scholarly journals Sorting Fact from Fiction

2020 ◽  
Vol 82 (8) ◽  
pp. 542-544
Author(s):  
Molly Proudfit
Keyword(s):  
Climate Change ◽  
Peer Support ◽  
Media Literacy ◽  
Literacy Skills ◽  
Conspiracy Theory ◽  
Everyday Lives ◽  
The Media ◽  
Do So

The purpose of the proposed lesson is to help students develop media literacy skills, which are necessary across the curriculum and in students’ everyday lives. Students will do so by evaluating a provided conspiracy theory and, later, a pseudoscience claim (alternatively, students may supply either material). In order to thoroughly evaluate the claim, students will generate and answer media literacy questions, with instructor or peer support as needed. Once students have practiced using the media literacy questions to evaluate the conspiracy theory, they will progress to more challenging material, such as a pseudoscience claim about a fad diet. Finally, the instructor may choose to extend the lesson to allow students time to apply their media literacy skills to a curricular pseudoscience claim, perhaps regarding climate change or the efficacy of vaccines. To complete the lesson, students will reflect on the content of the claims, why the misinformation matters, and the process of evaluating the material to draw appropriate conclusions.

Cognitive Approach to Improve Media Literacy

2018 ◽  
pp. 266-289
Author(s):  
Zekeriya Karadag ◽  
Yasemin Devecioglu-Kaymakci
Keyword(s):  
Media Literacy ◽  
Significant Role ◽  
21St Century ◽  
Literacy Skills ◽  
Metacognitive Skills ◽  
Social Perspective ◽  
Cognitive Approach ◽  
The Media

This chapter starts with an exploration of the media literacy literature and its place in the developing 21st century. The literature suggests that media literacy should be considered as one of the capstones for the skills needed for the 21st century citizens. In terms of developing media literacy skills, scholars look at the concept from either cognitive or social perspective, and the review reveals that both of them are closely related to each other. Moreover, the study asserts that cognitive and metacognitive skills play a significant role in developing the media literacy and the skills for 21st century. Then, the chapter presents a city-wide activity done in Bayburt, Turkey. It is our assumption that the case presented here may be an inspiring example for whom may want to explore different approaches.

The Transformation of Literacy and Media Literacy

2022 ◽  
pp. 363-380
Author(s):  
Hacer Dolanbay
Keyword(s):  
Media Literacy ◽  
Basic Skills ◽  
Literacy Skills ◽  
Technological Developments ◽  
The Media ◽  
The Way ◽  
Age Of Information

Whether we call it the age of information, the age of digitalization, or the informatics, this century is an era in which rapid technological developments are taking place and will continue without stopping. The importance of using the media consciously and appropriately is increasing by reducing the effects of the media on individuals with many positive and negative characteristics. Having media literacy skills, which is one of the basic skills of the new century, is important in learning how tool live with the media. Becoming a conscious media consumer and producer, the way to realize the reality in the media is to have media literacy skills which is one of the basic skills of the new century. This chapter is mainly aimed at studying the dynamics that makeup media literacy and media literacy skills. How the century has transformed to meet the needs of its students will be highlighted within the context of media literacy. Then, the chapter will be completed by explaining how media literacy is reflected in pedagogy with examples suitable for different courses and levels.

scholarly journals MEDIA LITERACY AS ONE OF THE COMPONENTS OF THE PROCESS OF PREPARATION OF A MODERN TEACHER OF VOCATIONAL TRAINING

2021 ◽  
pp. 69-72
Author(s):  
Dmytrii Verbivskyi ◽  
Yaroslava Sikora ◽  
Olena Usata
Keyword(s):  
Media Literacy ◽  
Vocational Training ◽  
Professional Training ◽  
Legal Framework ◽  
Empirical Method ◽  
Literacy Skills ◽  
Media Culture ◽  
Media Education ◽  
Future Teachers ◽  
The Media

