Media and Information Literacy Repository – South Asia

In the course of the 2010s, the increasing circulation of disinformation through online channels led to concerns being raised amongst academics and media experts about the information disorder: the complex interplay of disinformation, misinformation and malinformation at a very large scale enabled by digital distribution technologies (Wardle & Derakshan, 2017). The realisation that false information could affect democratic processes such as elections (Brexit, US 2016 Presidential Election, …) and decrease trust in the democratic institutions, or could be weaponised to extremely polarise public debate (Covid19, Alt-Right…) led to the European Union prioritising the fight against disinformation. The European Union set up a variety of pioneering initiatives, ranging from collaborative research projects to improve the detection of disinformation to increased support for investigative journalism. However, two key responses to tackle disinformation stand out: fact-checking and news literacy (Frau-Meigs, 2022).

The study aims to determine the preferred information skills and evaluate information literacy and skills in the social media era on the example of investigative journalism to surmount the majority of challenges it faces. The challenge-based survey conducted among 281 reporting journalists from various countries revealed that their information skills and literacy are average. The survey results show that half of the respondents (52%) recognise the importance of these characteristics, while 38% are sure that information literacy and skills are not necessary and 10% chose the variant ‘I am not sure’. As the indicators show, the main aim for investigative journalists’ writing is to influence the society’s mind about some facts presented in the reports (40%). Only 25% of respondents write with the purpose to present reliable information that indicates the level of their information literacy. The latest strategies in the professional development of investigative journalists in modern social media era allow overcoming the major challenges, including those related to the influence and interests of third parties. The practical significance and prospects of further research are explained by the possibility of using the obtained statistical data to increase the level of information literacy and skills not only of investigative journalists, but also other specialists who work with information.

The rapid advancement of artificial intelligence, particularly generative AI, has triggered profound transformations within the global journalism industry, fundamentally challenging traditional news production models, professional norms, and educational paradigms. This comprehensive study examines the multidimensional impact of AI technologies on contemporary journalism through theoretical analysis, industry observation, and educational case studies. The paper first explores the emergence of "Journalistic Taylorism]"(Hindy Lauer Schachter,2020). A phenomenon characterized by the standardization of news production processes through algorithmic intervention, resulting in journalist deskilling and professional alienation. It then analyzes how news organizations are navigating the tension between platform dependency and professional autonomy, creating what scholars term "functional infotainment" on social media platforms. The educational dimension receives particular attention, with examination of innovative "three-stage" training models that balance foundational skills with AI literacy development. By synthesizing international research perspectives with empirical data from China's growing digital publishing sector (which reached ¥1.7485 trillion in revenue in 2024), this paper proposes a holistic framework for understanding journalism's evolution in the AI era. The findings suggest that successful adaptation requires neither wholesale rejection nor uncritical embrace of technology, but rather the cultivation of journalists who possess both critical thinking capabilities and technological fluency – professionals capable of leveraging AI's efficiencies while preserving journalism's essential democratic functions. The study concludes with recommendations for institutional, educational, and ethical reforms that might enable journalism to maintain its public service mission amidst technological disruption.

The chapter informs about the increasing necessity for media and information literacy (MIL) to act as a strategic guideline toward civic resilience against the detrimental effects of digital transformation in Baltic and Nordic countries. Despite evident differences between the two regions, similarities are noted among countries in terms of the urgency of requests to adequately respond to information disruption such as information manipulation and the influx of disinformation. Nordic countries exhibit a progressive outlook on MIL with well-established institutionalized media education programs and a commitment to regularly assess and adjust MIL objectives in response to evolving digital landscapes and their flaws. However, concern is increasing about the economic and business challenges faced by conventional news media on the one hand and public trust in media on the other hand. Particularly, the latter aspect is viewed as a significant risk to informed citizenship in the near future. Precisely for this reason, a close cooperation among groups of stakeholders in each country, as well as regionally and globally, is required to achieve the goal of media-informed and resilient civics to withstand information disruption and to guarantee that the goals of democratic sustainability and well-being are ensured for everyone.

