Media and Information Literacy Repository – South Asia

This paper offers an inquiry that involves media education, literacy, media production, and analysis as modes of teaching and inquiry related to students labeled "at-risk." Included are traditional, methodological, interpretive, social, and media issues that are inherent in literacy practices in classroom settings. At the same time, it outlines, practical, and tried non-traditional approaches that consider literary practices with an expanded notion of literacy, both a conceptual and practical bearing on areas such as English Language Arts Methods and Media Education curriculum, multi-media, video production, media text analysis and collaborative learning. Finally this paper argues that the struggle for literacy is one that can often be resolved in unexpected ways. Some of the key questions of this paper are: 1. To what extent are the observations I made about the responses of the ACE students to my Media Education Curriculum idiosyncratic? 2. To what extent are the ACE students’ abilities in dealing with traditional forms of texts affected by their experiences with Media Education Curriculum? 3. Perhaps most important, are the curricular and pedagogical questions which arise from my inquiry. One question is, "Are we willing to rethink who, how, and what we are teaching in order to develop approaches and methodologies that motivate and encourage, not only students who are struggling with traditional schooling practices, but also all students?"

In the age of digital interconnectivity, the concept of a digital footprint has become increasingly significant. A digital footprint refers to the trail of data that individuals leave behind while using the internet, encompassing social media activity, website visits, online purchases, and shared multimedia content. This abstract delves into the creation, implications, and management strategies of digital footprints, emphasizing their growing importance in personal privacy, security, and reputation management. Digital footprints are categorized into active and passive footprints. Active footprints are the data trails users deliberately leave behind, such as social media posts and uploaded content. In contrast, passive footprints are the data traces collected without the user's direct intervention, including IP addresses, browsing history, and cookies.

For this critical inquiry, the overarching goal is framed along the pedagogical imperative of surfacing the counterpoints and countercurrents in the rendering and representation of development discourses in the textbook task section of media and information literacy instructional materials. In making perceptive sense of this type of didactic media, the researcher worked on the fundamental assumption that textbook tasks “provide the terrain where meaning is shaped” (Hall, 1973, as cited in Griffin, 1991, p. 312) and, more compellingly, where the discursive intentions of the text producers (i.e., textbook authors) are expressed, enacted, and even questioned. Along this line, the textbook task section serves as a critical and potentially a transformative component of the ideological and discursive landscape. Embodied in the authors’ social mediation in the textbook tasks are converging and diverging discourses in apprehending the word (i.e., text) and the social world (i.e., context). By employing critical discourse analysis that interrogated the textual, processual and contextual dimensions, this study specifically sought to unravel and examine the counter-discourses about the material/nonmaterial realities of development/underdevelopment in various but interconnected realms of mainstream economy, politics, media, communication, and culture. Based on this research, among the alternative discourses that emerged from the thematic analysis are those that concern and revolve around (1) political values and ideologies, (2) ethical choices and practices, (3) development challenges and issues, and (4) strategic approaches and interventions which altogether complementarily contribute to the advancement of media freedom, pedagogical reform, and development justice.

We aimed to study the characteristics and usage patterns of 3D virtual worlds in the context of teaching and learning. To achieve this, we organised a full‐day workshop to explore, discuss and investigate the educational use of 3D virtual worlds. Thirty participants took part in the workshop. All conversations were recorded and transcribed for analysis. Thematic analysis was carried out to identify prominent issues and topics. We found that to fully utilise 3D virtual worlds for teaching and learning, students, tutors and educational institutions face a number of socio‐psychological, pedagogical and technological challenges. The paper highlights and discusses the issues that emerged from the workshop, supporting them with real life experiences and case studies provided by the workshop participants.

