This article is guided by the question of what digital competencies are needed to deal with disinformation strategies in social media and how these competencies can be embedded in the discourse on (media) pedagogy. It considers this question from the perspective of the digital condition and addresses the current competency debate by proposing a synergetic linkage of critical media competencies and data competencies. On this basis, it explores the relationship between learning opportunities, digital infrastructures, and the resilience of our democracies. The article concludes by discussing our “Synergistic Literacy Model Against Disinformation” in terms of its advantages and relevance for future literacy concepts, solutions to broader societal problems, and the resilience of democracies.

The purpose of the article is to address the relationship between digital literacy and women empowerment in Varanasi. Women empowerment is one of the most crucial challenges in India. This study explores how enhanced digital literacy contributes to increased empowerment among women. This study collected the data with authentic and well-developed questionnaires, and the samples size for the analysis consisted of 402 participants. The causal relationship between empowerment through digital literacy is being examined by estimating empirical data through structural equation modelling in SmartPLS. The result of this study found that digital literacy tools and techniques had positive contributions towards women empowerment. Statistical analysis shows that digital literacy has brought significant changes and development to women in economic, social and technological areas.

This study investigated the effect of media and information literacy (MIL) on the ability to identify fake news, disinformation and misinformation, and sharing intentions. The experimental approach was selected to study both the control group and experimental group made up of a total of 187 respondents. Comparative analysis of the two groups revealed that although more respondents in the experimental group were able to identify the inauthenticity of information presented to them, some of the respondents in the control group were also able to do the same, even though they did not receive MIL training. Conversely, some respondents in the experimental group, even though they were trained in MIL, could not determine the inauthenticity of information, possibly because the one-off training given to them did not allow them to assimilate all the information in one sitting. Nonetheless, the results of the bivariate correlation computation showed that MIL trained respondents were more likely to determine authenticity or otherwise of information and less likely to share inaccurate stories. This means that when MIL increases, sharing of fake news decreases. This is yet another evidence that MIL enables information consumers to make informed judgments about quality information. It is recommended that MIL is incorporated into mainstream educational modules andconsistently revised to reflect the demands of the times. MIL programs must also con-sider how to effectively reach those without formal education. Actors within the information, communications, and media ecology must contribute to their quota in making information consumers more discerning with the right MIL sensitisation.

The concept of digital literacy has been defined in numerous ways over the last two decades to incorporate rapid technological changes, its versatility, and to bridge the global digital divide. Most approaches have been technology-centric with an inherent assumption of cultural and political neutrality of new media technologies. There are multiple hurdles in every stage of digital literacy implementation. The lack of solutions such as local language digital interfaces, locally relevant content, digital literacy training, the use of icons and audio excludes a large fraction of illiterate people. In this article, we analyse case studies targeted at under-connected people in sub-Saharan Africa and India that use digital literacy programmes to build knowledge and health literacy, solve societal problems and foster development. In India, we focus on notable initiatives undertaken in the domain of digital literacy for rural populations. In Sub-Saharan Africa, we draw from an original project in Kenya aiming at developing digital literacy for youth from low-income backgrounds. We further focus on Senegal, Mali, Burkina Faso and Tanzania, where field studies have been conducted on the use of digital technologies by low-literacy people and on how audio and icon-based interfaces and Internet lite standard could help them overcome their limitations. The main objective of this article is to identify key performance indicators (KPIs) in the context of digital literacy skills as one of the pillars for digital inclusion. We will learn how digital literacy programmes can be used to build digital literacy and how KPIs for sustainable development can be established. In the final discussion, we offer lessons learned from the case studies and further recommendation for stakeholders and decision-makers in the field of digital health literacy.

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.

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 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 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.