New research by Andrew Przybylski (OII, Oxford University), Netta Weinstein (Cardiff University), and Kou Murayama (Reading University) published at the American Journal of Psychiatry suggests that very few of those who play internet-based video games have symptoms suggesting they may be addicted. The article also says that gaming, though popular, is unlikely to be as […]
Summer Doctoral Programme (Oxford Internet Institute)
Each year in July, the OII Summer Doctoral Programme (SDP) brings together up to 30 advanced doctoral students engaged in dissertation research relating to the Internet and other digital technologies. By sharing their work, debating topics of mutual interest and learning from leading academics in the field, we hope that participants can enhance the quality […]
The challenge of youth media
How can youth media production promote civic and political understanding and activism? A review and an interview with Steve Goodman. There’s been a fair amount of debate recently about the civic dimensions of media, and of media literacy. Claims about the liberating or empowering potential of digital media date back to the origins of the […]
Tackling the Information Crisis: A Policy Framework for Media System Resilience
Changes in the UK media system have resulted in an information crisis, with a growing number of leaders in health, defence and politics concerned about system resilience and the new difficulty of achieving informed debate. This report argues that the information crisis is manifested in ‘five giant evils’ among the UK public – confusion, cynicism, […]
Taking charge: media regulation, digital democracy and education
Regulation is a key topic in media education, but it can seem dry and difficult to comprehend. The fundamental issue here is to do with how the government intervenes in the media market – not just to restrict and control it, but also to shape and develop it in particular ways. Regulation is about much […]
Media Literacy, Education & (Civic) Capability: A Transferable Methodology
This article explores the relationship between a formal media educational encounter in the UK and the broad objectives for media and information literacy education circulating in mainland Europe and the US. A pilot study, developed with a special interest group of the United Kingdom Literacy Association, applied a three-part methodology for comparing the media literacy […]
The uses of (digital) literacy
This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community ‘third space’ providing workshops for students aged 6–9 with their parents/carers. The approach taken avoids the instrumental measurement of functional digital literacy competences, but instead seeks to negotiate a more nuanced […]
Disinformation and ‘fake news’: Interim Report
There are many potential threats to our democracy and our values. One such threat arises from what has been coined ‘fake news’, created for profit or other gain, disseminated through state-sponsored programmes, or spread through the deliberate distortion of facts, by groups with a particular agenda, including the desire to affect political elections. Such has […]
Going critical
Is it really enough for students to be ‘critical’ of media? Some thoughts about the continuing need for critical thinking – and critical action – in media education. Is teaching critical media analysis sufficient to address the challenges of a changing media environment – let alone the wider social and political malaise of the contemporary […]
News Media and Political Attitudes in the United Kingdom
The sense of importance of and trust in the news media vary considerably by country. In general, adults in northern European countries – for example, Sweden and Germany – are more likely to say the news media are very important and that they trust the news media, while people in France and Italy are the […]
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