The paper discusses the issues of improving students' media literacy skills to help them to navigate through an increasingly complex information society. It reports on a project aimed at applying the blended learning model to boost high school students' media literacy levels. The given model is recognized to have a number of advantages for both teachers (tutors) and learners (students). It is generally accepted that the blended learning method provides students with profound theoretical knowledge and retains the emphasis on practice. Besides, online classes offer a great opportunity to reach a wider audience. The purpose of the paper is to describe the authors' experience in introducing a new method for improving the learners' media literacy skills based on the blended learning model. The survey responses demonstrated that the accessibility, ease-of-use, and duration of the classes were deemed effective in terms of students' engagement and increases in their media literacy level. The course helped learners to develop their critical thinking and other media-related skills, to identify propaganda, manipulation, and fake messages found in media streams

Two basic approaches namely “independent lesson approach” and “integration approach” appear in teaching media literacy. Media literacy is regarded as a separate lesson in the education program like mathematics and social sciences in “independent lesson approach”. However, in “integration approach”, activities and outcomes of media literacy are related in an existing course. It has been observed that by the 1990s, media devices and messages started to have a stronger impact on the life of a society which in turn resulted in adoption of integration approach in teaching media literacy by developed countries. Such countries specifically related media literacy specifically with teaching L1. In this study, the countries which were regarded as leaders in teaching media literacy namely England, Canada (the state of Ontario), USA, and Australia L1 teaching programs were taken into consideration in terms of relating L1 teaching with teaching media literacy; therefore, common themes were identified in their programs. A total number of 487 pages of document and 497 gains of L1 teaching programs of these countries were investigated by means of document investigation method. To analyse the data, content analysis was used. In this respect, the first analysis dealt with countries and further analysis identified the common themes of media literacy gains in L1 teaching programs. To analyse the data a qualitative data analysis program MAXQDA® was used. The results indicated that the investigated teaching programs involved media literacy gains and activities at an important level with the ratio of 37.2%. Approximately, two thirds of media literacy gains are related with “comprehension” component of media literacy whereas the rest deals with its “production” component. The component of “comprehension” includes the gains in four basic themes namely “understanding the genre of the text”, “questioning the text”, “identifying the information and ideas in the text”, and “thinking the impact of media messages on the other people” in 21 sub themes. The component of “production” includes the gains in four basic themes namely “forming content”, “using methodological information in production”, “common production and interaction”, “evaluating the own product of message” in 14 sub-themes

Semiotic analysis of media texts is an analysis of the language of signs and symbols in media texts. This analysis is closely linked to the iconographic analysis. Semiotic analysis of media texts for training purposes based on the semiotic theory of media (Semiotic Approach, Le decodage des medias), grounded in the work of such theorists as R. Barthes, C. Metz, U. Eco and others. Identification analysis is the recognition / identification of hidden messages in media texts, because media agencies often offer simplistic solutions for complex problems. The media educators can use in this area educational games with practical content, aimed at audience understanding how certain ideas, problems can be encoded, camouflaged in the media text. This article presented the main directions for Semiotic and Identification analysis on media education classes for student audience, including the examples of creative problems and issues associated with this type of the analysis in the context of media education problems, i.e. based on six key concepts of media literacy education: agency, category, language, technology, audience, representation. The author supposes that this analysis of media texts on media education classes can significantly develop media competence of students, including critical thinking and perception

According to Moore's Law, there is a correlation between technological advancement and social and ethical impacts [13]. Many advances, such as quantum computing [22], 3D-printing [11], flexible transparent screens [1], and breakthroughs in machine learning and artificial intelligence [17] have social impacts. One area that introduces a new dimension of ethical concerns is virtual reality (VR). VR continues to develop novel applications beyond simple entertainment, due to the increasing availability of VR technologies and the intense immersive experience. While the potential advantages of virtual reality are limitless, there has been much debate about the ethical complexities that this new technology presents [9], [19]. Potential ethical implications of VR include physiological and cognitive impacts and behavioral and social dynamics. Identifying and managing procedures to address emerging ethical issues will happen not only through regulations and laws (e.g., government and institutional approval), but also through ethics-in-practice (respect, care, morals, and education).

