This article explores the urgent need for integrating media literacy and Sustainable Development Goals (SDGs) into the educational process, especially in the face of increasing information warfare and technological changes. The authors argue that media literacy is not only a skill but a crucial tool for ensuring critical thinking and social stability. They emphasize the role of educators as primary „operators” of information and discuss how improved media literacy can make educational systems more resilient against external threats. Utilizing an interdisciplinary approach, the article aims to develop effective systems for bolstering the media literacy of educational staff as a pathway to achieving specific Sustainable Development Goals.

Students who participated in a required yearlong Grade 11 English media/communication course that incorporated extensive critical media analysis of print, audio, and visual texts were compared with students from a demographically matched group who received no instruction in critically analyzing media messages. A nonequivalent group's design examinedstudents' reading comprehension, writing skills, critical reading, critical listening, and critical viewing skills for nonfiction informational messages. Results suggest that media literacy instruction improvesstudents' ability to identify main ideas in written, audio, and visual media. Statistically significant differences were also found for writing quantity and quality. Specific text analysis skills also improved, including the ability to identify the purpose, target audience, point of view, construction techniques used in media messages, and the ability to identify omitted information from a news media broadcast in written, audio, or visual formats.

The aim of research is to determine differences in media literacy competences in relation to socio-demographic characteristics of examinees from academic society in Serbia. This research was conducted in 2013 on 726 examinees. Hypotheses have been analysed by multivariate analysis of variant (MANOVA) and correlation analysis while testing differences in professions regarding incomes has been done by X2 analysis. The results show that there are significant differences in media literacy competences among examinees regarding gender, age, area of education and income. The results do not differ from the results of other cultural, economic and social contexts.

The 21st century has marked an unprecedented advancement of new media. New media has become so pervasive that it has penetrated into every aspect of our society. New media literacy plays an essential role for any citizen to participate fully in the 21st century society. Researchers have documented that literacy has evolved historically from classic literacy (reading-writing understanding) to audiovisual literacy to digital literacy or information literacy and recently to new media literacy. A review of literature on media literacy reveals that there is a lack of thorough analysis of unique characteristics of new media and its impacts upon the notion of new media literacy. The purpose of the study is to unpack new media literacy and propose a framework for a systematic investigation of new media literacy.

In recent years, the media literacy education movement has developed to help individuals of all ages acquire the competencies necessary to fully participate in the modern world of media convergence. Yet media literacy education is not practiced uniformly at all educa tional levels. This study used a survey to compare the extent to which students are ex posed to several basic elements of media literacy education at the high school and univer sity levels. Results suggest that students are exposed to more course content related to media use and creation in high school, but more course content related to media analysis in college.

Teachers must first acquire the necessary media literacy skills, strategies, dispositions, and pedagogy to impactfully integrate media literacy into their instruction. Furthermore, previous studies have suggested designing curricu lar resources as an effective form of media literacy professional learning. This case study examined how high school teachers of different content areas integrate media literacy into their instruction while participating in an on line professional development course and how high school teachers applied the content from a media literacy online professional development course to design media literacy instruction. Findings indicated teachers made mi nor changes to their previous instructional practice, which indicated that participating in the online course led them to think about media literacy integration in new ways. Additionally, teachers applied the online profes sional development content by using media to build background knowledge, offering explicit media literacy strategy instruction and support, promoting independent practice at the intersection of content curricula and media lit eracy, and assigning media production to demonstrate content knowledge. Recommendations include equipping teachers with media literacy back ground knowledge, examining instruction stemming from media literacy pro fessional development, and empowering teachers to design media literacy instruction through critical lenses.

In this paper, through an exploration into our experiences as educators concerned with marginalized populations of learners in secondary and post secondary settings, we argue for a pedagogy that brings together the realities of 21st century literacy practices with critical media literacy. We present a framework for teaching critical media literacy that addresses the complex facets of equity in 21st century literacy practices.

The article centers around the idea of developing students’ media literacy through integrating English and American mass media resources (multimedia form) into the English classroom. It is based on teaching experience at Dostoyevsky Omsk State University where the module ‘Mass Media Analysis and Interpretation’ has been incorporated into the practical course of English language teaching (ELT). According to the suggested approach, multimedia texts analysis and interpretation allow students to access, analyze, and evaluate various kinds of British and American mass media – TV news programs, talk shows, movies, etc. The article is illustrated with recent examples of the mass media incorporated in the media-oriented classroom. The writer shares her own experience of designing methods for media analysis in terms of cultural, political, ideological, and socioeconomic implication.

