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.

Perspectives on Media Literacy, Digital Literacy and Information Literacy

2010 ◽  
Vol 1 (4) ◽  
pp. 10-15 ◽  
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.

scholarly journals The Revolutionary Media Education Decade: From the UNESCO to the ALFAMED Curriculum for Teacher Training

2021 ◽  
Author(s):  
Paula Renés-Arellano ◽  
Ignacio Aguaded ◽  
Maria Jose Hernández-Serrano
Keyword(s):  
Teacher Training ◽  
New Media ◽  
Information Literacy ◽  
Digital Literacy ◽  
Media Education ◽  
Educational Systems ◽  
The Past ◽  
Media Ecosystem ◽  
The Media ◽  
New Curricula

Nations across the globe are immersed in a technological revolution—intensified by the need to respond to COVID-19 issues. In order to be critical and responsible citizens in the current media ecosystem, it is important that students acquire and develop certain skills when consuming and producing information for and when communicating through the media. This is a major challenge that educational systems worldwide have to face. Hence, new curricula in media education to guide future teachers towards the successful acquisition of new media skills have been proposed. The aims of this work are to conduct a theoretical approach to this worldwide technological and media evolution in the past decade, to make an in-depth comparison between the Curriculum for teachers on media and information literacy published by the UNESCO (2011) and the publication of the new AlfaMed Curriculum for the training of teachers in media education (2021). This framework starts by providing an extensive analysis of the key elements of both curricula and of their corresponding modules, establishing, thus, a constructive comparison while updating them, according to the needs, changes, and realities that have taken place regarding digital literacy in the past decade. Finally, the chapter concludes with the detailing of the challenges and with proposals for teacher training in media and information literacy.

Knowledge visualization and mapping of information literacy, 1975–2018

IFLA Journal ◽  
2020 ◽  
Vol 46 (2) ◽  
pp. 107-123 ◽  
Author(s):  
Omwoyo Bosire Onyancha
Keyword(s):  
Social Sciences ◽  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Scientific Literacy ◽  
Library Instruction ◽  
Knowledge Visualization ◽  
Complex Information ◽  
Effective Delivery ◽  
Scopus Database

This article examines the evolution of information literacy over 43 years (from 1975 to 2018), using knowledge visualization and mapping of its literature, as indexed in the Scopus database. Results reveal that information literacy has evolved from being a library- and/or librarianship-oriented concept to a multidisciplinary field and is no longer restricted to social sciences but is spread across 27 disciplines in Scopus’ subject classification. New literacies have emerged after 2000 to include digital literacy, media literacy, health literacy, business information literacy, metaliteracy, content literacy, workplace information literacy, scientific literacy and science literacy. Library instruction remains a prominent method of information literacy delivery in academic libraries. We conclude that information literacy is dynamic and spread across many disciplines and would, therefore, require interdisciplinary and collaborative approaches for its effective delivery in what is turning out to be diverse and complex information and learning environments.

scholarly journals A Scientometric Study of Digital Literacy, ICT Literacy, Information Literacy, and Media Literacy

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Hyejin Park ◽  
Han Sung Kim ◽  
Han Woo Park
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Social Impact ◽  
Computational Thinking ◽  
Language Education ◽  
Research Trends ◽  
Ict Literacy ◽  
Academic Communities ◽  
Scientometric Study

AbstractPurposeDigital literacy and related fields have received interests from scholars and practitioners for more than 20 years; nonetheless, academic communities need to systematically review how the fields have developed. This study aims to investigate the research trends of digital literacy and related concepts since the year of 2000, especially in education.Design/methodology/approachThe current study analyzes keywords, co-authorship, and cited publications in digital literacy through the scientometric method. The journal articles have been retrieved from the WoS (Web of Science) using four keywords: “Digital literacy,” “ICT literacy,” “information literacy,” and “media literacy.” Further, keywords, publications, and co-authorship are examined and further classified into clusters for more in-depth investigation.FindingsDigital literacy is a multidisciplinary field that widely embraces literacy, ICT, the Internet, computer skill proficiency, science, nursing, health, and language education. The participants, or study subjects, in digital literacy research range from primary students to professionals, and the co-authorship clusters are distinctive by countries in America and Europe.Research limitationsThis paper analyzes one fixed chunk of a dataset obtained by searching for all four keywords at once. Further studies will retrieve the data from diverse disciplines and will trace the change of the leading research themes by time spans.Practical implicationsTo shed light on the findings, using customized digital literacy curriculums and technology is critical for learners at different ages to nurture digital literacy according to their learning aims. They need to cultivate their understanding of the social impact of exploiting technology and computational thinking. To increase the originality of digital literacy-related studies, researchers from different countries and cultures may collaborate to investigate a broader range of digital literacy environments.Originality/valueThe present study reviews research trends in digital literacy and related areas by performing a scientometric study to analyze multidimensional aspects in the fields, including keywords, journal titles, co-authorship, and cited publications.

