Media and Information Literacy Repository – South Asia

This article is guided by the question of what digital competencies are needed to deal with disinformation strategies in social media and how these competencies can be embedded in the discourse on (media) pedagogy. It considers this question from the perspective of the digital condition and addresses the current competency debate by proposing a synergetic linkage of critical media competencies and data competencies. On this basis, it explores the relationship between learning opportunities, digital infrastructures, and the resilience of our democracies. The article concludes by discussing our “Synergistic Literacy Model Against Disinformation” in terms of its advantages and relevance for future literacy concepts, solutions to broader societal problems, and the resilience of democracies.

This conceptual paper highlights limitations within existing approaches to mis and disinformation and offers a cross disciplinary approach that draws from social shaping of technology and critical informatics to explain and understand these complex informational phenomena. Different scholarly perspectives from policy, technical, and information literacy spheres, often narrowly focus on information practices of actors or components of the technical systems and policy frameworks undergirding these systems often their “locus of change”, or concept of the problem and solutions, do not acknowledge the interconnected complexities inherent to mis and disinformation. Our proposed conceptual intervention can be useful to the information science and technology research and teaching community as it offers opportunities to cultivate a complex form of what Milner and Phillips describe as “ecological literacy” to holistically understand the mis- and disinformation problem domain as an interconnected set of sociotechnical systems.

The paper describes specific experiences with educational activities aimed at strengthening media literacy in the field of combating disinformation among primary and secondary school teachers, which were implemented in 2022-2023 through the Central European Digital Media Observatory. A total of 3633 primary and secondary school teachers from all over the Czech Republic participated in the education and evaluated the educational events. The article presents examples of specific educational activities oriented to the development of knowledge, skills and attitudes of students through teaching in primary or secondary school.

The proliferation of fake news in our time presents a major challenge to public discourse and informed decision-making. As social media platforms expose individuals to vast amounts of information, distinguishing between credible content and misinformation has become increasingly difficult. This paper examines the mechanisms that facilitate the spread of fake news, including clickbait headlines and emotional manipulation, which exploit cognitive biases and contribute to the virality of misleading narratives. Emphasizing the urgent need for enhanced media literacy, the study advocates for educational initiatives that equip individuals with critical thinking skills to assess information sources effectively. By fostering media literacy, societies can strengthen resilience against misinformation, promote trust in reliable sources, and support evidence-based decision-making in an increasingly complex information landscape

In the digital age, the proliferation of misinformation presents significant challenges for individuals and societies worldwide. This article explores the vital role of media literacy in combating the spread of fake news and enhancing critical information evaluation skills. Focusing on Uzbekistan, where rapid internet growth has led to increased exposure to misinformation, the study highlights the importance of integrating media literacy into educational curricula and community initiatives. Through a mixed-methods approach, including surveys, interviews, and case studies, the findings reveal a pressing need for structured media literacy programs to empower citizens, promote informed decision-making, and foster a more resilient society. The article concludes by offering recommendations for enhancing media literacy in Uzbekistan, emphasizing the collaborative efforts required among educators, media professionals and civil society

The consumption of information and news in the virtual environment, characterized by infinite content, permanent connection and information overload, makes it difficult to discern what is or is not factual information. Objective: The objective is to investigate what are the guidelines proposed by the DigComp and MIL documents to prepare individuals against fake news and misinformation. Methodology: Content Analysis, more specifically categorical analysis, was used to analyze the selected frameworks. Three analysis categories were created with seven inferences. Results: In the Key Concepts category, only misinformation inference is presented in both documents. There are recommendations for the evaluation of information in nontraditional information environments, as inferred in category two in both analyzed frameworks. It was found that DigComp brings specific guidelines regarding the Skills, Knowledge and Attitudes category, while the MIL includes two of the three inferences proposed in the category. Conclusion: The documents offer a set of conceptual, pedagogical and strategy-action references that provide guiding elements for the preparation of users, and it is imperative that information professionals are proactive in relation to misinformation and fake news, in addition to knowing, analyzing and criticizing the available references to develop strategies based on the integration of different skills to prepare subjects to use non-traditional informational environments

This book explains how media literacy can be integrated into classroom teaching to develop students’ critical thinking and analytical skills. The book frames media literacy as both a subject and an approach to learning across disciplines, helping learners understand how media messages are created, interpreted, and used. It combines theory with practical strategies, lesson plans, and activities for educators at different grade levels. The text emphasizes inquiry-based learning, reflection, and evaluation of media in everyday life and digital environments. It also addresses the importance of 21st-century skills, encouraging students to become informed, independent, and responsible media users. Overall, the book highlights how media literacy supports education, civic awareness, and effective participation in a multimedia society.