This report contains an overview of the relevant economic research literature on the digital transformation of news markets and the impact on the quality of news. It compares various definitions of fake news, including false news and other types of disinformation and finds that there is no consensus on this. It presents some survey data on consumer trust and quality perceptions of various sources of online news that indicate relatively high trust in legacy printed and broadcasted news publishers and lower trust in algorithm-driven news distribution channels such as aggregators and social media. Still, two thirds of consumers access news via these channels. More analytical empirical evidence on the online consumption of genuine and fake news shows that strong newspaper brands continue to attract large audiences from across the political spectrum for direct access to newspaper websites. Real news consumption on these sites dwarfs fake news consumption. Fake news travels faster and further on social media sites. Algorithm-driven news distribution platforms have reduced market entry costs and widened the market reach for news publishers and readers. At the same time, they separate the role of content editors and curators of news distribution. The latter becomes algorithm-driven, often with a view to maximize traffic and advertising revenue. That weakens the role of trusted editors as quality intermediaries and facilitates the distribution of false and fake news content. It might lead to news market failures. News distribution platforms have recently become aware of the need to correct for these potential failures. Non-regulatory initiatives such as fact-checking, enhanced media literacy and news media codes of conduct can also contribute.

The rapid flow of political information on social media has made it increasingly difficult to control the spread of misinformation. This situation heightens students’ vulnerability to political misinformation due to limited critical thinking skills in evaluating the authenticity and accuracy of information sources. The uneven levels of media literacy, information literacy, and news literacy further weaken students’ capacity to assess and verify political content. This study aims to analyze the relationship and influence of media literacy, information literacy, and news literacy on high school students’ ability to recognize political misinformation. A quantitative approach using a survey method was applied to 100 high school students who actively access political content on social media platforms. A validated questionnaire was used to measure literacy levels and misinformation recognition ability. Data were analyzed using logistic regression to estimate the contribution of each literacy variable to the accuracy of misinformation identification. The findings reveal that all three types of literacy have a positive and significant effect on students’ ability to recognize political misinformation. The combined model substantially improved classification accuracy, confirming the essential role of integrated digital literacy in strengthening students’ cognitive resilience against misleading information. The implications highlight the need to integrate contextual digital literacy learning into the curriculum through authentic political case studies, fact-checking exercises, and school policies that promote an informed and responsible digital culture.

Although previous research has offered important insights into the consequences of mis- and disinformation and the effectiveness of corrective information, we know markedly less about how different types of corrective information – news media literacy interventions and fact-checkers – can be combined to counter different forms of misinformation. Against this backdrop, this paper reports on experiments in the US and the Netherlands (N = 1,091) that exposed people to evidence-based or fact-free anti-immigration misinformation, fact-checkers and/or a media literacy intervention. The main findings indicate that evidence-based misinformation is seen as more accurate than fact-free misinformation, and the combination of news media literacy interventions and factcheckers is most effective in lowering issue agreement and perceived accuracy of misinformation across countries. These findings have important implications for journalism practice and policy makers that aim to combat mis- and disinformation.

This research explores the creation of truth in digital journalism through the dissemination of accurate information and combating media misinformation. The study employed a qualitative method to gather insights on developing comprehensive frameworks for assessing information credibility, challenges faced by journalists, and collaborative models for promoting media literacy. Key findings indicate a strong consensus on the necessity of frameworks that integrate technological tools and human cognitive factors to assess credibility. Journalists face significant barriers, including cognitive overload, algorithmic obfuscation, and source ambiguity. Collaborative models involving journalists, educators, and technology platforms are essential for promoting media literacy and reducing misinformation. The research highlights the importance of evaluating media literacy initiatives through pre- and postintervention assessments, knowledge-based tests, behavioral measures, surveys, and longitudinal studies. By addressing these areas, digital journalism can enhance public understanding and decrease susceptibility to misinformation. The study provides insights into strategies for combating misinformation, including advanced verification techniques, cognitive bias mitigation, and interdisciplinary collaboration. These findings have implications for journalists, educators, technology platforms, and policymakers seeking to promote media literacy and combat misinformation in digital journalism.

