The misinformation and hoaxes that flow over the Internet often fall into specific categories. Understanding what to expect can help you make the right call in a fast moving situation, and avoid giving a hoax new life. The types of fakes fit into the following categories: Real photos from unrelated events. Art, ads, film and […]
President Barack Obama’s Commencement Speech | Dear Class Of 2020
On this YouTube address, President Barack Obama directly addresses critical thinking, Internet and social media, starting on minute 8. President Obama shares a message of optimism with the Class of 2020 as a part of “Dear Class of 2020,” a virtual commencement to celebrate graduates, their families, and their communities. As uncertain as these times […]
Does Media Literacy Help Identification of Fake News? Information Literacy Helps, but Other Literacies Don’t
Concerns over fake news have triggered a renewed interest in various forms of media literacy. Prevailing expectations posit that literacy interventions help audiences to be “inoculated” against any harmful effects of misleading information. This study empirically investigates such assumptions by assessing whether individuals with greater literacy (media, information, news, and digital literacies) are better at […]
Media and Information Literacy: A human rights-based approach in developing countries
Media and Information Literacy (MIL), defined as the ability to access, analyze, and create media, is a prerequisite for citizens to realize their rights to freedom of information and expression. A rights-based approach is pursued to define MIL in general, and Digital Media and Information Literacy (DMIL) in particular. Different projects initiated by DW Akademie […]
Evaluating online information: Attitudes and practices of secondary English Language Arts teachers
As an increasing number of teens are engaging in digital environments, they are becoming open to online misinformation often designed to further a variety of agendas. Online misinformation, or “fake news” as it is often referred to in popular culture, permeates all Web 2.0 technologies. Since English Language Arts curriculums often focus on topics related […]
Critical media literacy approaches to violence prevention: A research note
Sexual violence is a global phenomenon needing sustainable interventions. The article extends findings from media literacy scholars by exploring ways that critical media literacy (CML) pedagogies can be used to teach affirmative consent education for the purposes of violence prevention. The article is not a curriculum blue-print, as the pedagogies are still being piloted for […]
Dark Ride: Disneyland. Using educational games for critical media literacy education
This article describes Dark Ride: Disneyland – a mobile game that encourages Disneyland guests to critically consider Disney’s representations of history, culture, and technology. The game was the creation of a group of faculty, students and professionals associated with Brigham Young University. The article contextualizes the game and its development in relation to concepts including […]
Is that media literacy?: Israeli and US media scholars’ perceptions of the field
Sixty-nine media scholars from Israel and the Unites States responded to an online questionnaire aimed to identify the boundaries of media literacy. The participants received a list of thirty-two potential titles for a final paper and were asked to rate the relevancy of each topic for an undergraduate media literacy course. While the statistical analysis […]
Developing a responsive and adaptable emergent media curriculum
The field of mass communication is constantly undergoing change and development, and the pace has accelerated with the advent of digital technologies. One challenge educators face is: how do we educate college students not just for today’s careers, but also for lifelong competencies with media? Against this backdrop, the Department of Media and Journalism at […]
The effects of an advertising-based intervention on critical thinking and media literacy in third and fourth graders
The goal of this study was to assess whether a short, media literacy intervention could effectively support third- and fourth-graders’ abilities to interpret and produce persuasive arguments. The intervention was delivered to students (N = 50) and focused on the knowledge and skills associated with advertising literacy. Students participated in tasks that measured changes in […]
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