This research investigates the crucial role of fact‐checking organisations in promoting media and information literacy (MIL) amid the challenges of widespread misinformation. By educating and empowering individuals, these organisations and their educational branches are identified as emerging components within MIL ecosystems, particularly focusing on engaging youth. Using qualitative research methods, our study analyses the activities of seven prominent fact‐checking organisations and two university‐affiliated projects across Spain, Catalonia, Poland, Hong Kong, the Philippines, Argentina, and Brazil. Thus, our study aims to understand why fact‐checking organisations have become involved in MIL education and training for youth and what types of MIL, approaches, and subjects fact‐checking organisations employ in their MIL education and training initiatives for this audience. Our findings reveal a shift in these organisations toward actively promoting MIL education through dedicated divisions and teams driven by mission‐oriented action and peer collaboration. Various institutions and political and educational policies support or hinder this transformation. A significant issue observed is the limited availability of open‐access materials and general opacity regarding their pedagogical approaches. Although these organisations have integrated educational components into their models, achieving financial sustainability remains challenging.

In today's digital age, combating internet disinformation has become a significant challenge for society and fact-checkers alike. The proliferation of social media platforms and the ease with which information can be shared has made it increasingly difficult to distinguish legitimate news from fake news. Unfortunately, low levels of media literacy and cultural biases are shaping people's actions and decisions, which in turn are influencing the spread of disinformation. The post-truth ecosystem and polarizing propaganda are working together to divide communities, creating far-reaching consequences. This has been particularly evident during events such as the Russia-Ukraine conflict and the ongoing coronavirus pandemic, where legitimate news was at times overshadowed by unverified content on the internet. The spread of misinformation about fake remedies and conspiracy theories has caused widespread panic, concern, and fear. To address these challenges, this study takes an in-depth look at media literacy techniques to counter fake news. It evaluates various strategies that can be used to enhance media literacy, such as critical thinking, fact-checking, and source verification. The study also examines the role of technology in combating disinformation, including artificial intelligence and machine learning algorithms that can help identify and remove fake news from social media platforms. Overall, the study underscores the importance of media literacy in combating internet disinformation and highlights the need for more education and awareness around this issue. By improving media literacy and encouraging critical thinking skills, we can help individuals make more informed decisions and reduce the impact of fake news on society.

This book explores how media education can empower young people—especially urban youth—to develop critical thinking and communication skills. The book focuses on media literacy through hands-on video production and storytelling practices. It shows how students learn to analyze media messages, question representation, and understand narrative and visual language. The text connects classroom media work with social issues and community engagement. It highlights the role of participatory media in giving youth a voice and fostering civic awareness. Overall, it presents media production as a tool for education, identity formation, and social change.

This study proposes the development of an augmented reality (AR)-based digital storytelling video, grounded in the systemic functional linguistics genre-based approach (SFL-GBA), to enhance Indonesian students' reading comprehension of narrative texts. Leveraging the multimodal affordances of augmented reality (AR) and the pedagogical strengths of digital storytelling, this project meticulously integrates text-image relations to create a deeply engaging learning experience of reading Indonesian narrative. The video was developed using analysis, design, development, implementation, and evaluation (ADDIE) instructional design model. The results demonstrated a significant 60% improvement in students' reading comprehension of Indonesian narrative texts, particularly in identifying intrinsic story elements, analysing the meaning of the story, and formulating thoughtful responses. Students also reported positive learning experiences with the AR digital storytelling video, highlighting the value of explicit instruction on genre features, scaffolding, and targeted teacher feedback. In conclusion, while AR digital storytelling videos present powerful learning tools, their effectiveness is highly dependent on sound pedagogical strategies and skilled teaching practices.

This book examines how visual content shapes storytelling in journalism and media communication. The book emphasizes the ethical responsibility of journalists to present images and visuals accurately, without distortion or manipulation, so they align with factual reality. It explores visual storytelling techniques, media literacy, audience interpretation, and the role of visual language in shaping public understanding. The text also discusses emerging digital media technologies and their impact on visual communication practices. Overall, it highlights how ethical visual engagement strengthens credibility, representation, and critical media consumption in contemporary journalism.

