The paper describes specific experiences with educational activities aimed at strengthening media literacy in the field of combating disinformation among primary and secondary school teachers, which were implemented in 2022-2023 through the Central European Digital Media Observatory. A total of 3633 primary and secondary school teachers from all over the Czech Republic participated in the education and evaluated the educational events. The article presents examples of specific educational activities oriented to the development of knowledge, skills and attitudes of students through teaching in primary or secondary school.

The media represents a crucial part of everyday communication and it has become an imperative of time and lifestyle, for which educational systems are preparing students for. Students today are commonly exposed to opposed value judgments of family, school and media; and the social system faces a challenge of how to successfully integrate all forms of media disclosure and how to change the educational system adapted to the period in which students are developing and the one they are preparing for.

The study examined media literacy skills forpromoting sustainable development in Rivers State. Threeresearch questions guided the study. The study anchored oninformation literacy theory. The survey research design wasadopted using a sample of 167 respondents drawn from apopulation of 278 lecturers in the four departments ofCommunication, film and media studies using proportionatesampling technique. The instrument for data collection was aquestionnaire which was validated by experts and used for datagathering. The reliability of the instrument was established at 0.82using the Pearson Product Moment Correlation Co-efficient(PPMC). The study found amongst others that critical andanalytical thinking, digital literacy, environmental literacy,cultural and social awareness, and collaborative communicationare media literacy skills needed for promoting sustainabledevelopment. The study concluded that media literacy andeducation can potentially empower the citizens to be able tocritically analyze and evaluate media messages, be betterinformed, engage, and be proactive in addressing both local andglobal issues that can bring about sustainable development inRivers State. Media literacy skills were essential for the citizens tobe well informed on the various types of media outlets and theirroles in promoting sustainable development in Rivers State-Nigeria. The study recommended amongst others thatPolicymakers and curriculum planners begin to think along thelines of integrating media literacy into the school curriculum. Thiswill help students develop a holistic understanding of media andits impact on society

The transnational movement of people and ideas continues to reshape how students and citizens imagine places and cultures. Considering our constant exposure to information delivered via mass media, global educators are tasked with engaging students in learning activities that help them develop skill sets that include a globally minded, critical media literacy. Grounded in cultural studies, and framed by Andreotti's (2006) work in critical global citizenship education (GCE) and Appadurai's (1996) concept of mediascapes, this article examines how eleven global educators in as many countries use films to teach about what they considered to be the “6 C's” of critical global media literacy: colonialism, capitalism, conflict, citizenship, and conscientious consumerism. How global educators foster globally minded, critical media literacy in their classrooms, the resources they use to teach about perspectives too often marginalized in media produced in the Global North, and how educating students about media informs action within global citizenship education in the social studies are discussed.

The authors developed a structural model of formation of information and media literacy of higher education applicants and the use of “cloud” technologies in the educational process of sustainable development. The researchers analyse the levels of formation of such literacy of higher education applicants in the process of sustainable development (cognitive and informative, constructive and search, creative and productive levels). The authors noted the effectiveness of the designed model. Positive dynamics of the development of indicators of the mobility under research are demonstrated on the basis of comparative analysis of the generalized obtained data before and after the experiment. The article presents the methodology of interaction of information and media literacy and “cloud” technologies in the educational process. Summarizing the results of the experimental research using statistical and comparative methods of analysis, made it possible to trace the dynamics of quantitative and qualitative changes in the basic structural components, in particular in the indicators of the interaction of information and media literacy and “cloud” technologies in the educational process of sustainable development of higher education applicants. The results of the research indicate the significant increase in all indicators.

This article explores the urgent need for integrating media literacy and Sustainable Development Goals (SDGs) into the educational process, especially in the face of increasing information warfare and technological changes. The authors argue that media literacy is not only a skill but a crucial tool for ensuring critical thinking and social stability. They emphasize the role of educators as primary „operators” of information and discuss how improved media literacy can make educational systems more resilient against external threats. Utilizing an interdisciplinary approach, the article aims to develop effective systems for bolstering the media literacy of educational staff as a pathway to achieving specific Sustainable Development Goals.