Current Trends of Media Literacy in Europe

2010 ◽  
Vol 1 (4) ◽  
pp. 1-9 ◽  
Author(s):  
Laura Manuel Pérez Cervi ◽  
Oralia Paredes ◽  
José Tornero
Keyword(s):  
European Commission ◽  
Media Literacy ◽  
Digital Literacy ◽  
Media Education ◽  
Current Trends ◽  
Emerging Trends ◽  
Current Practices

In this paper, the authors give an overview of the current trends of media literacy in Europe. The study titled “Current trends and approaches to media literacy in Europe”, commissioned in the second half of 2007 by the European Commission to the Universitat Autonoma de Barcelona, maps current practices in implementing media literacy in Europe and recommends measures to increase the level of media literacy in Europe. Starting with information from the study, this paper will examine the evolution of media literacy in Europe, its orientation, and its relationship with other related fields, such as media education and digital literacy to explore the emerging trends, innovations, changes, crisis points, alternatives, and so forth.

Arts Teachers' Media and Digital Literacy in Kindergarten

2017 ◽  
pp. 1880-1896
Author(s):  
Pei Zhao ◽  
Xiaojun Li
Keyword(s):  
Social Media ◽  
Early Childhood ◽  
Digital Media ◽  
Digital Literacy ◽  
Online Communication ◽  
Digital Culture ◽  
Communication Arts ◽  
Arts Teachers ◽  
Use Of Social Media ◽  
Definition Of

Children live in a media oriented world, and media skills need to be taught already starting from the early years. Practicing media production can be seen as a core activity for media education in early childhood. The idea is linked to the 21st century definition of media: instead of thinking of media and digital culture as a simple, one-to-one way communication, it is better to consider media as parts of systems of actions and activities. In other words, it should be seen as a form of social processes. In this case study, the authors investigated children's shared blogging in a kindergarten in two different countries. The public blog was operated between Finland and China in order to build communication between those countries and get children's viewpoints from a different culture and shared communication. Arts education (visual art) was used as a tool for the online communication and blog's content production. On the basis of this study, a shared blog could be a pedagogically functional way to teach children the social media use and interaction as a part of their early childhood education. Pedagogically organized use of social media is also the way to give young children own voice in digital media culture, and to connect other children around the world.

scholarly journals Competência virtual para a mediação da informação e do conhecimento (virtual literacy)

2008 ◽  
Vol 6 (2) ◽  
pp. 64
Author(s):  
Daniela Melaré Vieira Barros
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy

O presente trabalho tem por objetivo apresentar possibilidades de uso da tecnologia na gestão da informação científica, em sua divulgação e na transformação do conhecimento em forma digital, acessível a todas as pessoas, sem restrição. Para tanto, as teorias que subsidiam este trabalho são a information literacy, a virtual literacy, a media literacy e a digital literacy. Essas teorias são as bases da competência de uso da tecnologia com seus elementos centrais para o processo de divulgação científica mediante recursos educativos. A seguir, destacaremos as referências e os padrões de uso dessa competência para esse trabalho, sua aplicação e a viabilização de procedimentos. 

scholarly journals An Approach to Digital Literacy through the Integration of Media and Information Literacy

2019 ◽  
Vol 7 (2) ◽  
pp. 4-13 ◽  
Author(s):  
Marcus Leaning
Keyword(s):  
Media Literacy ◽  
Information Literacy ◽  
Digital Technology ◽  
Digital Literacy ◽  
Critical Approach ◽  
Communicative Practices ◽  
Gradual Development ◽  
History Of ◽  
History Of Information ◽  
Future Direction