This book explores how storytelling combined with digital media can enhance learning and media literacy in education. The book explains how teachers can integrate narrative techniques with curriculum content to develop students’ reading, writing, speaking, and creative skills. It emphasizes storytelling as a core method for understanding ideas and communicating knowledge through multimedia formats. The text also provides practical strategies, story-mapping tools, and production guidance for creating digital stories in classrooms. It links digital storytelling with critical thinking, creativity, and 21st-century literacy skills. Additionally, the book discusses copyright, fair use, and ethical media use while encouraging students to become active creators of media rather than passive consumers. Overall, it positions digital storytelling as a powerful educational approach for improving both traditional and media literacy.

Recent years have seen the proliferation of online courses that have been initiated either in accordance with the natural rhythms of educational technology growths or in force majeure situations. This adds complexity to understanding the influence of potential factors on online student engagement.

This article offers a rationale for the notion of «digital literacy» in education. Pointing to some of the limitations of previous proposals in this field, it outlines a framework based on four key concepts drawn from media education. It applies these concepts to the World Wide Web and to computer games, and discusses the role of digital media production by students in developing digital literacy. The article emphasises the importance of developing critical approaches to digital media as a necessary prerequisite for using them as resources for learning.

Digital virtual technology with media survival as an important representation, with the rapid development of the new media technology represented by the Internet, digital virtual technology with its entertainment, personalized service, open sharing of content, form of real-time interaction and other characteristics strongly attract the young group. In the digital virtual era, teenagers’ digital media literacy has not only become one of the essential qualities for them to cope with global competition, but also an essential quality for college students to realize lifelong learning. Therefore, it is not only necessary but also urgent to carry out systematic digital media literacy education for adolescent groups. This study first discusses that the typical illegal phenomenon in the network is the problem caused by the lack of network legal awareness, and analyzes the level of media literacy of the subject media in these cases and whether the network legal awareness is weak. Finally, from the perspective of school education, social publicity and national system support, this paper puts forward some Suggestions on how to improve teenagers’ media literacy and cultivate their network legal literacy, so as to create a harmonious network environment. Establish a scientific and reasonable indicator system of youth network literacy, and build a youth network literacy training mechanism.

The concept of a digital generation has been dominating the public discourse on the role of digital media in young people’s lives. Issues concerning a digital generation is closely linked to questions about how we develop an education system that is able to face the challenges of the 21st Century. A growing field of research, inclined to raise awareness of present and future challenges for our education system, is ‘media/digital literacy’. This article examines research within ‘generation studies’ and public constructions of young people and digital media. Further the article presents some developments within ‘new literacy studies’ and different aspects of ‘competencies for the 21st Century’. Next, the article reflects different approaches to studying these competencies, based on different empirical data, both from my own research and that of colleagues. Towards the end the important question of inclusion and exclusion is raised. The objective is to explore some issues of importance for future development of media literacy, the educational use of digital tools and critical considerations of a digital generation. A key part of the article is the elaboration of five dimensions representing different focus areas of research on school-based studies of media literacy.

This book directly studies literacy inside online and virtual environments. It explains that with the rise of videogames, online communities and virtual spaces, researchers started examining how people read, write, interact and construct meaning in these environments, and why they matter for education and communication studies.

. This document provides a comprehensive review of the academic literature relating to children’s and young people’s media literacy. It focuses primarily on television, radio, the internet and mobile telephony; and specifically addresses the various barriers to, and enablers of, media literacy.

Background Despite decades of a call to action to engage men in reproductive health, men are often left out of programs and interventions. In India, where half of pregnancies are reported as unintended, patriarchal gender norms and still dominant patterns of arranged marriages make engaging men in family planning and strengthening couples communication critical in increasing reproductive autonomy and helping young couples meet their reproductive goals. This study explores the feasibility and acceptability from the men’s perspective of the pilot of a gender transformative intervention for newly married couples in India. Methods A pilot study was conducted of TARANG, a 4 month intervention for newly married women, with light touch engagement of husbands (4 sessions). A total of 41 husbands participated in the pilot, and we collected baseline knowledge and endline feasibility and acceptability data from them, along with in depth qualitative interviews with 13 men. The study was conducted in June 2023-January 2024. Results Men had low levels of knowledge about biology, family planning, with the majority of men reporting that no one had provided them information about these topics. Most men wanted to delay the first birth by at least 2 years, yet less than a quarter had discussed childbearing plans with their partner or engaged in family planning methods. While all men reported high acceptability (satisfaction and usefulness), feasibility (participation) was low, with only 43% attending 2 or more sessions. Main barriers to participation included commitments due to work and migration. Men reported that the intervention led to improvements in their relationships with their wives, gave them a sense of empowerment, and led them to become resources for other men in their community. Conclusions Men in these rural communities are not receiving the information that they need to meet their reproductive goals, however, they greatly desire this information and ways to improve relationships with their new wives. Such an intervention appears to have the potential to help change norms and spread information in the community and provide men with positive, life affirming feelings. Providing information through technology could address barriers to in-person engagement.

