scholarly journals Parental Restriction of Movie Viewing Prospectively Predicts Adolescent Alcohol and Marijuana Initiation: Implications for Media Literacy Programs

2018 ◽  
Vol 19 (7) ◽  
pp. 914-926 ◽  
Author(s):  
Melissa J. Cox ◽  
Joy Gabrielli ◽  
Tim Janssen ◽  
Kristina M. Jackson
Keyword(s):  
Media Literacy ◽  
Literacy Programs ◽  
Adolescent Alcohol

scholarly journals Binary Opposition in Narrations of “Native” in Social Media

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Puspitasari Puspitasari
Keyword(s):  
Public Sphere ◽  
Media Literacy ◽  
Social Inequalities ◽  
Economic Resources ◽  
Literacy Programs ◽  
Binary Opposition ◽  
Multiple Stakeholders ◽  
The Public ◽  
Historical Heritage ◽  
The Public Sphere

The “native” or pribumi term as a narrative emerged into the public sphere and raises questions since October 16, 2017, whether the term is merely a conversation on the surface or more deeply describes the narrative that represents the socio-cultural aspect of Indonesian society. The study was conducted using twitter as a locus of observation within the period of November 8-16, 2017. Based on the idea that a social text reflects a narrative building constructed socio-cultural and leaves a long history trail, preliminary findings indicate that Indonesian society has a historical heritage of Dutch colonialism on native and non-native (Chinese/Tionghoa). The "native" narratives of the present are not only built on the issue of social inequalities between native versus Chinese, but rather show imaginations about the influence of the Chinese group's economic resources on power. The narrative does not only touch on the economic and political aspects, but also the religions, historically potentially becoming a conflict played by interest groups ahead of the 2018 elections and the 2019 presidential election. Suggestions for anticipating vulnerabilities are to conduct media literacy programs involving multiple stakeholders, both government and civil society, include scholars.

scholarly journals Probabilistic social learning improves the public’s judgments of news veracity

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0247487
Author(s):  
Douglas Guilbeault ◽  
Samuel Woolley ◽  
Joshua Becker
Keyword(s):  
Public Health ◽  
Machine Learning ◽  
Social Media ◽  
Social Learning ◽  
Media Literacy ◽  
Peer Influence ◽  
Global Economy ◽  
Peer Networks ◽  
Literacy Programs

The digital spread of misinformation is one of the leading threats to democracy, public health, and the global economy. Popular strategies for mitigating misinformation include crowdsourcing, machine learning, and media literacy programs that require social media users to classify news in binary terms as either true or false. However, research on peer influence suggests that framing decisions in binary terms can amplify judgment errors and limit social learning, whereas framing decisions in probabilistic terms can reliably improve judgments. In this preregistered experiment, we compare online peer networks that collaboratively evaluated the veracity of news by communicating either binary or probabilistic judgments. Exchanging probabilistic estimates of news veracity substantially improved individual and group judgments, with the effect of eliminating polarization in news evaluation. By contrast, exchanging binary classifications reduced social learning and maintained polarization. The benefits of probabilistic social learning are robust to participants’ education, gender, race, income, religion, and partisanship.

scholarly journals Digital Media Literacy Campaign in Identifying News

2018 ◽  
Vol 73 ◽  
pp. 14015
Author(s):  
Tandiyo Pradekso ◽  
Djoko Setyabudi ◽  
Rouli Manalu
Keyword(s):  
High School Students ◽  
Digital Media ◽  
Media Literacy ◽  
Literacy Programs ◽  
Young Generation ◽  
Fake News ◽  
School Students ◽  
Public And Private ◽  
Literacy Campaign ◽  
Digital Media Literacy

This article explains the ways in which a digital media literacy campaign was conducted to help groups of adolescent to identify fake news or hoax and to prevent the further dissemination of fake news. A number of research have shown that young generation, or popularly known as millennials, is the age group of media users that has the highest tendency to read and to spread hoax or fake news. This is also tied to the fact that millennial spend more time on the Internet, and therefore have higher exposure to many various types information, including fake news. Based on the digital media campaign programs that was conducted in several public and private high schools in Semarang, Indonesia, this article will explicate the initial condition regarding the ability of high-school students in recognizing and identifying fake news before the digital media literacy campaign, and then explain how the campaign helping students to improve the ability to do so. This article will further describe the challenges faced in the typical media literacy campaign and several suggestions to overcome those challenges in future digital media literacy programs.

Media Literacy in the Digital Age

2017 ◽  
pp. 1-27
Author(s):  
Amir Manzoor
Keyword(s):  
Information And Communication Technologies ◽  
Media Literacy ◽  
Formal Education ◽  
Communication Technologies ◽  
Literacy Skills ◽  
Literacy Programs ◽  
The World ◽  
Information And Communication ◽  
The Media ◽  
Informal Settings

Time has come to equip people communities around the world with digital and media literacy skills. In order make informed decisions, people need ability to access, analyze and engage in critical thinking about the daily messages they receive on a variety of issues such as health and politics. Today's “connected homes” provide people access to latest information and communication technologies. To become an effective participants in the information society of 21st century, people need not only acquire the multimedia skills but also the ability to use these skills effectively. One way this can be achieved is by including digital and media literacy in formal education. The objective of this chapter is to examine the media literacy programs working across the world to equip citizens to analyze and evaluate incoming information. In addition, the chapter provides some specific recommendations to bring digital and media literacy education into formal and informal settings.