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.

German approaches to media literacy education are concerned with the questions, how the variety of media can be used in a meaning ful way for learning and teaching and what educational tasks result from the extensive use of media. Considering these questions there are various conceptual ideas, research and development projects as well as implementations into practice in the field of education and teacher training. The development and the current situation of approaches to media literacy education in Germany are described and discussed in the article. Thereby, the focus is on media literacy education in schools.

With our paper we analyze four renowned media literacy models from Ger many, UK and USA to derive, through comparisons, the necessary core competencies which apply to all professions and that are valid across disciplines. In the results, as key-competencies, we identified critical analysis as essential to be able to act as self determined individuals in so called mediatized societies. Further results show that media literacy learning can be developed in formal learning settings, as well as in non formal and in informal learning settings that complement each other. Media literacy promotion is therefore a cross-disciplinary task for all kinds of professionals in the educational and social systems. With referring to the concept of mediatization, we also show the deep social impact of media on people’s lives and explain why it is helpful to see media literacy learning as part of lifelong learning. We finally conclude, that the terms «teaching media literacy» and «media literacy education» are no longer applica ble. Instead, we highly recommend the terms «promoting media literacy» and «media literacy learning». By seeing media literacy learning as a cross-disciplinary task and as a process of lifelong learning, our findings can help to unify discussions about media literacy on a global level.

This study investigates Media Architecture (MA) as an emerging discipline within Media and Information Literacy Cities (MIL Cities), which aim to integrate Information and Communication Technologies (ICTs) into urban environments to promote digital inclusion, access to information, and citizen participation. While smart cities have already explored the use of ICTs for the benefit of citizens, Media Architecture remains underexplored in the Brazilian urban context. This study is justified by the need for a public space open to democratic debate, which is essential to engage a plural and informed society. The study will employ narrative review to explore how Media Architecture can strengthen the bond between city and citizens, enhancing civic participation and enriching urban life.

This is a book on Global Citizenship in a Digital World

Internet has become a new way of communication leading the transformation of the use of conventional communication though digital platforms, bringing a new paradigm in human interaction (Saputra et al., 2020) but having Internet access does not mean that citizens are using Internet effectively and successfully, at least for participating in public decision-making. The disruption of information and technology development without creating a media and information literacy as part of the digital education, create a phenomenon that is worrying for the sustainability of society. In critical areas for society such as entrepreneurship, this phenomenon is critical and highly determining. This paper analyses the Media and Information literacy applied to citizen participation theoretical framework through a quantitative Bibliometric Overview of the most important studies in the field. The main objective is to present a general overview of the selected research areas, determining which of both areas is more explored from the point of view of how these literacies are used to reach citizen participation in public decisions, with a clear link to business decisions linked to entrepreneurship

Internet has become a new way of communication leading the transformation of the use of conventional communication though digital platforms, bringing a new paradigm in human interaction (Saputra et al., 2020) but having Internet access does not mean that citizens are using Internet effectively and successfully, at least for participating in public decision-making. The disruption of information and technology development without creating a media and information literacy as part of the digital education, create a phenomenon that is worrying for the sustainability of society. In critical areas for society such as entrepreneurship, this phenomenon is critical and highly determining. This paper analyses the Media and Information literacy applied to citizen participation theoretical framework through a quantitative Bibliometric Overview of the most important studies in the field. The main objective is to present a general overview of the selected research areas, determining which of both areas is more explored from the point of view of how these literacies are used to reach citizen participation in public decisions, with a clear link to business decisions linked to entrepreneurship.

This paper discusses the representation of information literacy and media literacy in the Singapore education discourse as part of its twenty-first century competencies framework. Through examining the conceptual definitions, purposes/aims, and means of these two significant twenty-first century competencies in the global context and the Singapore education policy, the authors argue that despite both information literacy and media literacy have been widely recognized as crucial skills in the knowledge based economy, they are perceived as separate concepts, given differentiated emphasis, and implemented using similar approaches by various governmental and educational agencies in Singapore. To facilitate the acquisition of these critical competencies, this paper argues that an overarching framework featuring the seamless integration of information and media literacy in school curricula and public education needs to be in place to clarify conceptual concerns and guide its practical implementation.

