Editorial: Media literacy as intergenerational project: skills, norms, and mediation

The extensive research literature on media literacy is reflected by diverse theoretical conceptions, assumptions, and conclusions. Nevertheless, the considerations of numerous scholars in this «patchwork of ideas» (Potter 2010, 676) revolve around the importance of critical thinking and the interplay of different generations in the acquisition of media literacy.Many scholars argue that critical thinking is a key qualification for the reflection of possible risks and a media use oriented towards opportunities. The ability to use media critically is directly linked to democratic-theoretical considerations, where information (Buckingham 2007), knowledge (Potter 2010), and analytical skills (Koltay 2011) are defined as components of media literacy. Information and knowledge are necessary for gaining access to media offerings, to analyze and evaluate them, and to create own media content (e.g., a profile on social networking sites like Instagram; Livingstone and Helsper 2010). Definitions of media literacy are usually based on the ability to access media and on media knowledge as expertise. These skills are considered fundamental for a reflective and (self-)critical use of media (self-competence), and to pass one’s own knowledge and abilities to others (social competence). However, previous research (e.g., Livingstone 2014) has also shown that deficits in media literacy lie less in knowledge, but rather in subsequent actions and thus in the transformation of knowledge into action. Knowledge does not automatically lead to a critical use of media or to a change in behavior (Martens 2010; Riesmeyer, Pfaff-Rüdiger and Kümpel 2012; 2016). It is, therefore, not enough to only focus on knowledge, but respective actions must be considered as well when investigating media literacy and its mediation.

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Participatory Heritage On Social Networking Sites: The Discussion of Main Theoretical Concepts

Informacijos mokslai ◽

10.15388/im.2021.91.54 ◽

2021 ◽

Vol 91 ◽

pp. 100-119

Author(s):

Ingrida Kelpšienė

Keyword(s):

Cultural Heritage ◽

Social Networking ◽

Social Networking Sites ◽

Theoretical Study ◽

Theoretical Concepts ◽

Heritage Studies ◽

Practice Based Research ◽

Collaboration And Communication ◽

Theoretical Considerations ◽

Theoretical Foundations

The field researching cultural heritage communication on social networking sites, is still developing its theoretical foundations, while participatory heritage, as one of the newest concepts born in this field, is still lacking its grounded conceptualization, especially emerging from practice-based research studies. This theoretical study suggests to integrate different theoretical considerations that derives from cultural heritage studies, social networking sites research and theory of participation, and proposes to refine the concept of participatory heritage believing that the primary understanding of the context as “participatory” lies not in the environment itself, but in the activity that takes place in it. Therefore, I offer that participatory heritage could be understood as a new shift in cultural heritage practice that emerge through collaboration and communication of people on social networking sites.

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Media Uses in Emerging Adulthood

10.1093/oxfordhb/9780199795574.013.003 ◽

2014 ◽

Cited By ~ 1

Author(s):

Sarah M. Coyne ◽

Laura M. Padilla-Walker ◽

Emily Howard

Keyword(s):

Emerging Adulthood ◽

Social Networking ◽

Emerging Adults ◽

Social Networking Sites ◽

Recent Literature ◽

Cell Phones ◽

Future Research ◽

The Internet ◽

Media Content ◽

Traditional Media

This chapter reviews recent literature on uses, effects, and gratifications of media during emerging adulthood. The authors examine traditional media forms, including television, films, video games, music, and books, and also newer media, such as cell phones, social networking sites, and other Internet use, finding that emerging adults spend more time using media than they spend doing any other activity, with most time being spent on the Internet and listening to music. They also find that exposure to certain types of media content can influence both positive and negative outcomes in emerging adulthood, including aggressive and prosocial behavior, body image, sexual behavior, friendship quality, and academic achievement. The authors show that emerging adults use media to gratify certain needs, key among them entertainment, autonomy, identity, and intimacy needs. The authors discuss areas for future research involving media and emerging adulthood.

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The Use of Academic Social Networking Sites in Scholarly Communication: Scoping Review

Data and Information Management ◽

10.2478/dim-2020-0050 ◽

2020 ◽

Vol 0 (0) ◽

Author(s):

Milkyas Hailu ◽

Jianhua Wu

Keyword(s):

Big Data ◽

Social Networking ◽

Scoping Review ◽

Social Networking Sites ◽

Scholarly Communication ◽

Research Literature ◽

Literacy Programs ◽

User Perspective ◽

Systematic Analysis ◽

Future Studies

AbstractThis research provides a systematic analysis of 115 previous literatures on the use of academic social networking sites (ASNs) in scholarly communication. Previous research on the subject has mainly taken a disciplinary and user perspective. This research conceptualizes the use of ASNs in scholarly communication in the space between social interactions and the technologies themselves. Keyword analysis and scoping review approaches have been used to analyze the comprehensive literature in the field. The study found a geographic variation in what motivates academics to use ASNs. Scholar discovery and sharing are the primary driving factors identified in the literature. Four main themes within the research literature are proposed: motivation and uses, impact assessment, features and services, and scholarly big data. The study found that there has been an increase in scholarly big data research in recent years. The paper also discusses the key findings and concepts stated in each theme. This gives academics a better understanding of what ASNs can do and their weaknesses, and identifies gaps in the literature that are worth addressing in future investigations. We suggest that future studies may also extend the existing theoretical framework and epistemological approaches to better predict and clarify the socio-technical dimensions of ASNs use in scholarly communication. In addition, this study has implications for academic and research institutions, libraries and information literacy programs, and future studies on the topic.

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