Media and Information Literacy Repository – South Asia

With the changing media environment, media literacy education is an emerging field in China. Many studies have shown the significance of media literacy education, but they have mostly been conducted in the Western context, and there have been a few studies investigating media literacy education in the Asian context. Based on this understanding, this study aimed to explore the implementation of, and approaches to, media literacy education in a Chinese primary school. It aimed to shift media literacy education from an international context to a local setting, and offers a point of reference to enrich the theory and practice of the process of localisation. The research questions focused on how media literacy education was initiated in the context of the national curriculum reform in mainland, and two ways in which it was implemented in a primary school. It was a qualitative case study, using observation, interview, focus groups, group meetings and document analysis as the main methods of collecting data in the field.

This chapter provides a theoretical framework of critical media literacy (CML) pedagogy and examples of practical implementation in K-12 and teacher education. It begins with a brief discussion of literature indicating the need for educators to use a critical approach to media. The historical trajectory of CML and key concepts are then reviewed. Following this, the myths of “neutrality” and “normalcy” in education and media are challenged. The chapter takes a critical look at information and communication technologies and popular culture, reviewing how they often reinforce and occasionally challenge dominant ideologies. Next, this critical perspective is used to explore how CML interrogates the ways media tend to position viewers, users, and audiences to read and negotiate meanings about race, class, gender, and the multiple identity markers that privilege dominant groups. The subjective and ubiquitous nature of media is highlighted to underscore the transformative potential of CML to use media tools for promoting critical thinking and social justice in the classroom.

This article explores what critical thinking might mean in a media and information literacy (MIL) context by investigating how critical thinking is expressed in three reports that relate MIL to radicalization awareness and counter extremism. The purpose is to engage with recent debates about MIL and research on critical thinking and contribute to a grounded and theoretically informed foundation for discussing MIL competence. Findings indicate a primitive use of the term critical thinking, often bundled up with concepts such as democracy, creativity, and citizenship. More detailed and concrete descriptions about what to expect from critical thinking in a MIL framework display what can be described as a Gnostic impulse: critical thinking as a skill to reveal hidden meanings, to see through propaganda and flawed arguments. In other words, a critical thinking that asks people to doubt what they see. This notion is problematized in relation to writings on media literacy and critical thinking, focusing on the importance of acknowledging reflexivity and identity in the definition of critical thinking.

This qualitative study followed a group of classroom teachers as they explored the instructional possibilities of teaching with and about multimedia and popular culture, and their efforts to integrate critical multimedia literacy into their teaching. Throughout the semester, the teachers practiced critiquing and incorporating multiple media such as film, television, and digital technologies into their teaching. The semester-long research project documented some of the benefits and challenges of incorporating popular culture, mass media, and critical literacy into content area classes.

The article Critical Media Literacy: Research, Theory, and Practice in “New Times” by examines the concept of **critical media literacy** in contemporary digital and popular culture. It reviews existing research and theoretical perspectives to explain how media literacy helps students analyze media messages, question power relations, and understand how audiences are positioned by media texts. The authors argue that young people actively engage with media and popular culture rather than consuming it passively. The article emphasizes integrating critical media literacy into education so learners can critically interpret media, challenge dominant ideologies, and participate more thoughtfully in a rapidly evolving media environment.

The concept of critical media literacy expands the notion of literacy to include different forms of mass communication and popular culture, as well as deepens the potential of literacy education to critically analyze relationships between media and audiences, information and power. The authors argue that critical media literacy is crucial for participatory democracy in the twenty-first century, and that the only progressive option that exists is how to teach it, not whether to teach it. The article, first, explores the theoretical underpinnings of critical media literacy and demonstrates examples from community-based after school programs and an inner-city elementary school that received a federal grant to integrate media literacy and the arts into the curriculum. A multiperspectival approach addressing issues of gender, race, class and power is used to explore the interconnections of media literacy with cultural studies and critical pedagogy. It is argued that alternative media production must engage students to challenge the master narratives and the systems that make them appear natural. The article then explores the public policy options open to implementing a critical media literacy program. Focusing on media literacy policy in the USA, different approaches commonly used for teaching media literacy are explored and a hybrid critical media literacy framework is proposed. In this day and age of standardized high-stakes testing and corporate solicitations in public education, radical democracy depends on a Deweyan reconceptualization of literacy and the role of education in society. The authors conclude that on the public policy level critical media literacy must reframe our understanding of literacy so that these ideas become integrated across the curriculum at all levels from pre-school to university.

Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes have occurred simultaneously with radically altered sociocultural and sociopolitical contexts. To account for an altered technological and sociocultural landscape, new approaches to teaching digital reading and critical media literacy are needed. Addressing these concerns, this case study detailed a digital reading curriculum designed to be responsive to both the contemporary digital media environment and to students’ out-of-school digital literacy practices and contexts. The curriculum was collaboratively designed by five middle-school language arts teachers who participated in a semester-long professional learning group focused on digital reading. Drawing upon sociocultural, asset-based, and culturally relevant philosophies of education, these five teachers designed a unique digital reading curriculum. This study examined the nature of this curriculum. The findings detailed four aspects of the teachers’ unit: (1) digital reading instruction situated within students’ literate lives; (2) critical instruction regarding systemic features of the internet such as algorithms and clickbait; (3) lessons in which students interrogate socially situated meaning making; and (4) lessons focused on the role of emotions while reading online. The findings have implications for future digital reading and media literacy curricula intended to be responsive to students’ funds of knowledge, ever-changing literacy technologies, and new, emergent ways of reading and practicing literacy on the internet.

The post-truth era has challenged traditional ways of teaching journalism and media literacy. Media literacy education can offer a useful lens for teaching students to be more critical. This pedagogy article describes a semester-long undergraduate course designed to deconstruct information disorder in the post-truth era by looking at economics, ideology, and power relations. Applying a project-based learning model allowed students to enhance their digital and media literacy skills by inquiring about the accuracy of a variety of sources centered on a single story.

This paper considers the extent to which critical thinking might be conceived of as a threshold concept which unlocks threshold capabilities in learners. Utilising a problem based learning approach to pedagogy the paper reports a small scale study which was designed to explore whether students in a Media Literacy class could be supported to develop their critical thinking capabilities. The paper argues that such capabilities represent a threshold transformation in learners, unlocking as they do a new way of engaging with media literacy. Using Baxter Magolda’s model of the development of critical thinking the study examines the extent to which students shift from a very egocentric view of the world to a more integrative and reflexive view of the world as their critical thinking capabilities become more sophisticated. The paper further argues that whilst critical thinking can be seen as a threshold concept it might also be viewed of as a threshold capability which is transferable across a number of domains - it transcends the discipline and might be considered to be a more complex threshold.

Objective: Globalization and rapid technological advancements demand that education evolve to incorporate digital literacy, essential for developing critical thinking skills. This research was conducted to describe the effect of optimizing digital literacy through the PBL model on the critical thinking skills of secondary school students. Method: This research used a Classroom Action Research model and was carried out in 3 cycles of four activities: planning, action, observation, and reflection. Results: The student's critical thinking skills significantly improved throughout PBL implementation. PBL encourages students to be active in solving real problems and allows them to apply digital literacy optimally. The strong correlation between digital literacy and critical thinking skills shows that both complement each other in evaluating and utilizing digital information effectively while honing critical judgment in problem-solving. These interrelated competencies strengthen the learning process, with a focus on problem-solving and in-depth analysis within the PBL framework.

Media and Information Literacy (MIL) education can combat online misinformation by enhancing users’ fact-checking skills. This action research study designed and implemented a problem-based learning MIL project for journalism undergraduates. The objectives are (a) to design a MIL project by using a problem-based learning methodology; (b) to implement the MIL project and to assess its effectiveness in improving students’ fact-checking skills; and (c) to identify the challenges and limitations of implementing the project. Analysis shows that the MIL project successfully improved students’ MIL skills, including critical analysis, media production, and personal growth. Despite facing challenges like time constraint and limited generalizability, the study suggests that the MIL project could be replicated in other journalism programs to enhance MIL skills and cultivate critical thinking to fight misinformation.