Today's social virtual worlds (SVW) are beginning to realize Stephenson's vision of the metaverse: a future massive network of interconnected digital worlds. Tens of millions of people already use these kinds of environments to communicate, collaborate, and do business. Big companies are also moving into these digital realms. Thus, in a context in which the Web is becoming increasingly social, we believe that SVWs are beginning to shape the knowledge-based and glo balized societies and economies of tomorrow. Obviously, an urgent need exists to further understand SVWs and their implications for theory and practice. This article constitutes a first attempt to bring researchers into some of the business, social, technical, legal, and ethical issues related to SVWs. We anticipate that researchers will need to build new theories and concepts for SVWs, to explore the frontiers between reality and virtuality.

Web 2.0 and virtual world technologies are here to stay. Today, our students come to our classroom with a presence on Facebook, the latest concert as a podcast on their MP3 player, and experience playing games in virtual worlds. In some respects, students are more tech-savvy than their Information Systems professors. Research showing the benefits of collaborative learning is being conducted across disciplines. This Special Issue looks at the use of Web 2.0 and virtual world technologies in information systems classes. In this paper, we introduce this Special Issue by discussing the different types of Web 2.0 technologies, looking at how they are used in information systems education, and examining some of the advantages and disadvantages of using them in the classroom. The final section of this paper addresses some future thoughts regarding the use of Web 2.0 technologies in our classes.

Virtual worlds present tremendous advantages to cyberlearning. For example, in virtual worlds users can socialize with others, build objects and share them, customize parts of the world and hold lectures, do experiments, or share data. However, virtual worlds pose a wide range of security, privacy, and safety concerns. This may lead educators to become (or not) apprehensive of the virtual worlds in using and adapting them as learning technologies. This study examined how educators perceive risks and uncertainties in virtual worlds. We also investigated how educators’ level of use of virtual worlds influences their risk perception level. Our results indicate a divergence between risk perception and reality in the virtual worlds. We use the seminal risk perception model developed by Fischhoff and his colleagues, and our revision to this model to explain these results. Finally, we discuss implications of our research for education management, and make recommendations to educators and policy makers who consider using virtual worlds as a learning technology.

It is a testament to the popularity of virtual reality (VR) that we have this wide-ranging book by Grigore (Greg) Burdea and Philippe Coiffet. Only a few decades ago, even the term “virtual reality” would have been unknown to most people. Now some of the biggest technology companies in the world are vying for leadership in the field, investing heavily in VR research, development, and products. This book contains a tremendous amount of information. It is logically organized by chapters, in an organization that is easy to follow from the unifying diagram at the beginning page of each chapter. This simple diagram is a straightforward way for the reader to relate the different chapters in the book to each other

This paper offers a broad vision of the potential benefits which virtual worlds may provide for improving learning, collaboration, motivation and therefore, the improvement in academic performance of students. The paper underlines how virtual worlds may offer new experimental platforms through new interactions perceiving the changeable nature of technology. The article is based on the results of the experience developed in the mainframe of the educational innovation project performed at La Laguna University during the 2012-2013 academic courses. The technological infrastructure has been created already and the 3D graphic modelling was designed using open source software aiming for creation of the ‘La Laguna Virtual University’ virtual world. Teachers have given ubiquitous classes in this virtual environment interacting with students. All feedback from teachers and students has already been gathered in this experience.

Media and Information Literacy (MIL) is globally recognized as an essential set of skills necessary for navigating the complexities of the 21st century information ecosystem. The core issue addressed by this analysis is the heightened vulnerability of marginalized populations, specifically tribal artisans in India, to targeted misinformation. This research moves beyond viewing MIL as a mere technical skill set, instead framing it as a critical pedagogical approach capable of fostering systemic societal resilience and enabling agency. The research focuses on the intersection of cultural vulnerability and economic exploitation within the artisan community. The analysis confirms that tribal artisans in India face significant information vulnerability due to cultural norms, high exposure to financial and health risks, and low digital literacy, demonstrating that conventional MIL approaches are inadequate. The strong demand for training underscores the need for culturally responsive, context-specific pedagogies that position MIL as essential for economic security and cultural sovereignty.

