This study examines how social media functions as a primary channel for accessing and sharing information on current issues. It explores the role of social media in disseminating information on contemporary issues and assesses users’ digital literacy in this context.

This study proposes a new conceptual framework of social media literacy (SoMeLit) that shifts focus from mass media content analysis to the individual user’s role in constructing social media reality.

This study develops and validates a standardized instrument to assess network media literacy, a key competence for effective internet use and participation in knowledge societies. Drawing on a composite conceptual model, the authors constructed items and administered them to a large, nationally distributed sample in China.

This study validates the COVID-19 Media Literacy Scale (C-19MLs) by examining its psychometric properties among university students. The analysis resulted in a 21-item scale with five dimensions related to evaluating credible information, identifying fake COVID-19 content, media formats, and audience interpretation.

This paper explores media literacy as the key component of agency and describes the mechanism of agency empowerment through the media education process, in an effort to find answers to the following questions: What is the key aim of media education? What is the content of media education? How media education ought to be integrated in the didactics of pedagogy and the teaching/learning process?