This study examines how problem-based learning (PBL) can help develop critical thinking in news media literacy education in higher education. It argues that students today have greater access to information and opportunities to express ideas, making media literacy and critical thinking skills increasingly important. The research defines critical thinking as a threshold concept and uses an epistemological threshold framework to analyze how PBL supports its development. The study involved 35 undergraduate students from an Applied English Department in Southern Taiwan and used classroom action research methods, including focus group interviews, questionnaires, teacher observations, and assessments of group work and individual writing tasks. Findings show that students’ learning through PBL was transformative but challenging, helping them gradually develop deeper understanding and critical thinking abilities. Collaboration between peers and teachers also supported cognitive, emotional, and social aspects of learning. The study ultimately proposes a reflective framework to guide future teaching practices in media literacy and critical thinking.

As new online and cellular technologies advance, the implications for the traditional textbook model of curricular instruction are profound. The ability to construct, share, collaborate on and publish new instructional materials marks the beginning of a global revolution in curricula development. Research-based media literacy frameworks can be applied to all subjects, and they enable teachers to have confidence that, in employing the frameworks to address academic subjects, themes or projects, students will gain content knowledge. Teaching through media literacy education strategies provides the opportunity to make media literacy central to teaching and learning, since media literacy process skills enable students to become self-directed lifelong learners, capable of addressing any subject. What are characteristics of curricula that use media literacy frameworks? How does such curricula differ from traditionally constructed curricula? And why should administrators and teachers embrace this change? As education is moving from paper-based, face-to-face classwork to technology-enabled curricula that is better, faster and cheaper, educators need new yet proven approaches and curricular resources to delivering effective lessons and outcomes. With media literacy education, this shift is not only possible but also imperative for providing curricula for the globalized classroom.

The inquiry-based learning platform mix game-based learning using metaverse, or IBL platform mixed with GBL using metaverse, was developed with an intention to enhance digital literacy and empathy skills, which are regarded as essential skills in the 21st century. The IBL platform mixed with GBL using metaverse was designed with the combination of inquiry-based learning and game-based learning processes mixed with metaverse technology. The platform developed in this study is intended to create virtual learning experiences in which learners can use their avatars to interact with the environments and other learners in metaverse. The main objective of this research were to design and study the results of the IBL platform mixed with GBL using metaverse. The population derived from purposive sampling are nine experts from different institutions with experiences in the fields of development of instruction platform and instruction systems. The results of this research show that the design of the IBL platform mixed with GBL using metaverse in terms of elements is at highest level. According to the results of this research, it can be summarized that the IBL platform mixed with GBL using metaverse contains all appropriate components and it can be employed as a guideline for learning that focuses on problem-solving processes. It is believed that the learning of this style can encourage learners to practically perform analytical thinking process in a systematic manner, and meanwhile allow them to see through the problems with systematic thinking and with the aid of technology.

The paper argues that although digital technologies are often seen as tools that connect people, online communication can also create fragmentation, polarization, and exclusion. To address these problems, the author emphasizes the importance of Critical Digital Literacy (CDL), which helps learners understand how power and ideologies operate in online spaces. The paper proposes a two-part teaching strategy, inquiry-based learning and digital activism to help students critically engage with digital media. It suggests that language education and intercultural communication can play an important role in promoting a more equitable and inclusive digital environment.

Innovation of technology in communication, especially social media offer an interactive platform for young people to participate in political activities. By using social media, lack of media literacy competency reported has a significant influence on low integrity conduct such as flashing provocation, joining the street demonstration, spreading fake news, defamation and slanders intentionally to create damage on certain political parties. This scenario significantly leads to high political cynicism that affected political participation integrity level among young people in social media. Since, low political participation integrity source of unhealthy democracy, this study aims to examine the effect of media literacy dimensions such as access, evaluation and act toward political participation integrity among young people in social media. A survey was used for data gathering among 388 Higher Education Institution students in Melaka. The data analyzed descriptively and inferentially using SPSS and SEM AMOS to provide an empirical understanding of news media literacy contribution towards political participation integrity. This study presents the significant effect of media literacy from dimensions of access, analysis and evaluation and acts towards political participation integrity. Surprisingly, educated yang people claimed from the previous study has little interest to politically engage in social media, basically participate in political activities such as neutralising negative comment in social media posted by the online community, reporting misconduct in social media to the authorized body and updating political information on certain issues using personal social media account.