The formation of media information literacy and media culture in accordance with their age, individual and other characteristics is defined as one of the priority areas of media education in Ukraine. That is why in the process of integration of Ukrainian education into the European space and providing the state with measures for information security of the country, the issues of media literacy of modern teachers, including professional teachers, become especially acute and relevant. The purpose of this article is to determine the content of the concept of «media literacy», analysis of the legal framework for the introduction of media education in Ukraine and foreign and domestic experience in the formation of media literacy in future teachers of professional training. The following research methods were used in the work: empirical method of collecting and systematizing materials related to the study of media literacy in future teachers of professional training; terminological analysis, as a result of which the definitions of a number of terms were specified: media literacy, media competence, media education, media pedagogy, professional training, teacher of professional training. The presented material of the article allowed to make the following conclusions: the analysis of foreign and domestic experience of formation of media literacy at future teachers of vocational training gave the chance to define the maintenance of concept «media literacy of the modern teacher of professional training». The analysis of the legal framework for the introduction of media education in Ukraine showed that the media educator, who is included in the media education system and has media literacy skills, is a key figure at all levels of modern education: from preschool to higher.

scholarly journals Media Literacy Capabilities of Broadcast Monitoring in Regional Indonesian Broadcasting Commission (KPID) of West Java

2020 ◽  
Vol 36 (4) ◽  
pp. 126-142
Author(s):  
Dedeh Fardiah ◽  
◽  
Ferry Darmawan ◽  
Rini Rinawati ◽  
◽  
...  
Keyword(s):  
Media Literacy ◽  
Literacy Skills ◽  
Television Programs ◽  
West Java ◽  
Broadcasting Regulation ◽  
High Participation ◽  
The Media ◽  
High Level ◽  
Broadcast Monitoring ◽  
Harmful Effects

The role of media literacy is significantly needed to ward off the harmful effects of the media, especially television. Ideally, media literacy skills should be possessed by all people to avoid numerous harmful effects of television. The Indonesian broadcasting commission (KPI) as the broadcast regulator in Indonesia has the task of monitoring broadcast content and also educating the public to be media literate. In conducting its duties, it involves the community to monitor broadcasts by forming volunteers, known as broadcast monitors. This study uses a quantitative approach to examine accessibility, analysis, evaluation, and broadcast monitoring communication in supporting broadcast regulator performance. The research object is broadcast monitors supervised by the Regional Indonesian Broadcasting Commission (KPID) of West Java Province in 2018. The monitors consist of five batches from five regions in West Java, namely Sumedang, Subang, Karawang, Bogor, and Bandung. Based on the research results, it shows that the media literacy capability of broadcast monitors is high, both in terms of the ability to access the media, analyze television programs and evaluate them, and even communicate the results of their monitoring to KPID West Java. The high level of media literacy has decent implications for the high participation of broadcast monitors to make complaints and the frequent findings of violations related to broadcast contents. Keywords: Media literacy, broadcasting, regulation, regulator, television.

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.

Cognitive Approach to Improve Media Literacy

2016 ◽  
pp. 351-373
Author(s):  
Zekeriya Karadag ◽  
Yasemin Devecioglu-Kaymakci
Keyword(s):  
Media Literacy ◽  
Significant Role ◽  
21St Century ◽  
Literacy Skills ◽  
Metacognitive Skills ◽  
Social Perspective ◽  
Cognitive Approach ◽  
The Media

This chapter starts with an exploration of the media literacy literature and its place in the developing 21st century. The literature suggests that media literacy should be considered as one of the capstones for the skills needed for the 21st century citizens. In terms of developing media literacy skills, scholars look at the concept from either cognitive or social perspective, and the review reveals that both of them are closely related to each other. Moreover, the study asserts that cognitive and metacognitive skills play a significant role in developing the media literacy and the skills for 21st century. Then, the chapter presents a city-wide activity done in Bayburt, Turkey. It is our assumption that the case presented here may be an inspiring example for whom may want to explore different approaches.

scholarly journals Media Literacy Skills and Social Media: A Portray of Teenagers in Urban Area

