The study examines the role of emotion in news consumption, arguing that traditional news literacy education’s focus on facts and verification is no longer sufficient. It explores how emotion and emotion-analytics technologies shape the spread and impact of fake news in digital environments.

The article examines news literacy needs in K–12 education in the context of growing concerns about fake news. Drawing on the perspectives of in-service teachers and school librarians in California, it assesses students’ perceived news literacy skills.

The article addresses the growing concern over fake news and its threat to democracy and journalism in the contemporary media environment. It situates this problem within the emerging field of news literacy, arguing for the need to reconceptualize fake news both theoretically and practically.

This book is an introductory academic text that explains how digital games are not just entertainment, but an important part of new media culture, communication, identity, and everyday life.

The study focuses on strengthening the assessment of news literacy in response to growing concerns about fake news, misinformation, and changing digital news consumption practices. It aims to update existing news literacy measurement tools by introducing two new scales: the Headline Literacy Scale and the Hard News Standards Knowledge Scale.

The study examines which factors encourage early adolescents (12–15 years) to apply news literacy in practice, rather than merely possess it. The findings show that motivation, skills, and valuing (news) media literacy are more important than production knowledge, and that news consumption and news literacy application are strongly interconnected.

The article examines teenagers’ understanding of news and their news consumption practices. It explores how teens define news, encounter it—largely incidentally through social media or parents—and perceive its relevance to their lives.

This article investigates news literacy among early adolescents by foregrounding their own views and experiences with news. It shows that while adolescents recognize the importance of reliable news, their engagement remains mostly passive and weakly critical.

This article explores the influential yet underexamined role of media agencies in the digital media ecosystem, particularly within the news media sector. Media agencies shape the public sphere by directing advertising budgets toward specific platforms, thereby contributing to the platformization of media. Drawing on interviews and industry sources, the study shows that media agencies are heavily involved in digitizing, tracking, and commodifying audiences, while also recognizing the ethical concerns this creates. The article calls for greater political scrutiny and critical research into the democratic consequences of emerging value chains linking platforms, advertisers, media agencies, audiences, and news organizations.

This study explores news literacy from the perspective of young people’s everyday news use on social media, rather than formal educational models. The study highlights news literacy as a situated, practice-based process, shaped by users’ experiences, motivations, and perceived agency in digital environments.

Heritage institutions increasingly incorporate social media logic into their efforts to digitize archival sources. This study is based on an ethnographic exploration of the National Library of Israel’s (NLI) digitization endeavors, with the aim of understanding how the transition from analog to digital materials aligns with the principles of platformization. By conducting observations, examining reports, and interviewing NLI professionals, we shed light on the pervasive influence of social media logic within public sector institutions, such as the National Library. We argue that the digitization process of archival documents is a form of platformization, and its impact is evident even before the content is disseminated, exposed, and uploaded to social media platforms. Furthermore, our analysis underscores how social media logic is a guiding force behind the NLI’s digitization strategy, encompassing the selection of materials and the construction of a digital archive for future generations.

This study examined the role of a social network site (SNS) in the lives of 11 high school teenagers from low-income families in the U.S. We conducted interviews, talk-alouds and content analysis of MySpace profiles. Qualitative analysis of these data revealed three themes. First, SNSs facilitated emotional support, helped maintain relationships, and provided a platform for self-presentation. Second, students used their online social network to fulfill essential social learning functions. Third, within their SNS, students engaged in a complex array of communicative and creative endeavors. In several instances, students' use of social network sites demonstrated the new literacy practices currently being discussed within education reform efforts. Based on our findings, we suggest additional directions for related research and educational practices.

This study examines how the growth of social media has transformed information access, communication, and democratic participation, highlighting both its benefits and challenges. It explores the relationship between social media use and media literacy, focusing on user engagement, opinion formation, and online dialogue. Findings show that while most users engage with social media daily—primarily for entertainment—few feel comfortable expressing opinions openly. Social media influences political and social participation, though its impact on opinion change varies. Overall, low media literacy awareness underscores the need for education to combat disinformation, strengthen critical thinking, and promote responsible digital citizenship.

