An Interactive and Digital Media Literacy Framework for the 21st Century

2009 ◽  
pp. 119-127
Author(s):  
Wei-Ying Lim ◽  
David Hung ◽  
Horn-Mun Cheah
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
21St Century ◽  
Digital Communications ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
The Media ◽  
Literacy Framework ◽  
Global World ◽  
Digital Media Literacy

We are entering into a milieu which makes the global world look much smaller because of digital communications and technologies. More recently, there has also been a coming together of participants from the media world such as those in cinema and animation with those from the technology sectors. This partnership forms what we now know as interactive and digital media (or IDM). In this chapter, the authors aim to articulate the importance of IDM literacies in relation to the 21st century. They attempt to clarify the distinctions between ICT (information and communications technology) and IDM, and from their analysis, they propose a matrix integrating both.

scholarly journals Digital Media Literacy, School and Contemporary Parenting

2019 ◽  
Vol 10 (19) ◽  
pp. 83-101
Author(s):  
Lana Ciboci ◽  
Danijel Labaš
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Digital Literacy ◽  
Parental Mediation ◽  
Children And Young People ◽  
Digital Education ◽  
Theoretical Approaches ◽  
The Media ◽  
New Phenomena ◽  
Digital Media Literacy

Today’s societies live in a world where the media construct reality, which also affects each individual media user. Children and their parents spend most of their time with digital media and contents. Therefore, researchers emphasize the importance of digital literacy of media users. They analyse new phenomena, challenges and risks associated with the anthropological, cognitive and social development of children and young people. An important role in media and digital education is played not only by teachers and schools, but also by parents and family. The aim of this paper is to present and analyse the theoretical approaches to digital media literacy, so-called digital parenting, and to interpret the results of the latest research in Croatia devoted to the digital habits of parents, their attitudes towards parental mediation strategies as well as to their satisfaction with the programmes of media literacy in the education system.

scholarly journals Digital Literacy in the Perspective of the Philosophy of Science Through the Media Literature

2021 ◽  
Author(s):  
Muhammad Alan Ad'ha Firdaus ◽  
Moses Glorino Rumambo Pandin
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Digital Literacy ◽  
Survey Method ◽  
Scientific Article ◽  
Individual Level ◽  
The Media ◽  
The Individual ◽  
Descriptive Survey ◽  
Digital Media Literacy

The scientific article contains a survey on digital media literacy of Universitas Airlangga students which was conducted with the aim of knowing the understanding of students from all universities in Indonesia regarding digital media, and to find out how high the individual level of competence of students in Indonesia is in digital media literacy, as well as to find out the factors what influences the level of competent individuals regarding digital media literacy. This research was conducted using a descriptive survey method and using descriptive statistical data analysis techniques to analyze the research data. The results of the study revealed that: 1). The understanding of students in Indonesia regarding digital literacy is in the medium category, 2). The competent individual level of Indonesian students in digital media literacy is at the basic level, 3). The factors that influence the level of competent individuals related to digital media literacy are mainly family environmental factors.

Digital Media and Cosmopolitan Critical Literacy

2016 ◽  
pp. 46-68
Author(s):  
Thomas W. Bean
Keyword(s):  
Digital Media ◽  
Critical Literacy ◽  
Media Literacy ◽  
Risk Society ◽  
The Internet ◽  
Global Risk ◽  
Critical Media ◽  
Global World ◽  
Digital Media Literacy

In this chapter I consider contemporary global conditions pointing to what some scholars term “a global risk society” where digital media and Cosmopolitan Critical Literacy offer a counterpoint to human rights, health, climate, and terrorist threats. By examining current research in global youth communication across nation-state boundaries via the Internet, existing research suggests that tapping into digital media literacy and critical media literacy will be crucial for developing an informed and critical citizenry. At present, studies of transnational youth navigating old and new affiliations across national borders are in their infancy. Nevertheless, the existing research holds promise for developing global world citizens who can realize an ethos of cosmopolitan, critical citizenship through the affordances of digital media.

scholarly journals Pelatihan literasi media digital bagi murid-murid armidale english college (AEC) di Soreang Kabupaten Bandung Selatan

