Media and Information Literacy Repository – South Asia

Purpose: The aim of this study was a comparative study of media literacy curriculum policy in the educational system of leading countries and Iran. Methodology: The approach of the research was qualitative approach and the method used in it was comparative-analytical method. The research population in this study included all valid scientific documents, including books, articles in specialized journals related to media literacy, from which the works related to the subject were selected using purposive sampling method and appropriate to the research objectives of the case. Were analyzed and data were collected by documentary method, Descriptive analysis method was used in data analysis. Based on the research question, a framework for data analysis was considered. Based on this framework, the required data from available resources were selected, organized, and then their similarities and differences were identified and compared and interpreted. Findings: Based on the results of this study, the concerns and views on content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media. . The results also showed that media literacy has been considered as one of the most effective monitoring tools in the countries. Also, according to the results of the research, the most important differences between the selected countries and Iran in this regard was that the goal of these countries is to institutionalize the media literacy curriculum in an organized manner and in the form of codified policies and long-term plans, but in Iran. Although this issue has been emphasized in the upstream documents, due to the lack of sufficient infrastructure, lack of culture appropriate to the age of technology and teachers not being familiar with this knowledge, these conditions have not been provided and implementation in schools has been unsuccessful. Several years of implementation have not yet led to a successful indigenous approach and model for implementing this skill in schools. Conclusion: The results showed that the concerns and views on the content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media.

This paper offers an inquiry that involves media education, literacy, media production, and analysis as modes of teaching and inquiry related to students labeled "at-risk." Included are traditional, methodological, interpretive, social, and media issues that are inherent in literacy practices in classroom settings. At the same time, it outlines, practical, and tried non-traditional approaches that consider literary practices with an expanded notion of literacy, both a conceptual and practical bearing on areas such as English Language Arts Methods and Media Education curriculum, multi-media, video production, media text analysis and collaborative learning. Finally this paper argues that the struggle for literacy is one that can often be resolved in unexpected ways. Some of the key questions of this paper are: 1. To what extent are the observations I made about the responses of the ACE students to my Media Education Curriculum idiosyncratic? 2. To what extent are the ACE students’ abilities in dealing with traditional forms of texts affected by their experiences with Media Education Curriculum? 3. Perhaps most important, are the curricular and pedagogical questions which arise from my inquiry. One question is, "Are we willing to rethink who, how, and what we are teaching in order to develop approaches and methodologies that motivate and encourage, not only students who are struggling with traditional schooling practices, but also all students?"

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.

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.

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.

This article introduces a competency-based model for generative artificial intelligence (AI) literacy covering essential skills and knowledge areas necessary to interact with generative AI. The competencies range from foundational AI literacy to prompt engineering and programming skills, including ethical and legal considerations. These 12 competencies offer a framework for individuals, policymakers, government officials, and educators looking to navigate and take advantage of the potential of generative AI responsibly. Embedding these competencies into educational programs and professional training initiatives can equip individuals to become responsible and informed users and creators of generative AI.

The study proposes a model for teaching computer and video games in classroom settings, aimed at supporting teachers in integrating gaming into curricula. It highlights the link between in-game actions and broader youth gaming culture, emphasizing that learning extends beyond the screen. The authors argue that out-of-school practices—such as collaboration, knowledge-building, design, and identity formation within gaming communities—shape how students understand their everyday worlds. By recognizing these informal learning processes, educators can design curricula that build on students’ existing gaming experiences.

Finnish basic education faces a significant change with the 2016 commissioning of the renewed core curriculum, which introduces a new transversal competence, termed multiliteracies—a concept closely related to media literacy. This systematic literature review examines the research literature on media literacy and multiliteracies, analysing and comparing the nature of knowledge constructed and the varying definitions of the two concepts. Previous review articles (Marten 2010; Potter 2010) found little consensus among scholars regarding the definition of media literacy. This review examines the research literature published in international peer reviewed academic journals between 2010 and 2014 to investigate whether a mutual understanding of the concept has since been established. The article argues that significant differences exist between the concepts of media literacy and multiliteracies and, further, that Finnish core curriculum defines multiliteracies differently than the research literature defines the term. In line with previous research, this article finds no consensus on the definition of media literacy in the research literature. Based on the multifaceted nature of the concept, this article rejects attempts to establish a universal definition of media literacy and presents a theoretical framework for conceptualising media literacies based on their abstraction levels. The article aims to facilitate understanding of the concept and its operationalisation in research and practice and discusses future opportunities for research on media literacy and multiliteracies.