2018 ◽  
Vol 7 (3.7) ◽  
pp. 236
Author(s):  
Ragil Tri Atmi ◽  
Iswanda F. Satibi ◽  
Indah R. Cahyani
Keyword(s):  
Social Media ◽  
Urban Area ◽  
Media Literacy ◽  
Literacy Skills ◽  
Media Analysis ◽  
Digital Environment ◽  
Significant Difference ◽  
The Media ◽  
Use Of Social Media ◽  
High Level

What we know about association between social media and media literacy is largely based upon case studies that investigate how teenagers’ behavior in digital environment. Although studies focusing on the level of media literacy skills towards social media have been conducted in recent years, much uncertainty still exists about the relationship between the media literacy skills and the use of social media among teenagers. This study aims to contribute to this growing area of research by exploring the level of media literacy skills and motivations among the teenagers towards social media in urban area. A quantitative descriptive survey research design was used to identify, analyze, and describe the media literacy skills of teenagers towards social media. The purposive sampling method was taken to appropriately select an evenly balanced group of participants. In total, 34 students participated, of which 83% living in the rural-urban fringe area, the intersection area between urban and farming field. It is evidently clear from the findings that the average level of media literacy skills among teenagers in urban area is at medium level. There is a high level of information dimension among teenagers, whereas other dimensions are fractionally less popular. On average, the level of dimensional motivations is medium. Teenagers seem to use social media to support their study and socially engage with friends. The result of this study confirm previous studies that focused on the level of media literacy among teenagers towards social media. Analysis of data shows that teenagers acknowledged the benefits of social media. However, no statistically significant difference between the mean sores of four sets of media literacy skills was evident. Media literacy is maturing, as evidenced by the significant understanding of social media in the digital environment.  

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 and Fake News

2019 ◽  
pp. 163-176
Author(s):  
Tracy Simmons
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
Presidential Election ◽  
Literacy Skills ◽  
Fake News ◽  
Knowing How ◽  
The Media ◽  
Fact Checking

“Fake news” isn't a new phenomenon, but it began trending in 2016 during a contentious presidential election. Particularly with the rise of social media, people saw the dangerous impact this movement had, and continues to have on society. People easily bought into false stories, shared them online and even acted on them. Because of this, the importance of fact checking and analysis has surged, and the responsibility falls on both news consumers and practitioners. Additionally, the term fake news has been used repeatedly to inaccurately label news that people do not agree with or do not like. By learning to identify the differences between truth, satire, falsity, dislike, error, and learning why fake news has gone viral, individuals can enhance their media literacy skills. This will in turn improve the media landscape because news consumers will be required to become proficient in knowing how to produce, interpret, and share news in an ethical and honest way.

scholarly journals LITERASI MEDIA MAHASISWA PERGURUAN TINGGI NEGERI KOTA KENDARI TERHADAP ISU SARA PADA MEDIA SOSIAL

2019 ◽  
Vol 14 (1) ◽  
pp. 154
Author(s):  
Sri Hadijah Arnus
Keyword(s):  
University Students ◽  
Media Literacy ◽  
Literacy Skills ◽  
State University ◽  
Snowball Sampling ◽  
Study Programs ◽  
Literacy Knowledge ◽  
The Media ◽  
Conducting Research ◽  
Competence Framework

This study aims to analyze literacy media among state university students in Kendari regarding the issue of SARA in social media and to provide solutions to enhance the student’s media literacy skills. This study is design in descriptive qualitative approach. Required data for this study were collected through snowball sampling. Data analysis was carried out using Individual Competence Framework. This study reveals that the level of media literacy skills of the students was classified as basic. In other words, the students had basic skills to utilize the media and had limited media usage. The users understood the basic functions, reveal the basic codes and use them for final objectives. The students’ ability to critically analyze the received information was limited. As a result, the ability to communicate through the media was also limited. The solutions to improving media literacy skills of state university students in Kendari can be through incorporating knowledge regarding media literacy in the curriculum of study programs, conducting research related to media literacy among lecturers and students, holding trainings and workshops, providing media literacy knowledge through leader opinions such as religious leaders and community leaders, and developing religious studies on campus.

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