Civic media literacy entails understanding complex topics and events that are increasingly mediated by digital sources of information and where it can be challenging to evaluate the reliability merits of these sources. The goal of this study was to discern the ways undergraduate preservice social studies teachers with different climate change beliefs read and evaluated the reliability of four diverse Web sources about the complex socioscientific topic of climate change. Findings highlight clear alignment between most participants with climate (...) change beliefs at either end of a beliefs continuum with less alignment for participants with climate change beliefs toward the middle of a continuum. Findings also point to the benefits of whole group deliberation to help participants more critically evaluate a Web source that opposed the scientific consensus about climate change. In an age of “alternative facts,” this study points to the importance of students and educators having opportunities to evaluate, discuss, and determine the credibility of a range of online sources. (shrink)

A number of previous studies have documented the link between media literacy and civic or political participation, and some researchers argue that the advancement of media literacy may encourage citizens to take part in addressing various issues of societal concern. However, the previous studies tend to include relatively few civic or political activities in the measurements and do not demonstrate in detail how different dimensions of media literacy are related to particular forms of participation. (...) This study addresses these issues using survey data from Latvia (N = 871). The results show that a link between media literacy and civic participation exists, but media literacy explains a relatively small variance in civic participation activities. We advocate caution when considering whether media literacy itself promotes civic participation, because other phenomena, which further studies should explore, could contribute to both media literacy and civic participation. While acknowledging the general importance of media literacy, this paper argues that individuals with these skills do not necessarily use them for civic participation, and that increased levels of media literacy may not offset the structural reasons for low civic activity in a society. (shrink)

