a primer; an easy-to-read, non-technical overview explaining what information literacy means, designed for busy public policy-makers, business executives, civil society administrators and practicing professionals

Empowering Students for Just Societies: A Handbook for Primary School Teachers foregrounds the role of primary education in nurturing democratic, inclusive and equitable societies. The handbook positions the classroom not merely as a site of academic learning but as a formative social space where children first encounter diversity, fairness, rights, and responsibilities. It argues that values such as empathy, mutual respect, cooperation, and critical thinking must be cultivated from early childhood in order to build socially aware and ethically responsible citizens.

Media and Information Literacy (MIL) is one of the most important issues in today's mediatized world. Under the leadership of UNESCO, many international organizations in the world, as foreign donors, annually announce many projects and grants for the promotion and development of the field of MIL in the countries of the world. One of the main actors of this movement is DW Academy with various media and MIL projects in over 50 countries of the world. This research paper examines the role of DW Akademie's MIL model in shaping a media-savvy generation. The study examines the theoretical underpinnings and practical applications of the DW Akademie's MIL model and analyzes its effectiveness in fostering media literacy skills. The research takes a multifaceted approach, incorporating case studies to assess the model's impact on different demographic groups. The paper also considers the model's alignment with global education policy and proposes recommendations for its integration into broader frameworks. By examining the DW Akademie's MIL model, this research contributes to the ongoing discourse on media literacy education and provides valuable insights for educators, policymakers, and researchers. The findings offer a nuanced understanding of the model's place in cultivating a media-savvy generation capable of navigating the complexities of the information age.

This article conceptualizes digital media literacy as a multidimensional construct by distinguishing between media devices and media content. It outlines key literacy dimensions related to accessing, understanding, creating, and participating in digital media. The article further explores how social exclusion is closely linked to unequal capacities for media creation and participation.

This study is situated within the context of rapidly expanding media environments in which knowledge is continuously produced, circulated, and reshaped through multiple communication channels. Given young people’s heightened exposure and vulnerability to mediated messages, the ability to critically evaluate and consciously interpret fictionalized media content has become an essential educational competency. Media and television literacy education is therefore positioned as a necessary response to equip adolescents with an understanding of how mass media operates and influences perceptions.

This paper examines the influence of reality television on children and adolescents, highlighting concerns about the blurred distinction between mediated content and reality and its potential impact on youth values. It argues that media literacy education can mitigate negative effects and proposes integrating media literacy training into psychiatry residency programs to support preventive mental health interventions.

This paper discusses some of the theoretical issues which are at stake in the basic analogy between television and written language, and argues the case for a social theory of television literacy.

This paper examines the effectiveness of a Media Studies program in supporting the educational goals of at-risk secondary school students. The study evaluates the impact of structured media literacy instruction on students enrolled in a special education program. Findings indicate that formal media literacy lessons enhanced students’ ability to critically understand television and print advertisements, demonstrating the value of media education for vulnerable learner populations.

In the context of the rapid expansion of mass media technologies, this paper underscores the urgent need for education systems to cultivate students’ critical viewing and critical thinking abilities. Drawing on the 1982 UNESCO International Symposium on Media Education, it highlights international calls for comprehensive media education from preschool to adulthood.

The study focuses on teaching television literacy through research-based, empirical classroom practices. It argues that students develop television literacy not by impressionistic critique but by systematic analysis of television texts and audiences.

This work conceptualizes television literacy as an essential component of media education, arguing that effective engagement with television requires critical viewing skills rather than passive consumption. It examines television as a constructed medium shaped by economic, technological, and ideological forces, and outlines analytical frameworks through which viewers can interpret television messages.

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.