2017 ◽  
Vol 4 (2) ◽  
pp. 157-165 ◽  
Author(s):  
Ditha Prasanti ◽  
Sri Seti Indriani
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Research Method ◽  
Basic Skills ◽  
Lecture Method ◽  
Literacy Training ◽  
Extension Activity ◽  
The Media ◽  
Digital Media Literacy ◽  
Insight Into

Kegiatan ini memiliki tujuan dapat menghasilkan luaran yaitu: (1) Memberikan pengetahuan dan wawasan yang konkret mengenai pelatihan literasi media digital; (2) Memberikan kemampuan dasar mengenai pelatihan literasi media digital bagi murid-murid AEC di Soreang Kab.Bandung Selatan. Metode pelaksanaan PKM yang dilakukan dalam kegiatan penyuluhan ini adalah metode ceramah; metode diskusi; dan metode kaji tindak. Kesimpulan dari pelatihan literasi media digital ini adalah: (1) Sebagai tolak ukur seberapa jauh murid-murid AEC mengetahui literasi media digital; (2) Meningkatkan kesadaran mereka akan pentingnya melek media digital berkaitan dengan segala informasi yang dianggap penting dalam media untuk generasi digital berikutnya; (3) Meningkatkan kemampuan dasar murid AEC tentang literasi media digital. Digital Media Literacy Training for Students Armidale English College (AEC) in Soreang, District of South Bandung AbstractThe activity is aimed at producing the following outputs: (1) Providing concrete knowledge and insight into digital media literacy training; (2) Providing basic skills on digital media literacy training for AEC students in Soreang Kab.Bandung Selatan. The method of PKM implementation conducted in this extension activity is the lecture method; Method of discussion; and action research method. The conclusions of this digital media literacy training are: (1) As a measure of how far AEC students know the digital media literacy; (2) Increasing their awareness of the importance of digital media literacy in relation to any information deemed important in the media for the next digital generation; (3) Improving the basic skills of AEC students about digital media literacy.

scholarly journals Digital Media Literacy in Samin Indigeneous People

2018 ◽  
Vol 73 ◽  
pp. 14018
Author(s):  
Turnomo Rahardjo ◽  
Hapsari D. Sulistyani ◽  
Taufik Suprihatini
Keyword(s):  
Mass Media ◽  
Cultural Values ◽  
Digital Media ◽  
Media Literacy ◽  
Junior High School ◽  
Formal Education ◽  
Cultural Backgrounds ◽  
Negative Stereotypes ◽  
The Media ◽  
Digital Media Literacy

As an ethnic group, Samin community has values and rules that differ to the dominant Indonesian culture. Negative stereotypes that are embedded in the word of Samin has made the community prefer to be called as Sedulurur Sikep. In Baturejo village, a village that has a large number of Sedulur Sikep, the monograph data shows that 70.74 percent of the population does not attend junior high school. The data indicates that many members of the population do not fully participate in formal education. On the other hand, the data also signifies that the community has in a way exposed to an outside (formal) mode of education particularly at the level of elementary school. The similar phenomenon also occurs in the terms of digital media. Some of the Sikep community have consumed mass media, even though the way they perceive mass media differ to that of the dominant culture. Thus, it is necessary to conduct a media literacy education to Sikep society icluding digital media literacy. The media education have to be adapted to local thinking and understanding of the media’s contents. The result of media literacy observation indicates that, while still maintaining its cultural values, Sikep community does not become completely exclusive to digital media exposures. Communication activities that are using mobile phones can be found in their daily lives.They also interact with those who have different cultural backgrounds with them. The mobile phone has become a relatively prominent gadget in the society. Therefore, the Sikep community is vulnerable to the various contents of messages offered by the media.