Students who participated in a required yearlong Grade 11 English media/communication course that incorporated extensive critical media analysis of print, audio, and visual texts were compared with students from a demographically matched group who received no instruction in critically analyzing media messages. A nonequivalent group's design examinedstudents' reading comprehension, writing skills, critical reading, critical listening, and critical viewing skills for nonfiction informational messages. Results suggest that media literacy instruction improvesstudents' ability to identify main ideas in written, audio, and visual media. Statistically significant differences were also found for writing quantity and quality. Specific text analysis skills also improved, including the ability to identify the purpose, target audience, point of view, construction techniques used in media messages, and the ability to identify omitted information from a news media broadcast in written, audio, or visual formats.

The aim of research is to determine differences in media literacy competences in relation to socio-demographic characteristics of examinees from academic society in Serbia. This research was conducted in 2013 on 726 examinees. Hypotheses have been analysed by multivariate analysis of variant (MANOVA) and correlation analysis while testing differences in professions regarding incomes has been done by X2 analysis. The results show that there are significant differences in media literacy competences among examinees regarding gender, age, area of education and income. The results do not differ from the results of other cultural, economic and social contexts.

In recent years, the media literacy education movement has developed to help individuals of all ages acquire the competencies necessary to fully participate in the modern world of media convergence. Yet media literacy education is not practiced uniformly at all educa tional levels. This study used a survey to compare the extent to which students are ex posed to several basic elements of media literacy education at the high school and univer sity levels. Results suggest that students are exposed to more course content related to media use and creation in high school, but more course content related to media analysis in college.

Teachers must first acquire the necessary media literacy skills, strategies, dispositions, and pedagogy to impactfully integrate media literacy into their instruction. Furthermore, previous studies have suggested designing curricu lar resources as an effective form of media literacy professional learning. This case study examined how high school teachers of different content areas integrate media literacy into their instruction while participating in an on line professional development course and how high school teachers applied the content from a media literacy online professional development course to design media literacy instruction. Findings indicated teachers made mi nor changes to their previous instructional practice, which indicated that participating in the online course led them to think about media literacy integration in new ways. Additionally, teachers applied the online profes sional development content by using media to build background knowledge, offering explicit media literacy strategy instruction and support, promoting independent practice at the intersection of content curricula and media lit eracy, and assigning media production to demonstrate content knowledge. Recommendations include equipping teachers with media literacy back ground knowledge, examining instruction stemming from media literacy pro fessional development, and empowering teachers to design media literacy instruction through critical lenses.

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.

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.

This study examined the role of a social network site (SNS) in the lives of 11 high school teenagers from low-income families in the U.S. We conducted interviews, talk-alouds and content analysis of MySpace profiles. Qualitative analysis of these data revealed three themes. First, SNSs facilitated emotional support, helped maintain relationships, and provided a platform for self-presentation. Second, students used their online social network to fulfill essential social learning functions. Third, within their SNS, students engaged in a complex array of communicative and creative endeavors. In several instances, students' use of social network sites demonstrated the new literacy practices currently being discussed within education reform efforts. Based on our findings, we suggest additional directions for related research and educational practices.

This study examines how the growth of social media has transformed information access, communication, and democratic participation, highlighting both its benefits and challenges. It explores the relationship between social media use and media literacy, focusing on user engagement, opinion formation, and online dialogue. Findings show that while most users engage with social media daily—primarily for entertainment—few feel comfortable expressing opinions openly. Social media influences political and social participation, though its impact on opinion change varies. Overall, low media literacy awareness underscores the need for education to combat disinformation, strengthen critical thinking, and promote responsible digital citizenship.