This study reports the findings of qualitative and quantitative research designed to assess the impactof different types of instructional practices involving media literacy education across the curriculum.Teachers in a small school district participated in a staff development program in media literacy anddeveloped unique approaches for integrating media literacy concepts into language arts, history, mathand science at the ninth grade level. The work of four different teams of ninth grade teachers isdescribed by examining the instructional practices, motivations and philosophy behind teachers'application of media literacy concepts into the curriculum. In addition, students exposed to thesedifferentforms of media literacy education were tested on specific media analysis skills, including theability to identify main ideas, the message's purpose, point of view, and various structural featuresof a news broadcast. Students who received a balance of media analysis and media productionexperiences, who used film and video frequently in the classroom and who did not rely exclusively onoff-the-shelf prepared media literacy curriculum performed better in measures of media analysis whichinvolved the deconstruction of a segment of television news programming. Results also showed thatclassrooms which engaged in more extensive and comprehensive approaches to integrating medialiteracy skills into existing curriculum had students with higher levels of information processing skillsincluding recall and comprehension of ideas presented in a video

The article examines intercultural film literacy education as a response to cultural misrepresentation in audiovisual media and its implications for democracy. The study highlights the importance of expanding film literacy to video-based social media and addressing the lack of diverse teaching materials.

This systematic literature review examines the growing influence of social media influencers over traditional media in shaping public opinion. Analyzing 26 Scopus-indexed studies published between 2020 and 2025, the review finds that influencers build strong trust and engagement through parasocial relationships, emotional storytelling, and niche relevance, often outperforming traditional media in influencing attitudes and behavior. While influencers act as powerful cultural intermediaries in digital communication, the study also highlights ongoing challenges such as misinformation, ethical concerns, and commercialization, offering important implications for research, marketing practice, and media policy.

The article reflects on the need to integrate emerging literacies into contemporary pedagogy to better prepare teachers for the demands of the 21st-century information society. It emphasizes the teacher’s evolving role in addressing multiple platforms, languages, and data-rich environments. Focusing on film literacy, the study highlights its interdisciplinary and multicultural character and its importance as both an independent field and a teaching practice.

This article explores how social media influencers have become key drivers of contemporary activism, reshaping traditional concepts of leadership. By using their platforms to raise awareness, build communities, and mobilize followers, influencers can transform online engagement—such as hashtag activism—into offline action and real social impact. Focusing on case studies from Morocco and grounded in theories of digital activism and leadership, the study shows how influencers enable grassroots mobilization, democratic participation, and the amplification of marginalized voices. It also examines ethical challenges, including authenticity, backlash, and the tension between advocacy and commercial interests, highlighting both the potential and limitations of influencer-led social movements in driving social change.

The article challenges narrow definitions of visual literacy by arguing that many visual conventions in film and television can be understood through general cognitive skills, even by viewers without formal media training. Using examples such as camera angles, point-of-view shots, and shot juxtaposition, it shows how viewers rely on everyday perceptual and social knowledge to interpret meaning.

This study explores the relationship between journalistic background, content creation experience, and self-reported information literacy among global content creators. Based on an online survey of 500 content creators in eight languages around the world, the study explains whether journalistic training or experience in content creation influences perceived information literacy, while controlling for education and economic development of the country. Results indicate that both having a journalistic background and content creation experience significantly predict perceived information literacy, with education of creators as a significant covariate. Economic development (Global South vs. Global North) is not a significant factor. Grounded in Flavell’s metacognitive theory, the findings suggest that content creators gain confidence in evaluating information through having a journalistic background and content creator experience, even if their actual ability remains untested. The implications of perceived information literacy compared to actual practice in information checking and information literacy training based on metacognition are discussed.

Kampung Giri Harja (Jelekong Village) is an art and painting village in Bale Endah District, Bandung Regency, founded by Asep Sunandar Sunarya. Formerly an unknown village, Jelekong transformed into Giri Harja Endah Village after his arrival and became widely recognized as an art village in southern Bandung. Most residents work as artists, especially wayang golek puppeteers and painters, with many streets lined with art and puppet shops. The PKM (community activity program) addresses the challenge of improving the quality of local content creators so they can support digital media literacy. Through socialization, training, counseling, consultation, and ongoing participatory assistance, the program aims to develop high-quality creative digital content that attracts audiences and strengthens digital literacy.