The current media eco-system has become more and more polluted by the various avatars of “fake news”. This buzz term has been widely used by academics, experts, teachers and ordinary people, in an attempt to understand and address the phenomenon of information disorder in the new media environment. However, studies have rarely questioned what teachers, key stakeholders in the media literacy field, actually understand by “fake news”, and to what extent the new digital tools available to fact-check are actually viable solutions to fight disinformation actively. In this context, we conducted focus groups (N=34 people interviewed in 4 focus groups) with teachers in four countries (France, Romania, Spain and Sweden), in order to assess their understanding of “fake news”, as well as their perception of possible measures to combat the phenomenon, with a particular focus on digital tools. The findings show that the understanding of the concept of “fake news” differs from one country to the other, but also within the same country, with a common feature across countries: intention to deceive. Additionally, respondents identified lack of media and information literacy (MIL) in education as a major gap for combatting information disorders. Furthermore, they find that the use of digital tool for professional fact-checking needs to be repurposed or followed by pedagogical instructions to fit into the complexity of educational practices. Our findings highlight possible solutions for MIL in education using a combination of technocognition and transliteracy as theoretical framework and scaffolded pedagogical design for better adoption of fact-checking techniques.

The term ‘fake news’ has been overused to define news which is factually incorrect either without any ill intention or to deliberately deceive people. There could be various kinds of fake news in the media ecosystem. The scholars and media practitioners prefer to use ‘misinformation’ to denote fake news from a broader perspective. With the growth of social and digital media, the volume of misinformation has increased manifold. The fact-checking agencies, independent or attached to the mainstream publications, have been relentlessly trying to bust misinformation. However, the systematic, organized and technology-driven misinformation generators and distributors are defeating these efforts with the time, speed and bias of the news consumers. With 570 million internet users in India (FICCI 2019), mostly without a proper understanding of the new medium of text, images, video and audio mixed, the fight against misinformation is getting tougher. The wave of misinformation aided with the messages of propaganda, tilted with ideology and commercial interest, unverified assertions is confusing for the audience. Still, people are showing more faith in social media content, often generated by the users, than the mainstream media. This is an alarming situation. Hence, there is a need for digital media literacy at several levels, especially at the grassroots to combat the menace of misinformation. Digital news literacy essentially means consciously accessing, evaluating, understanding the underlying meaning of the message (Livingstone 2003) mediated through complex images, sound, words and deciphering the subtleties while consuming the digital content (Lanham 1995). This paper, through a heuristic method, tries to explore a three-pronged approach to carry out a digital news literacy campaign both among the news producer-publishers and the news consumers. This can help in forming a concrete plan of action, despite the challenges, to educate the digital, mobile-first news consumers in combating the spread of misinformation.

This study aims to investigate why a remarkable number of fact-checking organizations go beyond “fact-checking” and directly involve Media and Information Literacy (MIL) initiatives and delve into their practices, strategies, and challenges. A qualitative research design was adopted via interviews combined with online observations conducted between January and October 2021, with 12 practitioners from 8 different organizations around the world. Fact-checkers aim to inoculate the public against false information flow and build resilience via educational strategies. They also work within the educational system and mobilize volunteer teachers as proxies to disseminate the knowledge to a wider public. The results indicated that when fact-checking organizations involve educational projects with a politically neutral stance, they attract funds from NGOs, tech companies, and sometimes from governments. Thus, it brings an opportunity to widen the social reach and strengthen their separate education departments by employing more educators and translators

