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.

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.

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 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.

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.