Social media has taken many sectors including the higher education by storm. However, with wide spread fears that social media may be a distractor to pedagogy, this paper investigated how social media facilitates teaching and learning. Unlike most prior studies which relied much on soliciting mere views from students and lecturers about their intentions to use or not to use social media, this study incorporated Twitter and blogs into two undergraduate courses offered in the Department of Library and Information Science at Mzuzu University which is a public university in Malawi. Data were collected in two ways: first, analysis of blog and Twitter posts by students and second, a questionnaire was sent to 64 students to find out their perception towards the use of blogs and Twitter in a classroom environment. Results suggest that if appropriately deployed, Twitter and blogs are catalysts for the much hyped learner-centred approach to teaching because using these technologies, it emerged that students shared and discussed course materials, posted their course reflections and interacted amongst themselves and with their lecturer 24/7. Challenges faced include cost of internet data bundles, inaccessible Wi-Fi, poor bandwidths and insufficient computers.

The paper attempted to analyses the critical thinking and media literacy in connection to Global citizenship have become essential skills for responsible global citizenship leading to the transformation of the knowledge to generate novel ideas creative thinking securitized media through govern world. This philosophical inquiry explores the intersection of critical thinking, media literacy, and global citizenship, arguing that the cultivation of these skills is crucial for navigating complex global issues and promoting informed, empathetic, and engaged citizenship. Through a critical analysis of philosophical perspectives on knowledge, truth, and power, this paper examines the ways in which critical thinking and media literacy can be developed and applied to foster global citizenship. The importance of critical thinking and media literacy in promoting critical consciousness, cultural competence, and global responsibility. The paper concludes by proposing a philosophical apparatus for integrating critical thinking and media literacy into education and civic engagement initiatives, with the aim of empowering individuals to navigate the complexities of global citizenship.

Global Citizenship Education (GCE) is a framing paradigm which encapsulates how education can develop the knowledge, skills, values and attitudes learners need for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable. It represents a conceptual shift in that it recognizes the relevance of education in understanding and resolving global issues in their social, political, cultural, economic and environmental dimensions. It also acknowledges the role of education in moving beyond the development of knowledge and cognitive skills to build values, soft skills and attitudes among learners that can facilitate international cooperation and promote social transformation.

Digital Media: New Learners of the 21st Century takes viewers to the frontlines of what is rapidly becoming an education revolution. The film, targeted at parents, teachers, and anyone concerned about education in America, explores how exceptional educators are increasingly using digital media and interactive practices to ignite their students' curiosity and ingenuity, help them become civically engaged, allow them to collaborate with peers worldwide, and empower them to direct their own learning.

New Media, Old Media is a comprehensive anthology of original and classic essays that explore the tensions of old and new in digital culture. Leading international media scholars and cultural theorists interrogate new media like the Internet, digital video, and MP3s against the backdrop of earlier media such as television, film, photography, and print. The essays provide new benchmarks for evaluating all those claims; political, social, ethical, made about the digital age. Committed to historical research and to theoretical innovation, they suggest that in the light of digital programmability, seemingly forgotten moments in the history of the media we glibly call old can be rediscovered and transformed. The many topics explored in provocative volume include websites, webcams, the rise and fall of dotcom mania, Internet journalism, the open source movement, and computer viruses.

