scholarly journals MEDIA, ETHICAL NORMS AND MEDIA LITERACY EDUCATION

2021 ◽  
pp. 185
Author(s):  
Samir Ljajić
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
New Technologies ◽  
Ethical Issues ◽  
Freedom Of Expression ◽  
Literacy Education ◽  
The Internet ◽  
Ample Evidence ◽  
Media Literacy Education ◽  
Ethical Norms

Media reporting requires ethical prudence. Journalistic ethics must set norms, guidelines, rules, and codes that will provide for truthfulness and accuracy; impartiality and honesty; respect for personality and privacy; independence from individual interests; accountability to society and social goods; respect for the law; moral, competence and good taste.. New media offer quick contact, promotion, exchange of thought, and freedom of expression. New technologies, such as the Internet, do not change the necessity of posing basic ethical issues of privacy violations, intellectual property or identity theft, dissemination of fake information, but only give them a greater dimension. The current body of research provides ample evidence of the growing need for media literacy instruction in all schooling levels in order to educate and protect the young from unethical social media contents. Therefore, this paper will deal with the problem of media, ethical norms and media literacy education comprising teaching moral reasoning and critical thinking skills. Media literacy must be incorporated in all schooling levels, from the lowest and progressing towards the highest. Even the youngest ones nowadays know how to stream, how to twitch and use social media but they are not fully aware of possible negative effects. Media and the Internet especially should be seen as an instrument of change and progress but they can be manipulative as well. However, the role of the responsible society is to educate the young how to use media to their advantage and successfully differentiate ethical from the unethical in the media of the contemporary networking world. 

scholarly journals Advancing children’s news media literacy: learning from the practices and experiences of young Australians

2018 ◽  
Vol 41 (5) ◽  
pp. 689-707
Author(s):  
Tanya Notley ◽  
Michael Dezuanni
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
News Media ◽  
Social Impact ◽  
Literacy Learning ◽  
Literacy Education ◽  
Fake News ◽  
News Stories ◽  
Media Literacy Education ◽  
Nationally Representative

Social media use has redefined the production, experience and consumption of news media. These changes have made verifying and trusting news content more complicated and this has led to a number of recent flashpoints for claims and counter-claims of ‘fake news’ at critical moments during elections, natural disasters and acts of terrorism. Concerns regarding the actual and potential social impact of fake news led us to carry out the first nationally representative survey of young Australians’ news practices and experiences. Our analysis finds that while social media is one of young people’s preferred sources of news, they are not confident about spotting fake news online and many rarely or never check the source of news stories. Our findings raise important questions regarding the need for news media literacy education – both in schools and in the home. Therefore, we consider the historical development of news media literacy education and critique the relevance of dominant frameworks and pedagogies currently in use. We find that news media has become neglected in media literacy education in Australia over the past three decades, and we propose that current media literacy frameworks and pedagogies in use need to be rethought for the digital age.

Transforming Digital Literacy With Culturally Diverse, Personalized Learning

2017 ◽  
pp. 170-195
Author(s):  
Patricia J. Donohue ◽  
Kevin Kelly
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Personalized Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Design For Learning

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

scholarly journals LIKES, SARCASM AND POLITICS: YOUTH RESPONSES TO A PLATFORM-INITIATED MEDIA LITERACY CAMPAIGN ON SOCIAL MEDIA

2021 ◽  
Author(s):  
Ioana Literat ◽  
Abubakr Abdelbagi ◽  
Nicola YL Law ◽  
Marcus Y-Y Cheung ◽  
Rongwei Tang
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
Large Scale ◽  
Qualitative Content Analysis ◽  
Literacy Education ◽  
Literacy Campaign ◽  
Media Literacy Education ◽  
News Source ◽  
Nuanced Understanding ◽  
People’S Attitudes

When it comes to youth and media literacy, the focus of both research and practice has been on the integration of media literacy instruction into young people’s various educational experiences, rather than studying, implementing and evaluating such initiatives in situ, on social media—which is known to be youths’ central news source. Furthermore, existing studies focus on older platforms like Facebook or Twitter, and we lack a nuanced understanding of these dynamics on the platforms most popular with youth today. The present study aims to fill this gap, by analyzing how users responded to a media literacy education campaign on the popular youth-oriented social media app TikTok, with a focus on the lessons that we might draw in terms of targeted media literacy education initiatives for youth. Our large-scale qualitative content analysis—which included 11,449 public comments posted on 5 educational TikTok videos about media literacy—facilitated a naturalistic study of young people’s attitudes towards such initiatives. We found that reactions to the campaign were mixed, and highly political in nature. While many users appreciated the media literacy campaign and TikTok’s role in implementing it, there was also resistance to the campaign, due to factors related to video content, dissemination approach, and the very identity of TikTok as a platform. Across the board, comments were highly political, illustrating the politicized nature of media literacy education today. These reactions serve as rich feedback that can usefully inform future media literacy campaigns on social media, and especially those targeting youth audiences.