In the contemporary digital landscape, social media platforms have emerged as prolific environments for the proliferation of misinformation and fake news. The swift and expansive dissemination of inaccurate information presents profound challenges to individuals, communities, and the integrity of democratic processes. Addressing this issue necessitates a robust enhancement of communicative strategies to effectively counteract the spread of false information on social media. This research underscores the critical role of effective communication in mitigating the impact of misinformation on these platforms. It examines a range of strategies and tools designed to enhance digital literacy and bolster the credibility of online information. Furthermore, the study delves into the obstacles encountered in the fight against misinformation, emphasizing the pivotal importance of coordinated communicative efforts. The research culminates in practical insights and recommendations aimed at strengthening these efforts and fostering critical thinking among social media users.

Amid growing concern about information quality and credibility in digital media environments, researchers and educators still lack a concise, comprehensive yet psychometrically sound instrument for tracking the various competencies that help people navigate this landscape. This article develops the Digital Media and Information Literacy Scale (DMILS)—a robust and multidimensional measure that distinguishes domain (digital vs information/news), competency type (knowledge vs skill), and is measured through both subjective and objective items. Through two empirical studies with three nationally matched samples in the United States and Singapore (N = 1498), we developed an 18-item self-report battery and 16-item objective knowledge questions, showing strong structural, convergent, and predictive validity, along with a short form (eight self-report and eight objective items). By offering a parsimonious yet multidimensional yardstick, DMILS enables rigorous evaluation of media literacy interventions and supplies a common metric for cross-national research, critical for building an information ecosystem resilient to mis- and disinformation.

Digital media, deeply embedded in the daily lives of young Brazilians, plays a crucial role in shaping identities, defining social roles, and fostering new forms of sociability. These platforms can positively contribute to the personal and social development of young people by encouraging interaction and the exchange of experiences. However, this same dynamic also creates an environment conducive to the proliferation of phenomena such as cyberbullying, a form of intimidation and psychological violence that occurs in virtual settings. In light of this scenario, this article investigates responses to cyberbullying, particularly among children and adolescents, who are especially vulnerable to such practices. It advances a discussion that integrates digital literacy with the application of current legislation on the topic as a potential approach to enhancing awareness and strengthening young people’s capacity to act when facing abusive situations in the digital environment.

The growth of digital technologies has made information and communication facilities more accessible, making media literacy a major source of digital engagement and empowerment. Nevertheless, even with the similar accessibility and technical skills, there are still significant gender differences in the online interaction especially in the discussion of the public and politics. This paper explores the connection between media literacy, digital confidence and online participation through a gendered perspective, discussing why participants with the same level of media literacy skills have varied levels of participation with particular attention to the role of online harassment, self-efficacy and social norms. It used a mixed-methods approach, which involves quantitative surveys and qualitative interviews to obtain both quantifiable trends and experiences. The results indicate that men and women show the same level of media literacy and misinformation detection, but women report lower levels of digital confidence and are less involved in visible online behaviors. Online harassment, and its threat, serves as a significant obstacle to engagement, resulting in self-censorship and less visibility. These trends are also supported by social norms that do not encourage women to express themselves assertively. Notably, non-participation tends to be a strategic reaction to the risk perceived, but not necessarily lack of capability. The research finds that digital participation is not only a skill-based process but also safety, confidence, and structural conditions. It suggests gender sensitivity in media literacy programs, increased online safety measures, and the encouragement of inclusive online spaces that allow all users to participate meaningfully.