Widespread misleading stories circulating in networked public spheres have raised debates about their potential harm to democracies, organizations, and individuals. In the face of this challenge, educators have been rightly questioning how to prepare students to thrive in this so-called post-truth era. Scholarship on media and information literacies has often focused on incorporating new topics to address the issue and re-articulating learning goals. This body of work, however, does not address the question of how to deal with fast-paced changes that surround information disorder in the digital age. Based on Stuart Selber’s multiliteracies, this article proposes a set of competencies in combination with an analysis of the factors that contribute to the creation and circulation of false information. My argument focuses on students’ need to effectively identify misleading stories, thoughtfully question the role of technology in society, and ethically engage in civic dialogues. Taken together, these skills and knowledge provide a framework that they can expand upon as the landscape of information disorder shifts.

Introduction. Misinformation is a complex challenge that cuts across all fields and thus requires an interdisciplinary solution. As professionals who support information access and evaluation across fields and have long-championed information literacy, librarians could be well-situated to facilitate collaborative responses. So far, however, library science has remained fairly siloed in its approach, similar to other fields. Method. As a conceptual paper, this submission does not employ a detailed methodology but provides an overview of relevant literature.Analysis.This paper provides a high-level overview of research and thinking related to misinformation and information literacy across a wide range of fields.Results.The overview illustrates the complexity of the problem and the intersecting ideas and responses, with a focus on how these relate to librarianship and information literacy.Conclusion(s). The paper concludes with a proposed framework for an interdisciplinary approach to studying misinformation with an aim to developing information literacy competencies.

The rise of fake news and misinformation in the digital age poses serious risks for individuals andsociety, particularly during crises like the Israel-Hamas war, the Russian-Ukraine war, or the COVID-19 pandemic. Misinformation serves as a tool to manipulate public opinion and create discord.Vulnerability to manipulation increases in online spaces during crises, where authoritativeinformation is scarce. Emergency management, public health, political and publicadministration, as well as media professionals and citizens express concern and seek solutionsto enhance information quality during such critical times. This article highlights user-centredapproaches to countering fake news and misinformation, tracing their historical evolution fromancient Greece to the present, focussing on their relevance during the COVID-19 crisis and incontemporary information warfare. It describes the vulnerability of audiences to misinformationand outlines prevailing trends in user-centred countermeasures. This article also introducesrecent research on the effectiveness of media literacy interventions on truth discernment, across-cultural comparison of the perception of negative consequences and the injunctive norm,a comparison of video and text to promote lateral reading in adolescents, content-specificindicators on Twitter from a user perspective, a learning system for detecting misinformation aswell as ethical and security considerations in automated detection.

Due to the prevalence of misinformation in current media environments, there is an urgent need for effective media literacy interventions that broadly protect people from its negative effects. However, such interventions do not always have their desired impact, calling for a better understanding of the factors influencing their efficacy. Therefore, we conducted a systematic literature review on 80 experimental studies, following the PRISMA checklist. Interestingly, findings suggest that intervention effectiveness depended more on the outcome variables targeted than on specific intervention characteristics. Notably, most interventions successfully improved users’ ability to detect misinformation, likely because many were specifically designed with this goal in mind. However, their effects on persuasive outcomes (e.g., attitudes) were more inconsistent, suggesting that changing such outcomes may require different or additional strategies beyond misinformation detection training. Based on these findings we propose several suggestions for future research and recommendations for developing more effective media literacy interventions.

The acceleration of digitalization and post-truth debates due to the pandemic process focuses on technology and its effects. As the order evolves from the known universe to the Metaverse, individuals are also in the middle of a centralization where one single instrument controls everything with technological proximity. Centralization forces everyone into a more accessible and efficient communication process by consolidating many possibilities into a single device, but it also makes the spread of information faster and more uncontrolled than ever, diminishing the importance of truth. This post-truth world creates individuals who create their reality, impacting the growth of individuals the most. Cyberbullying emerges at this point, endangering children and teenagers' development and mental health. From a media perspective, technological advancements do not guarantee correct information dissemination. As the spread rate and opportunities increase, so do false information and news. It triggers the spread of false information, fake news, and cyberbullying when the truth is irrelevant. Therefore, the need for verifying information arises. Fact-checking methods are directly related to digital literacy and media literacy problems. Understanding how to verify the information and protect against false, deceptive, and fake news is crucial. The study examines two information verification platforms. Research findings reveal that news is verified by various methods and techniques using numerous tools by platforms, primarily by photo or video content, resulting in the detection of information distortions such as false connection and fabricated-manipulated content. The study also found that various photo/video verification tools and anonymous websites were frequently used.