Digital Media and Cosmopolitan Critical Literacy

2017 ◽  
pp. 2044-2067
Author(s):  
Thomas W. Bean
Keyword(s):  
Digital Media ◽  
Critical Literacy ◽  
Media Literacy ◽  
Risk Society ◽  
The Internet ◽  
Global Risk ◽  
Critical Media ◽  
Global World ◽  
Digital Media Literacy

In this chapter I consider contemporary global conditions pointing to what some scholars term “a global risk society” where digital media and Cosmopolitan Critical Literacy offer a counterpoint to human rights, health, climate, and terrorist threats. By examining current research in global youth communication across nation-state boundaries via the Internet, existing research suggests that tapping into digital media literacy and critical media literacy will be crucial for developing an informed and critical citizenry. At present, studies of transnational youth navigating old and new affiliations across national borders are in their infancy. Nevertheless, the existing research holds promise for developing global world citizens who can realize an ethos of cosmopolitan, critical citizenship through the affordances of digital media.

Digital Media and Cosmopolitan Critical Literacy

2018 ◽  
pp. 1238-1261
Author(s):  
Thomas W. Bean
Keyword(s):  
Digital Media ◽  
Critical Literacy ◽  
Media Literacy ◽  
Risk Society ◽  
The Internet ◽  
Global Risk ◽  
Critical Media ◽  
Global World ◽  
Digital Media Literacy

In this chapter I consider contemporary global conditions pointing to what some scholars term “a global risk society” where digital media and Cosmopolitan Critical Literacy offer a counterpoint to human rights, health, climate, and terrorist threats. By examining current research in global youth communication across nation-state boundaries via the Internet, existing research suggests that tapping into digital media literacy and critical media literacy will be crucial for developing an informed and critical citizenry. At present, studies of transnational youth navigating old and new affiliations across national borders are in their infancy. Nevertheless, the existing research holds promise for developing global world citizens who can realize an ethos of cosmopolitan, critical citizenship through the affordances of digital media.

Social Media, Social Competence and Teenagers (Study of Students' Digital Media Literacy Level's in Jakarta)

2016 ◽  
Vol 4 (3) ◽  
pp. 01-08
Author(s):  
Khotimatus Sholikhati
Keyword(s):  
Social Media ◽  
Social Competence ◽  
Digital Media ◽  
Media Literacy ◽  
Literacy Education ◽  
Education Programs ◽  
Medium Level ◽  
The Media ◽  
Competence Framework ◽  
Digital Media Literacy

Objective - This study aims to determine the ability of the digital media literacy of students in Jakarta, in particularly of the usage of social media. Methodology/Technique - The research used the instrument of Social Competence Framework based on European Commission (2009) to determine the level of digital media literacy of students. Findings - The results showed that the media literacy of students in Jakarta including medium level based on their social competence. Novelty - The result can be used as a foundation in creating digital media literacy education programs. Type of Paper - Conceptual Keywords: Digital media literacy, Social Competence, teenagers, Social media

scholarly journals Budaya Literasi Media Digital Pada Ibu-Ibu Rumah Tangga

2019 ◽  
Vol 21 (2) ◽  
pp. 218
Author(s):  
Dewi Novianti ◽  
Siti Fatonah
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Negative Impact ◽  
Research Subjects ◽  
Literature Study ◽  
Digital Era ◽  
The Family ◽  
The Media ◽  
Digital Media Literacy ◽  
Depth Interviews

Media literacy in the digital era has become important. Various layers of society need to understand the importance of digital media literacy. Research subjects were housewives in the Sleman area of Yogyakarta. Research subjects so far have not understood how to intelligently consume media. Media content worries that most of them are negative which can anesthetize the audience. The biggest content from media is entertainment. The media prioritizes entertainment programs that pay less attention to the ethics and norms of society. They don't care about the negative impact of the content displayed. Thus it is necessary to cultivate the media literacy movement for housewives. The method used is content analysis, literature study, in-depth interviews, observation, and FGD. The results of the study show that housewives after being given training, socialization, and FGD on digital media literacy became aware of the importance of digital media literacy. Then they continuously convey to the family and the environment where they are. On several occasions, PKK meetings, the Qur’an recitation group, socialized the importance of digital media literacy. Finally, this digital media literacy becomes a culture especially in Maguwoharjo Village, Sleman regency, Yogyakarta. This village is a pilot village of digital media literacy culture for the surrounding environment, especially the Sleman Regency Yogyakarta.

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