The paper attempted to analyses the critical thinking and media literacy in connection to Global citizenship have become essential skills for responsible global citizenship leading to the transformation of the knowledge to generate novel ideas creative thinking securitized media through govern world. This philosophical inquiry explores the intersection of critical thinking, media literacy, and global citizenship, arguing that the cultivation of these skills is crucial for navigating complex global issues and promoting informed, empathetic, and engaged citizenship. Through a critical analysis of philosophical perspectives on knowledge, truth, and power, this paper examines the ways in which critical thinking and media literacy can be developed and applied to foster global citizenship. The importance of critical thinking and media literacy in promoting critical consciousness, cultural competence, and global responsibility. The paper concludes by proposing a philosophical apparatus for integrating critical thinking and media literacy into education and civic engagement initiatives, with the aim of empowering individuals to navigate the complexities of global citizenship.

With the advent of digital technologies, awareness of media is acquiring crucial importance. Media literacy, information literacy and digital literacy are the three most prevailing concepts that focus on a critical approach towards media messages.This article gives an overview of the nature of these literacies, which show both similarities to and differences from each other. The various contexts of their functioning are outlined and additional literacies are mentioned. Especial attention is given to the question of the blurring line between media consumers and producers.

This special issue of the Journal of Media Literacy Education explores the role of media literacy across the lifespan. Media literacy education interventions must be designed to meet the needs of individuals of different ages by understanding the life roles and goals that they have across the lifespan. Different pedagogical strategies are required to effectively address the media literacy competencies of young children, teens, adults, parents, and older adults. In old age, media literacy education may support cognitive functioning and social relationships and help people critically assess health-related information and services. Adopting a life course perspective enables the examination of media literacy competencies which unfold over time in response to changing historical conditions, social institutions and policies. This article reviews the literature to identify the current state of media literacy for different age groups, the present and future needs, and the media education content and instructional methods that have been used with children and adolescents, adult, and older people.

Media literacy education in the United States is actively focused on the instructional methods and pedagogy of media literacy, integrating theoretical and critical frameworks rising from constructivist learning theory, media studies and cultural studies scholarship. This work has arisen from a legacy of media and technology use in edu cation throughout the 20th century and the emergence of cross-disciplinary work at the intersections of schol arly work in media studies and education. Reflecting the emergence of a common ground for the field, the Core Principles of Media Literacy Education in the United States was created by a team of scholars and practitioners in 2007. This work reconciles the “protectionist” and “empowerment” wings of the media literacy education community and attempts to counter various misunderstandings among non-specialists. Two issues are identified for their potential to impact the future of the field: (1) media literacy’s relationship to the integration of educa tional technology into the K-12 curriculum and (2) the relationship between media literacy education and the humanities, arts, and sciences.

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.

The study emphasizes the need for social studies teacher educators to address misinformation and fake news in democratic citizenship education. Guided by the Teacher Education Technology Competencies, it proposes a five-part framework for integrating media literacy into teacher education, including historical, ethical, and practical approaches to analyzing fake news. The study highlights that a comprehensive media literacy approach supports civic reasoning, understanding of political bias, and online civic participation, and stresses the importance of strengthening preservice teachers’ media literacy skills through teacher education programs.

The paper critiques current media literacy programs for focusing mainly on source accuracy and reliability while neglecting how marginalized groups are represented in media. It argues that traditional “objective” news sources often reinforce stereotypes and media injustices. The study proposes an alternative critical media education model that emphasizes representation, power, and social justice. Through pedagogical examples, it shows how combining critical media analysis with media production can help learners challenge biased representations and media injustice, beyond simply verifying factual accuracy.

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.

The review highlights the importance of media literacy in combating misinformation by strengthening critical thinking skills. It shows that media literacy programs help individuals evaluate information sources, identify bias, and resist false or misleading content. Evidence indicates that trained individuals are less likely to believe or share misinformation. The review emphasizes effective teaching approaches, such as interactive learning and real-world examples, and stresses the need to integrate media literacy into education to support informed citizenship, public discourse, and democratic engagement in the digital age.