The growing globalization process has boosted the rapid development of the digital era and technology and given rise to a new concept of citizenship, that of global citizenship and cyber-citizenship, which imposes a new way of being and knowing how to act with others. The cyberbullying phenomenon and the preoccupation to combat it emerged in this context. This paper reflects on the role of education in digital literacy to prevent cyberbullying using a citation-based literature review conducted using this trilogy. Digital literacy was found to help individuals understand appropriate online behaviour and ethical guidelines, enabling them to recognize what constitutes cyberbullying and understand the potential consequences of their actions. By promoting responsible online behaviour, digital literacy can reduce the incidence of cyberbullying. Digital literacy empowers individuals to recognize signs of cyberbullying, whether they are victims or bystanders. By being aware of different forms of cyberbullying, such as harassment, impersonation, or spreading rumours, individuals can identify when they or others are being targeted. This awareness allows for early intervention and support. Moreover, digital literacy encourages individuals to be active bystanders and intervene when they witness cyberbullying. It gives them the knowledge and skills to respond appropriately, such as reporting the incident to relevant authorities or supporting the victim. By empowering bystanders, digital literacy promotes a collective effort to combat cyberbullying. In conclusion, digital literacy is crucial in comprehending and addressing cyberbullying, equipping individuals with knowledge, skills, and a responsible mindset for engaging in the digital world.

The Internet in the 21st century became a necessity for the students. The use of social media platforms has changed the way of communication at tremendous speed. This fast-paced development of communication through social networking sites led to potential cyber threats. This results in an increase in the number of cyberbullying cases worldwide. Additionally, there is little discussion regarding the ethical implication of using social media in school and colleges. so, this study aimed to determine the effectiveness of media literacy on prevention of cyberbullying amongst students. In this present study research employed survey method. The selection of samples is done through simple random sampling. A quantitative approach is used in this study. The finding implies that media literacy will play a critical role in reducing cyberbullying as 80% of respondents felt that media literacy is required to minimise online harassment.

Background Cyberbullying has become a significant concern among adolescents, with various factors contributing to its prevalence. Previous research suggests that social-emotional competence can influence bullying behaviors and cyberbullying, but the mediating roles of bullying, school conflict, and media literacy remain underexplored. Objectives This study aims to investigate how social-emotional competence relates to cyberbullying, specifically examining the mediating roles of bullying behaviors, school fighting, and media literacy among Iranian adolescents. Method A descriptive correlational design was employed with a sample of 564 high school students from three cities in China and one city in Tehran, selected through random cluster sampling. Data were collected using four instruments: the Social-Emotional Competence Questionnaire, the Media Literacy Questionnaire, the Illinois Bully Scale and the Cyberbullying Victimization Experience Questionnaire. Path analysis techniques were used for data analysis. Results The findings indicated that bullying behaviors, school conflicts, and media literacy significantly mediate the relationship between social-emotional competence and cyberbullying. Specifically, higher social-emotional competence was associated with reduced bullying behaviors and conflict, which in turn contributed to lower levels of cyberbullying. Conclusions The study highlights the importance of enhancing social-emotional competence in reducing bullying and cyberbullying. The findings suggest that interventions should focus on promoting social-emotional skills while also addressing bullying and school conflicts. Furthermore, integrating ethical education into media literacy programs is recommended to mitigate cyberbullying among adolescents.