This paper is an exploratory investigation on Information Literacy and Sustainable Development GoalsImplementation: The Role of Libraries and Librarians. It is imperative to note that libraries andlibrarians can help streamline services that encourage the participation and acceptance of stakeholdersthrough its sharing, collaboration and facilitation platforms and services. The familiarity of users totheir respective libraries avails the library the opportunity to sensitize, recognize and make visibleprospects and challenges recorded with the implementation of SDGs. As it was pointed out that everysector depends on the library, it could be concluded that the library has all that is required to supportthe sustainable development goals to be achieve because of its characteristic dependability andinclusiveness. This paper recommended that management of libraries should not see the libraries asavenue of enriching themselves as there have been situations where fund released by government hasbeen misappropriated and embezzled at the detriment of effective service provision. There should bein a existence a body with integrity whose responsibility should be to monitor and audit every libraryproject and anyone found culpable punished accordingly. Furthermore, librarians and libraries shouldget involve in advocacy programmes such as road-walk, distribution of informative flyers, radio jinglesand social media campaign with a view to intimating the public on the SDGs.

With the advent of digital technologies, awareness of media is acquiring crucial importance. Media literacy, information literacy and digital literacy are the three most prevailing concepts that focus on a critical approach towards media messages.This article gives an overview of the nature of these literacies, which show both similarities to and differences from each other. The various contexts of their functioning are outlined and additional literacies are mentioned. Especial attention is given to the question of the blurring line between media consumers and producers.

This study aims to determine the responses and competencies of teachers in digital media literacy. This research is a descriptive study using survey methods. The study sample was 112 Indonesian language teachers in West Sumatra. The instrument of this study used a questionnaire. The results of the study show that most teachers have used digital media to assist in the learning process. However, the digital media used is still limited and not yet diverse. The use of digital media in learning has positive and negative effects. In order for maximum positive effects to be obtained and negative effects to be avoided, teacher competence is needed to make it happen. Based on the results of this study it is recommended that teachers can keep up with the times by utilizing digital media in learning, both to obtain material so that the use of learning media, or support the learning methods used.

This special issue of the Journal of Media Literacy Education explores the role of media literacy across the lifespan. Media literacy education interventions must be designed to meet the needs of individuals of different ages by understanding the life roles and goals that they have across the lifespan. Different pedagogical strategies are required to effectively address the media literacy competencies of young children, teens, adults, parents, and older adults. In old age, media literacy education may support cognitive functioning and social relationships and help people critically assess health-related information and services. Adopting a life course perspective enables the examination of media literacy competencies which unfold over time in response to changing historical conditions, social institutions and policies. This article reviews the literature to identify the current state of media literacy for different age groups, the present and future needs, and the media education content and instructional methods that have been used with children and adolescents, adult, and older people.

Media literacy education in the United States is actively focused on the instructional methods and pedagogy of media literacy, integrating theoretical and critical frameworks rising from constructivist learning theory, media studies and cultural studies scholarship. This work has arisen from a legacy of media and technology use in edu cation throughout the 20th century and the emergence of cross-disciplinary work at the intersections of schol arly work in media studies and education. Reflecting the emergence of a common ground for the field, the Core Principles of Media Literacy Education in the United States was created by a team of scholars and practitioners in 2007. This work reconciles the “protectionist” and “empowerment” wings of the media literacy education community and attempts to counter various misunderstandings among non-specialists. Two issues are identified for their potential to impact the future of the field: (1) media literacy’s relationship to the integration of educa tional technology into the K-12 curriculum and (2) the relationship between media literacy education and the humanities, arts, and sciences.

This article presents a systematic meta-review of the scientific literature discussing the concepts of information literacy, media literacy, and digital literacy. While carrying out a cross analysis of the way in which literature reviews specifically address these three concepts, this article identifies, and articulates a critical analysis of, the main findings from the reviewed texts regarding the conceptual landscape that they cover. This work highlights confusion between the constitutive dimensions of literacies, recurrent difficulties in establishing theoretical articulations between contributions, and operationalization problems in observing and assessing these literacies. These issues are the subject of a discussion grounded in the specific field of media education.

This study made a small test scale to measure media literacy in college students. It worked well, was reliable, and was linked to critical thinking, so it can be used to evaluate media literacy programs.