of communication, media, and education studies as a result of a parallel growth of polarization between societal groups and use of digital technologies for self-representation. In this article, we present a brief overview of the evolvement of media literacy and other competing terms and discuss emerging approaches that incorporate issues related to the politics of difference, representations and voice of marginalised groups. Although existing concepts and projects focus on singular aspects such as representation and media production by minorities, they do not commonly integrate concerns of diversity and media literacy education from a critical and holistic perspective. Building on critical pedagogy, feminist and decolonial theory, there is a need for a more inclusive and intersectional approach to media literacy education. Such an approach should focus not only on marginalized groups but also on society as a whole, it should advocate a critical understanding of the mediated construction of reality and offer grounds to successfully challenge dominant representations, and it should equip people with the skills not only to participate and raise their own voices but also to pay more attention to practices of listening to work toward a level playing field between mainstream and marginalized groups.

Online participation through social media has been considered as having a great potential for promoting learning. However, the effectiveness depends on multiple factors. This paper identifies (1) the learner’s motivation toward using social media to engage in informal learning and (2) the opportunities and challenges in implementing social media for informal learning through the review of 15 empirical articles. The review indicates that people are motivated to participate in learning based on their personal interests and experiences, the desire to share knowledge and exchange information. Their motivation is fundamental to the emergence of informal learning. Moreover, social media could facilitate informal learning as either personal learning or learning in a community. The considerations of this study can contribute to the current understanding of online informal learning and also provide implications to the future design of instructional technologies.

Cultural representation and the media have a significant impact on how people view themselves and others, shaping society's attitudes and views. This abstract looks at how the media reinforces preconceptions and looks at ways to question and change cultural portrayals so that they are more genuine and inclusive. Media representations frequently perpetuate negative narratives that marginalize and distort various communities by reinforcing stereotypes based on sexual orientation, gender, color, and other characteristics. In addition to reflecting preexisting biases, these preconceptions influence public opinion and policy agendas while also fostering social inequality and discrimination. It takes intentional efforts to broaden media representation and elevate marginalized voices to challenge stereotypes. The cultivation of more accurate and nuanced portrayals of varied identities requires the implementation of initiatives that support media literacy, diversity in media ownership, and inclusive casting procedures. Furthermore, advocacy efforts and grassroots movements are essential for increasing public awareness, ensuring media responsibility, and promoting inclusive and moral narrative techniques. Media has the potential to be a potent instrument for social and cultural change by giving underrepresented people the voice to express their own stories and by subverting prevailing narratives. Changing how the media and culture are portrayed calls for community involvement, legislative changes, and group efforts to combat stereotypes and advance equity. In media content, embracing diversity, authenticity, and respect for varied identities can help create a more inclusive society in which everyone is respected, represented, and given authority.

Social media has become an integral part of youth's daily lives. Though it brings many benefits such as creative self-expression and opportunities for social connection and support, studies have revealed that exposure to cyberbullying, misinformation and disinformation, or phishing and scams pose great risks to youth's mental health and long-term development. There is no lack of education programs designed to teach youth media literacy, but very few offer experiential learning environments to support youth's development of social media literacy. Youth learners' engagement patterns and learning outcomes in such environments remain unknown. This study seeks to fill in this gap by examining how learners' engagement patterns predict learning outcomes (social media literacy) in a simulated environment that embodies the core components of experiential learning. Two types of data were collected from: 1) n = 150 youth participants in a controlled environment (“data from the classroom”), and 2) n = 3552 participants on the internet (“data in the wild”). The findings revealed learners' engagement patterns (e.g., time spent, completion rate of actions etc.) in different phases of experiential learning, and highlighted the importance of active participation (taking recommended actions instead of passively viewing the course content) in predicting better learning outcomes. This study contributes to understanding the relationship between learners' engagement patterns in experiential learning environments and their knowledge outcomes in social media literacy, and offers practical implications for the improvement of instructional design to enhance experiential learning.

Despite renewed interest in news literacy (NL) as a way to combat mis- and disinformation, existing scholarship is plagued by insufficient theory building and inadequate conceptualization of both “NL” and its application. We address this concern by offering a concise definition of NL and suggest five key knowledge and skill domains that comprise this literacy. We distinguish NL from its application to behaviors that communication scholars have been interested in, including news exposure, verification, and identifying misinformation. We propose an adapted Theory of Planned Behavior (TPB) to include NL in addition to the existing components (attitudes towards the behavior, social norms, perceived behavioral control) when modeling NL Behaviors. We discuss how this model can unite scholars across subfields and propose a research agenda for moving scholarship forward

The media landscape has long been a battleground for the representation of minorities. Stereotypes, biases, and underrepresentation continue to plague portrayals of diverse groups, contributing to harmful narratives and perpetuating societal inequalities. This article delves into the intricate web of media representations, scrutinizing the pervasive presence of stereotypes, exposing the challenges faced by minorities in achieving equitable portrayals, and exploring potential avenues for change. Through critical analysis of theoretical frameworks, empirical research, and real-world examples, we illuminate the power of media to shape perceptions, the consequences of biased narratives, and the growing calls for diverse and nuanced storytelling. By advocating for responsible media practices, fostering critical media literacy among audiences, and empowering marginalized voices, we can pave the way for a media landscape that truly reflects the richness and complexity of our diverse society.

Generation Z students, born in the late 1990s and early 2000s, have had technology since a young age and are comfortable with the Internet and social media, but are not necessarily media literate, and when it comes to service, they are focused on solving problems. With this in mind, a media literacy experiential learning project was incorporated as a component of an upper level undergraduate course. The goal of this project was to provide college students with the tools necessary to think critically about media content by leading workshops for students in two local high schools. The students enrolled in the course were exposed to the concepts of information and misinformation, social media in journalism, and information literacy before reviewing three core lessons: 1) Deconstructing the News and Evaluating Sources, 2) Balance, Fairness, and Bias, and 3) Truth and Verification. To gather data, the students enrolled in the upper level undergraduate course completed a news literacy skill assessment and a personal reflection. The results of the assessment indicated the students’ knowledge to be above the emerging or intermediate level when it comes to identifying credible sources. However, results also showed that the students’ knowledge is below emerging or intermediate level when it comes to identifying methods of different types of media and news, evaluating reliability of sources, and determining whether the information provided is fair and balanced. On the other hand, the student reflections indicated advocacy of media and news literacy lessons and recognition of personal knowledge deficits when it comes to media and news literacy. The results of this experiential learning project highlight the importance of combining new models of engaged learning with frameworks for media and news literacy.