Young migrants – particularly refugees – are commonly the object of stereotypical visual media representations and often have no choice but to position themselves in response to them. This article explores whether making young migrants aware of the politics of representation through media literacy education contributes to strengthening their participation and resilience. We reflect on a media literacy program developed with teachers and 100 students at a Dutch “International Transition Classes” school. The educational program focuses (...) on visual media production using smartphones, raising critical consciousness and promoting civic engagement. Ethnographic data analyzed include field notes, a focus group with teachers, in-depth and informal interviews, student-produced footage, and a 10-minute ethnographic film. In our increasingly polarized mediatized world, better recognition of how the needs of certain young people diverge depending on how they are situated in racialized, gendered, and classed structures of power is needed to work towards inclusive media literacy education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 58-64 [Access article in PDF] Media Literacy Education in Art:Motion Expression and the New Vision of Art EducationThe Bauhaus, which established the foundation of modern design, has greatly influenced Japanese design and art education. It is a historical fact that the movement views "synthetic art" as an integration of the various fields and the integration of the art and machine (...) technology experimentally. However, the Bauhaus is not just of historical importance but continues to have an influence even in the integration of the art and electronic technology in today's "multimedia." In addition, it can be said that it is very much alive as "the digital Bauhaus" or "the electronic Bauhaus." 1 As we know, today's multimedia and the Internet give us a new life-environment, and expandthe possibility of expression in art. Therefore, current art education must examine how these new medias will be incorporated into the curriculum.In the cases of the photograph, video, or computer, an expression by the image media is added to the art course for the junior high school course of study. 2 Also in school art classes, image media was introduced, expanding the possibilities of self-expression through art. This result can be matched to the needs of the industrial world in Japan as well. As an educational practice, the content of this course of study is promising, even though someproblems must be solved, acquiring new equipment, re-educating the artteacher, and securing additional art school hours. The new content in art education can be summarized as follows:1. The motion picture (animation) which includes time and movement. Motion picture is asequence of continuous images, obviously different from the still images of painting. There are, of course, artworks that express motion or induce the viewer'seye movement. There are also kinetic artworks that do move, such as mobiles. Works of motion picture have, however, a fixed time shaft, and they are formed by the afterimage phenomenon. Thinking about the progress of time shaft is an indispensable element for the production. [End Page 58]2. The synchronism of image and sound. Because time is a factor in the visual expression, the works are compatible with music — the art of time. There is a synchronized relation between the motion picture and music. Image expression with multimedia became synthetic art, just as the Bauhaus looked for "architecture." Currently, this kind of expression transitions from art to entertainment, and permeates daily life.3. The method with interactive art work. Not only artworks of installation, but also TV games and web design have interactive construction as an indispensable interface. The aesthetic value of these visual works will be appreciated when the user starts the action by hitting a touchpad, pushing buttons, or clicking a mouse. To make this kind of artwork, one needs to consider the latent relationships between humans and work, and establish the input-output order for the method of construction.4. The problem of virtual reality. The term "virtual reality" is used by some art teachers as criticism against digital works such as computer graphics. These teachers insist that there is no reality there. One can, however, get an aesthetic feeling through sensory information, imagination, and sensitivity, even though what one sees is an illusion. The feeling of reality a picture of an apple gives, for example, may be equal to a computer graphic apple.Human imagination also creates "virtual reality" beyond reality in the myth, the novel, and so on. It can be said that this is the basis for human creativity.Furthermore, expression by image media raises the problem of a "reality" in which material experience is important to encounterthe world directly. Such an argument discusses multimedia as a tool of expression and a teaching material while reconsidering human reality.More recently, "media literacy" (ability to read and understand media) became an important point of discussion for Japanese educators. Usually, in this discussion, the critical ability to talk back to the television program is emphasized. However, through art... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 58-64 [Access article in PDF] Media Literacy Education in Art:Motion Expression and the New Vision of Art EducationThe Bauhaus, which established the foundation of modern design, has greatly influenced Japanese design and art education. It is a historical fact that the movement views "synthetic art" as an integration of the various fields and the integration of the art and machine (...) technology experimentally. However, the Bauhaus is not just of historical importance but continues to have an influence even in the integration of the art and electronic technology in today's "multimedia." In addition, it can be said that it is very much alive as "the digital Bauhaus" or "the electronic Bauhaus." 1 As we know, today's multimedia and the Internet give us a new life-environment, and expandthe possibility of expression in art. Therefore, current art education must examine how these new medias will be incorporated into the curriculum.In the cases of the photograph, video, or computer, an expression by the image media is added to the art course for the junior high school course of study. 2 Also in school art classes, image media was introduced, expanding the possibilities of self-expression through art. This result can be matched to the needs of the industrial world in Japan as well. As an educational practice, the content of this course of study is promising, even though someproblems must be solved, acquiring new equipment, re-educating the artteacher, and securing additional art school hours. The new content in art education can be summarized as follows:1. The motion picture (animation) which includes time and movement. Motion picture is asequence of continuous images, obviously different from the still images of painting. There are, of course, artworks that express motion or induce the viewer'seye movement. There are also kinetic artworks that do move, such as mobiles. Works of motion picture have, however, a fixed time shaft, and they are formed by the afterimage phenomenon. Thinking about the progress of time shaft is an indispensable element for the production. [End Page 58]2. The synchronism of image and sound. Because time is a factor in the visual expression, the works are compatible with music — the art of time. There is a synchronized relation between the motion picture and music. Image expression with multimedia became synthetic art, just as the Bauhaus looked for "architecture." Currently, this kind of expression transitions from art to entertainment, and permeates daily life.3. The method with interactive art work. Not only artworks of installation, but also TV games and web design have interactive construction as an indispensable interface. The aesthetic value of these visual works will be appreciated when the user starts the action by hitting a touchpad, pushing buttons, or clicking a mouse. To make this kind of artwork, one needs to consider the latent relationships between humans and work, and establish the input-output order for the method of construction.4. The problem of virtual reality. The term "virtual reality" is used by some art teachers as criticism against digital works such as computer graphics. These teachers insist that there is no reality there. One can, however, get an aesthetic feeling through sensory information, imagination, and sensitivity, even though what one sees is an illusion. The feeling of reality a picture of an apple gives, for example, may be equal to a computer graphic apple.Human imagination also creates "virtual reality" beyond reality in the myth, the novel, and so on. It can be said that this is the basis for human creativity.Furthermore, expression by image media raises the problem of a "reality" in which material experience is important to encounterthe world directly. Such an argument discusses multimedia as a tool of expression and a teaching material while reconsidering human reality.More recently, "media literacy" (ability to read and understand media) became an important point of discussion for Japanese educators. Usually, in this discussion, the critical ability to talk back to the television program is emphasized. However, through art... (shrink)