Perspectives on Media Literacy, Digital Literacy and Information Literacy

2012 ◽  
pp. 28-33 ◽  
Author(s):  
Monica Fantin
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Cultural Landscape ◽  
Writing Skills ◽  
Media Education ◽  
Literacy Programs ◽  
Digital Culture ◽  
Reading And Writing ◽  
Definition Of

The cultural landscape poses different challenges for teachers. Beyond developing reading and writing skills, it is necessary to emerge in the digital culture and master the different codes of different languages. In this context, media education studies discuss the educational possibilities of interpreting, problematizing, and producing different kinds of texts in critical and creative ways, through the use of all means, languages and technologies available. Considering that media cannot be excluded from literacy programs, it is essential to reflect on the definition of “literate” today. These reflections examine the resignification of concepts like literacy, media literacy, digital literacy and information literacy.

Do universal media literacy programs have an effect on weight and shape concern by influencing media internalization?

2017 ◽  
Vol 50 (7) ◽  
pp. 731-738 ◽  
Author(s):  
Tracey D. Wade ◽  
Simon M. Wilksch ◽  
Susan J. Paxton ◽  
Susan M. Byrne ◽  
S. Bryn Austin
Keyword(s):  
Media Literacy ◽  
Literacy Programs ◽  
Shape Concern ◽  
Media Internalization ◽  
Weight And Shape Concern

Media Literacy in the Digital Age

2018 ◽  
pp. 97-123
Author(s):  
Amir Manzoor
Keyword(s):  
Information And Communication Technologies ◽  
Media Literacy ◽  
Formal Education ◽  
Communication Technologies ◽  
Literacy Skills ◽  
Literacy Programs ◽  
The World ◽  
Information And Communication ◽  
The Media ◽  
Informal Settings

Time has come to equip people communities around the world with digital and media literacy skills. In order make informed decisions, people need ability to access, analyze and engage in critical thinking about the daily messages they receive on a variety of issues such as health and politics. Today's “connected homes” provide people access to latest information and communication technologies. To become an effective participants in the information society of 21st century, people need not only acquire the multimedia skills but also the ability to use these skills effectively. One way this can be achieved is by including digital and media literacy in formal education. The objective of this chapter is to examine the media literacy programs working across the world to equip citizens to analyze and evaluate incoming information. In addition, the chapter provides some specific recommendations to bring digital and media literacy education into formal and informal settings.

Media Literacy Education

2011 ◽  
pp. 80-101
Author(s):  
Natalie Wakefield
Keyword(s):  
Social Responsibility ◽  
Media Literacy ◽  
Literacy Education ◽  
Participatory Culture ◽  
Literacy Programs ◽  
Advanced Society ◽  
Media Literacy Education ◽  
Analytical Skills ◽  
Hands On ◽  
Technological World

Media literacy education offers educators a vehicle by which they can promote and foster social responsibility. It prepares students for the technological world in which they are required to be active participants and contributing producers of knowledge. Technology allows students to explore the various methods of communicating their ideas, expertise and opinions with others in a participatory culture; it is therefore important for student to develop analytical skills that will help them create, interact and engage effectively in a socialized network. The challenge for educators is to understand the cultural needs of students in today’s technologically advanced society and to incorporate media literacy programs as an integral part of education. In order to achieve these goals, teachers should be encouraged to attend seminars and hands-on workshops and more importantly, practical resources should be developed and made available for their use in the classroom.

scholarly journals Tactics of news literacy: How young people access, evaluate, and engage with news on social media

2021 ◽  
pp. 146144482110114
Author(s):  
Joëlle Swart
Keyword(s):  
Social Media ◽  
Young People ◽  
Everyday Life ◽  
Media Literacy ◽  
Social Contexts ◽  
Literacy Programs ◽  
Situated Knowledge ◽  
Knowledge And Skills ◽  
News Literacy ◽  
Depth Interviews

Young people’s increasing dependence on social media for news demands increasing levels of news literacy, leading to a rise in media literacy programs that aim to support youth’s abilities to critically and mindfully navigate news. However, being news literate does not necessarily mean such knowledge and skills are applied in practice. This article starts from young people’s own news practices and experiences on social media to explore when news literacy becomes meaningful in the practice of everyday life. Based on in-depth interviews with 36 young people aged 16–22, it explores what strategies and tactics they employ to access, evaluate, or engage with news. It argues that such practices can be considered as expressions of news literacy, through which young people negotiate platform structures and norms taught in media education. Moreover, it reconceptualizes news literacy as a form of situated knowledge, emphasizing how platform and social contexts shape users’ attitudes, motivations, and perceptions of agency.

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