Digital literacy often serves as an ‘umbrella’ term for a range of distinct educational practices which seek to equip the user to function in digitally rich societies. This article explores two of these practices, information literacy and media literacy and through an examination of their histories and practices proposes a future direction for digital literacy. The article consists of three main sections. Section one considers the history of information literacy. The gradual development and refinement of information literacy is traced through a number of key texts and proclamations. Section two is concerned with media literacy. It is noted that media literacy education evolved in three broad strands with each pursuing differing political ends and utilising different techniques. The three approaches are still evident and differences in contemporary media education practices can be understood through this framework. The final section argues that while media and information literacy offer much there are deficiencies in both: media literacy lacks a full engagement with the nature of digital technology and how digital technology affords users new communicative practices while information literacy has not fully developed a critical approach in the way media literacy has. It is asserted that integrating and strategically revisiting both approaches offers a digitally aware and critically nuanced direction for digital literacy.

scholarly journals Frames, models and definitions

2021 ◽  
Author(s):  
Jane Secker
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Educational Development ◽  
Academic Staff ◽  
Professional Staff ◽  
Small Scale ◽  
Senior Lecturer ◽  
Definition Of ◽  
Definition Of Information

See RECORDING. This keynote is both a practical and strategic view of information literacy from my perspective as a Senior Lecturer in Educational Development at City University, London and Chair of the UK’s Information Literacy Group. I’ll reflect on the experiences I have had since leaving the library profession and moving into the field of educational development, which involves working with faculty to enhance teaching and learning and to develop their curricula. Since taking on this role I have had rich conversations with academic staff about all aspects of information literacy, often under other guises. I’ve recently undertaken a small-scale study to understand their approach to thinking about the related concepts of digital literacy and open practice and I’ll discuss some findings from this research. Faculty express concerns about how to create independent learners in the age where information is abundant, but knowledge is still scarce and privileged. Those who complete my module on the same topics have reflected on the plethora of terms and frameworks which are designed to support them which in fact sometimes leave them further confused. I’ll also draw on a recent chapter I wrote (Secker, 2018) on the trouble that terminology can cause, when we try to collaborate with both academic staff and with colleagues in other areas of learning support. The second part of my keynote will focus on the efforts of the UK’s Information Literacy Group (ILG) to broaden the definition of information literacy and to try to get the concept recognised outside the library. In many ways there are parallels between the work I do at an institutional level and the efforts of the group to raise awareness of information literacy more broadly. In April 2018 the ILG launched a new definition of information literacy and much of the efforts of the group have been to build links with organisations and people outside of the library sector. For us to achieve true universal information literacy, as Paul Zurkowski first envisaged, (Zurkowski, 1974) I will argue information literacy needs to become an ongoing concern or everyone who works in education, government, the media or who cares about social justice. I’ll end by considering the challenges and opportunities that collaboration presents whether it is librarians, academics and other professional staff in education or policy makers and other organisations working with those outside the library world. Collaboration is vital for information literacy to become truly embedded into all aspects of formal and informal learning and to achieve the goal of universal information literacy that Zurkowski first envisaged. However, we still have a big task ahead of us to achieve this. I will attempt to consider the lessons I’ve learnt from working in this field for over 15 years, and advocate for a vision of information literacy that extends far beyond the library community. I’ll draw on the work and the framework in developed in 2011 (Secker and Coonan, 2013) to explore how we can rethink information literacy and provide a framework for supporting learning in the digital age.  

scholarly journals On the issue of forming and evaluating personal digital literacy

2020 ◽  
pp. 66-74
Author(s):  
Dmitry A. Ivanchenko
Keyword(s):  
Information Security ◽  
Media Literacy ◽  
Information Literacy ◽  
Digital Literacy ◽  
Basic Principles ◽  
Digital Skills

Various approaches of foreign and Russian researchers to the study of digital literacy are considered; the directions of digital literacy are highlighted, they include media literacy, information literacy, information security and digital skills; the basic principles of forming and evaluating digital literacy are defined.

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