Transforming Digital Literacy with Culturally Diverse, Personalized Learning

2018 ◽  
pp. 239-265
Author(s):  
Patricia J. Donohue ◽  
Kevin Kelly
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Personalized Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Design For Learning

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

scholarly journals Research note: Likes, sarcasm and politics: Youth responses to a platform-initiated media literacy campaign on social media

2021 ◽  
Author(s):  
Ioana Literat ◽  
Abubakr Abdelbagi ◽  
Nicola YL Law ◽  
Marcus Y-Y Cheung ◽  
Rongwei Tang
Keyword(s):  
Social Media ◽  
Young People ◽  
Media Literacy ◽  
Large Scale ◽  
Literacy Education ◽  
Scale Analysis ◽  
Literacy Campaign ◽  
Media Literacy Education ◽  
Large Scale Analysis ◽  
Youth Attitudes

To better understand youth attitudes towards media literacy education on social media, and the opportunities and challenges inherent in such initiatives, we conducted a large-scale analysis of user responses to a recent media literacy campaign on TikTok. We found that reactions to the cam-paign were mixed, and highly political in nature. While young people appreciated the urgency of media literacy education and understood its relevance to their social media participation, many displayed a sarcastic attitude, criticizing both the content and the dissemination of the campaign. Based on these responses, we identify key takeaways and recommendations that can valuably in-form future media literacy campaigns on social media.

Have You Heard? Newsworthy items from the field

2020 ◽  
Vol 101 (6) ◽  
pp. 70-70
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
College Admissions ◽  
Literacy Education ◽  
Recent Survey ◽  
Media Literacy Education ◽  
Admissions Officers

In a recent survey, 36% of college admissions officers said they viewed applicants’ social media profiles. As of the end of 2019, 14 U.S. states have begun requiring some form of media literacy education.

Transforming Digital Literacy with Culturally Diverse, Personalized Learning

2016 ◽  
pp. 161-185 ◽  
Author(s):  
Patricia J. Donohue ◽  
Kevin Kelly
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Personalized Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Design For Learning

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

MEDIA LITERASI BAGI DIGITAL NATIVES: PERSPEKTIF GENERASI Z DI JAKARTA

2018 ◽  
Vol 6 (1) ◽  
pp. 60
Author(s):  
Ranny Rastati
Keyword(s):  
Social Media ◽  
Media Literacy ◽  
Generation Y ◽  
Role Model ◽  
Digital Natives ◽  
The Internet ◽  
Positive Image ◽  
Generation Z ◽  
Internet Users ◽  
Depth Interview

In 2017 the majority of internet users are 19-34 years old or 49.52% (APJI, 2017). Almost half of the internet users in Indonesia are digital natives who were born after 1980: Generation Y (1980-1995) and Generation Z (1996-2009). This research will be focused on Generation Z as the true generation of the internet. Generation Z was born when the internet is available, a contrast to Generation Y who is still experiencing the transition of the internet. The purpose of this research is to find an effective way of providing information about media literacy to Generation Z. Through descriptive qualitative, the study was conducted with in-depth interview and observation toward 12 university students in Jakarta. The results showed that there are four effective ways of providing information about media literacy which is i) videos distributed to social media such as Youtube and Instagram, ii) interesting memes in communicative style, iii) through selebgram or micro-celebrity in Instagram who is consider as a role model and have a positive image, and iv) roadside billboards. Another interesting finding is that male informants tend to like media literacy information through videos and memes, while female informants prefer campaigns conducted by positive image selebgram and billboard. AbstrakPada tahun 2017 pengguna internet di Indonesia mayoritas berusia 19-34 tahun yaitu sebanyak 49,52% (APJI, 2017). Dari data tersebut terlihat bahwa hampir sebagian pengguna internet di Indonesia adalah digital natives atau penutur asli teknologi digital yaitu orang-orang yang lahir setelah tahun 1980: Generasi Y (1980-1995) dan Generasi Z (1996-2009). Penelitian ini akan difokuskan kepada Generasi Z karena mereka dianggap sebagai sebenar-benarnya generasi internet. Generasi Z lahir saat teknologi tersebut sudah tersedia, berbeda dengan Generasi Y yang masih mengalami transisi teknologi hingga menuju internet. Tujuan penelitian ini adalah mencari tahu cara yang efektif dalam memberikan informasi mengenai media literasi kepada generasi Z. Metode yang digunakan adalah deskriptif kualitatif dengan observasi dan wawancara mendalam. Informan berjumlah 12 orang mahasiswa di Jakarta. Hasil penelitian menunjukkan bahwa ada empat cara yang efektif dalam memberikan informasi mengenai media literasi yaitu i) video yang disebarkan ke media sosial seperti Youtube dan Instagram, ii) meme menarik dengan bahasa yang mudah dimengerti, iii) melalui selebgram yang menjadi panutan dan berimage positif, dan iv) papan iklan di pinggir jalan. Temuan menarik lainnya adalah informan laki-laki cenderung menyukai informasi media literasi melalui video dan meme yang disebarkan ke media sosial, sementara perempuan lebih menyukai kampanye yang dilakukan oleh selebgram berimage positif dan papan iklan.

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