Gender equality and women empowerment are worldwide issues that, in many parts of the world, require urgent attention. And it is a challenging task to achieve. Women empowerment is a social action which encourages the engagement of individuals, social groups, families and governing bodies. The United Nations sustainable development goal project considers the 17 goals that depend on achieving gender equality and women empowerment. Therefore, in terms of the importance and seriousness of the issue, the researcher tries to find out the relationship between community media and women empowerment. Because in a developing country like India, media from the local bodies is very important. Community media frequently reflects societal diversity in a meaningful way by reaching the last mile of listeners, piercing media-dark spaces, and broadcasting voices and opinions that would otherwise go unheard (UNESCO, 2021). Hence this study focuses on community media and how it enhances women empowerment. The study was conducted in Kanchenjunga community media situated in a rural village of West Sikkim. My hypothesis is that community media is the major source of information and it helps the women community to participate in all social actions, which leads women to achieve empowerment. The researcher employs a qualitative analysis method for the study. For that, the researcher conducted a case study with 5 focus group discussions consisting of 15 to 20 women in each group and an in-depth interview with the community media executive committee members. The study results prove that there is a positive relationship between community media listeners and women empowerment.

The purpose of the article is to address the relationship between digital literacy and women empowerment in Varanasi. Women empowerment is one of the most crucial challenges in India. This study explores how enhanced digital literacy contributes to increased empowerment among women. This study collected the data with authentic and well-developed questionnaires, and the samples size for the analysis consisted of 402 participants. The causal relationship between empowerment through digital literacy is being examined by estimating empirical data through structural equation modelling in SmartPLS. The result of this study found that digital literacy tools and techniques had positive contributions towards women empowerment. Statistical analysis shows that digital literacy has brought significant changes and development to women in economic, social and technological areas.

This article explores the dynamics of media representation and its profound impact on cultural identity and intercultural relations, exploring how various forms of media—television, films, and digital platforms—shape and are shaped by cultural identities globally. By employing key theoretical frameworks like cultural imperialism and representation theory, it examines the ways in which media influences cultural perceptions and identities across different regions, from the dominance of Western narratives to the cultural expressions in Eastern media. The review further investigates the role of modern media technologies, such as streaming platforms and social media, in facilitating global cultural exchange while also perpetuating stereotypes. Case studies of diverse media representations illustrate the dual role of media in challenging and reinforcing cultural norms and stereotypes. The findings highlight the necessity for media producers, policymakers, and educators to foster more accurate and inclusive representations to enhance cultural understanding and identity formation in an increasingly globalized world.

The advent of television technologies has significantly restructured the context within which community television producers operate. Digital technologies have undercut “spectrum scarcity” arguments for limiting access to distribution platforms and opened up new paths to reach audiences. It has also, however, seen a decline in some of the regulatory structures that provided protection to noncommercial providers in eras of spectrum scarcity. The rise of the prosumer has, in its focus on production by individuals, weakened some of the underpinnings (economic and ideological) for community-based production, with consequent challenges for the sustainability of these often precarious projects. In this article, we tease out the implications of digitization for community television operators, exploring the state of the sector in the liberal North Atlantic region, and compare “traditional” community channels with “newer” channels that have emerged in the digital context in the past two decades. Our study explores the opportunities and challenges that face the sector following the transition to digital models.

The rapid development of mobile technology have proliferated new media to most aspects of our daily life. This new way of consuming and creating information is in particular attractive to youths as a platform and space for activities not passible in the face-to-face context. This highlights the importance for educators and policy makers to understand where our youths are in terms of their capabilities to participate in the new media ecology. This capability can be conceptualized as new media literacy (NML) that has been theorized into four quadrants with ten fine-tuned indicators. However, existing instruments have yet to explore the prosuming aspect of NML. Therefore, the purpose of this study is to develop an instrument to measure youth's NML. This paper reports the development and validation of this instrument. This instrument can be used for further studies, contributing to theory building of NML and assessing students' NML for informing practice in schools. Data were collected from 574 Singapore students range from grade 4 to grade 11 (age 10–17). Results suggest that the instrument is reliable and valid.