This study investigates the information and participatory political practices of marginalized youth via four focus groups with 23 teens (aged 13–17 years) from two geographically distinct regions of the United States to address this limited understanding. The findings indicate that teens encounter political information and news from members of their social networks via digital media more than legacy media outlets, because it enables them to assert agency over social and political issues to which they feel connected. Furthermore, teens identify a tension between viewing adults, specifically teachers and politicians, as authoritative yet untrustworthy information sources, which can lead to their use of digital media to verify or challenge what adults are telling them. Finally, teens must navigate the sociotechnical challenges of digital media, including exposure to unwanted information and the potential social backlash of posting content that could be considered by others to represent slacktivism.

More than 300 studies have been published on the relationship between digital media and engagement in civic and political life. With such a vast body of research, it is difficult to see the big picture of how this relationship has evolved across time and across the globe. This article offers unique insights into how this relationship manifests across time and space, using a meta-analysis of existing research. This approach enables an analysis of a 20-year period, covering 50 countries and including survey data from more than 300,000 respondents. While the relationship may vary cross-nationally, the major story is the trend data. The trend data show a pattern of small, positive average coefficients turning into substantial, positive coefficients. These larger coefficients may be explained by the diffusion of this technology across the masses and changes in the types of use, particularly the rise of social networking sites and tools for online political participation.

Media exposure is widely known to increase institutional forms of political participation such as voting. Less well understood is whether media exposure also affects protest, a less institutional form of engagement. This paper examines the mechanics through which this relationship operates by considering the media's direct and indirect effect on voting and protesting, via political trust, efficacy, and knowledge. We make these comparisons by analyzing the unique Jennings panel dataset that collects information on respondents at three separate points. The results show that media exposure affects voting more than protesting and that these relationships operate through different mechanisms. While media exposure leads to voting because it increases political knowledge, it is associated with protest via external political efficacy. Furthermore, while this relationship is causal for voting it is only correlational for protest. The results illustrate the importance of disentangling forms of political engagement when considering media effects.

This study is based on a survey of 526 adult Malaysians who were interviewed shortly before the 2008 national election about online media use, levels of political participation, and voting intentions. The goal was to document the role of online media in a society that controls political information in traditional media and, in turn, compels citizens to seek alternative news sources online. As predicted, the findings indicated that online media use was positively associated with higher levels of political participation among Malaysian voters. The use of and exposure to social networking sites, political blogs, political online videos, party websites, and political ads on cell phones showed strong associations with political activism. However, the use of political online media did not predict voters’ likelihood of voting.

This paper examines the “Review of Social Media as Alternative Medium for Political Participation” in Nigeria, investigating diverse demographic groups and their engagement patterns.The study adopted survey methods, utilizing a sample size of 372. The study also investigates the key challenges and risks associated with social media use in political contexts, such as the spread of fake news, hate speech, privacy concerns, and online harassment. The research reveals a dynamic social media landscape in Nigeria, with active participation across various age groups. Young adults, especially those aged 25-34, are prominent users, indicating their active involvement in political discussions. Social media platforms serve as vital channels for disseminating political information and mobilizing citizens, with roles expanding from basic information sharing to active political campaigning. The findings underscore the influential role of social media in Nigerian politics, bridging generational gaps and mobilizing diverse segments of the population. The study highlights the need for robust regulations to curb the spread of misinformation and hate speech, ensuring the integrity of political discussions. The paper recommended the Implementation of the government to the adopt comprehensive media literacy programs to educate citizens, especially the younger demographic, about identifying and combating fake news and misinformation. Educated users are more likely to critically evaluate information, mitigating the impact of false narratives.

