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 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.
The article examines intercultural film literacy education as a response to cultural misrepresentation in audiovisual media and its implications for democracy. The study highlights the importance of expanding film literacy to video-based social media and addressing the lack of diverse teaching materials.
The article reflects on the need to integrate emerging literacies into contemporary pedagogy to better prepare teachers for the demands of the 21st-century information society. It emphasizes the teacher’s evolving role in addressing multiple platforms, languages, and data-rich environments. Focusing on film literacy, the study highlights its interdisciplinary and multicultural character and its importance as both an independent field and a teaching practice.
The article challenges narrow definitions of visual literacy by arguing that many visual conventions in film and television can be understood through general cognitive skills, even by viewers without formal media training. Using examples such as camera angles, point-of-view shots, and shot juxtaposition, it shows how viewers rely on everyday perceptual and social knowledge to interpret meaning.
The study examines the role of emotion in news consumption, arguing that traditional news literacy education’s focus on facts and verification is no longer sufficient. It explores how emotion and emotion-analytics technologies shape the spread and impact of fake news in digital environments.
The article examines news literacy needs in K–12 education in the context of growing concerns about fake news. Drawing on the perspectives of in-service teachers and school librarians in California, it assesses students’ perceived news literacy skills.
The article addresses the growing concern over fake news and its threat to democracy and journalism in the contemporary media environment. It situates this problem within the emerging field of news literacy, arguing for the need to reconceptualize fake news both theoretically and practically.
The study focuses on strengthening the assessment of news literacy in response to growing concerns about fake news, misinformation, and changing digital news consumption practices. It aims to update existing news literacy measurement tools by introducing two new scales: the Headline Literacy Scale and the Hard News Standards Knowledge Scale.
The study examines which factors encourage early adolescents (12–15 years) to apply news literacy in practice, rather than merely possess it. The findings show that motivation, skills, and valuing (news) media literacy are more important than production knowledge, and that news consumption and news literacy application are strongly interconnected.
The article examines teenagers’ understanding of news and their news consumption practices. It explores how teens define news, encounter it—largely incidentally through social media or parents—and perceive its relevance to their lives.
This article investigates news literacy among early adolescents by foregrounding their own views and experiences with news. It shows that while adolescents recognize the importance of reliable news, their engagement remains mostly passive and weakly critical.
The book examines news literacy as a democratic practice, urging readers to move beyond simple fact-checking to critically analyze the structures, institutions, and routines of news media systems. It situates news literacy within critical media literacy, focusing on how news constructs social reality and how power, influence, and gatekeeping shape what becomes news.