Mobile media have become increasingly popular and important in recent years as a means of accessing political information and participating in politics and elections worldwide. However, the emergent field of mobile-focused political participation research requires further definition and development to more clearly address why and how mobile media are producing distinct consequences for political participation. To address this problem, this article uses interdisciplinary insights and a critical review of relevant literature to identify research opportunities that stand to advance mobile political communication theory. Contributions and limitations of studies focused on ICTs and political participation are reviewed and discussed. Analysis of studies focused on the political participation outcomes of mobile media use is synthesized with theory from user-focused mobile communication literature to highlight the unique qualities that distinguish mobile media and the implications of those distinguishing features for studying political participation. Recommendations are made for research directions that would further investigate the association of mobile media’s distinctive features with online and offline forms of political participation. This analysis indicates opportunities for scholars to unpack mobile media’s unique features in ways that potentially redefine political participation, and, accordingly, further the development of research questions and theories that investigate the relationship of mobile media and political participation. It is concluded that research is needed that explains mobile media use in finer detail, accounts for shifting conceptualizations of political participation, and contributes to the development of cross-cultural comparative frameworks.

With the proliferation of new media technologies, online spaces for civic engagement are being used as new sites by the young people for enacting global citizenship. Some of these online civic spaces are managed by parent organizations and guide the participants towards accomplishing goals that align with the institutional policies. We use Stuart Hall’s theoretical framework to ground the two methods we used for empirical research- textual analysis of the selected online spaces and in-depth interviews with young bloggers. Our analysis shows how negotiated reading of the encoded messages on the online platforms for youth civic engagement marks a political moment of signification in which there lies a possibility of challenging the dominance of the adult centered notions of civic engagement. Shelat’s online civic culture framework [2014. “Citizens, Global Civic Engagement on Online Platforms: Women as Transcultural Citizens.” Dissertation] helped us examine how these managed platforms encode global citizenship with pre-designed participatory practices that reinforce the hegemonic definition of youth political participation. Interviews of young bloggers on two online global spaces foreground the process of negotiation with the dominant definitions and the use of decoding strategies to create scope for subjective, more local definitions, as well as practices of civic engagement and global citizenship. Though literature suggests that adult-management of online youth spaces perpetuate a gap between the adult-centric notions of participation and the youth oriented ideas of civic engagement, our study reveals that the young participants find ways of articulating their ideas and enter these spaces with plans on how to fulfill their civic goals.

The digital age has revolutionized civic engagement, transforming traditional participatory models through technological innovation. From social media to digital advocacy platforms, citizens now have unprecedented avenues to interact with democratic institutions and influence policy. This paper examines the multifaceted nature of digital civic engagement, tracing its historical evolution, highlighting key opportunities for participation, and examining persistent challenges such as digital inequality, misinformation, and ethical concerns. Special attention is given to the experiences of marginalized communities, the role of education in shaping civic consciousness, and the evolving strategies for measuring digital engagement’s impact. Through real-world case studies and critical analysis, this research underscores the importance of inclusive digital governance and a multidisciplinary approach to ensure that civic participation in the digital era remains equitable, effective, and aligned with democratic values.

In this paper, we explicate our research on technology-mediated urban experience specific to two hyper-local tests in which the space of the ‘public’ is transformed into a virtual network by connective broadcasting. The first case study presents collective mapping in Rio de Janeiro toward increased civic engagement and sustainability, the second tests documentation of political demonstrations for strategic and archival purposes for Occupy Boston. Grouped under the term “participatory urbanism,” the projects intend to explore how an individual activates interstitial space (between the physical city andhovering networks, between public and private) by engaging technology and civic media to affect change in the built environment. The physical and virtual environments serve as reciprocal sources of information, engendering a collective practice of shared encounters. We investigate how such encounters of user-centered activity through mobile and web-based media support or implicate the perception and manipulation of the built environment over spans of time and locations, and will highlight qualitative elements of a mobile and web platform designed for successful civic engagement and participatory urbanism.