The Bulgarian Constitution declares that children are under protection of the state and society. There is a special Child Protection Act and also some articles are included in other acts, such as t...

In the current digital environment, people can visit every corner of the world without leaving their homes. New media technology compresses distance and time, but it also subverts the traditional mode of audience presence. Many traditional, offline content expression modes are also moving toward the digital field, and digital art is among them. Digital new media is a new art form that requires its audience to have a new media literacy; this literacy is necessary for (...) esthetic experience and for audience participation. At present, the relatively lack of objective methodology for scientific research on aesthetic and media literacy has limited our current understanding. Therefore, we need to develop a new model and conduct empirical research with college students as the audience. Empirical research was conducted with an audience of college students. The study had the following purposes: to add a new dimension to the esthetic model, namely new media literacy, to align the model with the current digital environment, and to test the moderating effect of new media literacy on esthetic emotion as represented by interest and confusion. The experiment verified the study’s hypothesis that higher new media literacy was associated with higher esthetic interest and lower confusion. By contrast, has a substantial influence on the cognitive processes in humans, lower new media literacy was associated with lower esthetic interest and higher confusion. New media literacy is an essential quality for contemporary audiences. This knowledge may be useful for effective design. It provides a traditional and favorable learning environment and empirical reference for the subsequent improvement of digital aesthetics and media literacy. (shrink)

The widespread use of social network sites by children has significantly reconfigured how they communicate, with whom and with what consequences. This article analyzes cross-national interviews and focus groups to explore the risky opportunities children experience online. It introduces the notion of social media literacy and examines how children learn to interpret and engage with the technological and textual affordances and social dimensions of SNSs in determining what is risky and why. Informed by media literacy research, (...) a social developmental pathway is proposed according to which children are first recipients, then participants, and finally actors in their social media worlds. The findings suggest that SNSs face children with the fundamental question of what is real or fake. By around 11–13, they are more absorbed by the question of what is fun, even if it is transgressive or fake. By age 14–16, the increasing complexity of their social and emotional lives, as well as their greater maturity, contributes to a refocusing on what is valuable for them. Their changing orientation to social networking online appears to be shaped by their changing peer and parental relations, and has implications for their perceptions of risk of harm. (shrink)

Although numerous media literacy training sessions on internet safety for children and adolescents have been conducted, their number contrasts sharply with the few systematic studies on their effectiveness. In this study, we describe the evaluation of nationwide-implemented training sessions on internet safety in Luxembourg, which included perceptions of learning outcomes and evaluations of implementation and effectiveness. Training data from 2011 to 2018 were analyzed, including 28,060 students and 5,031 teachers. Students reported pronounced learning effects, especially for younger students (...) and for repeated training participation. Teachers greatly appreciated the implementation and effectiveness, which generally increased over the years. The perceived effectiveness of the training was significantly related to teachers’ planning to cover internet safety topics in future lessons. The present study shows that carefully planned and continuously evaluated training sessions on internet safety successfully support children’s understanding and teachers’ willingness to implement internet safety in their curriculum. (shrink)

PurposeCOVID-19 pandemic is a significant threat toward the public health. However, the discussion of the mechanism of media literacy’s effect in fighting against pandemic is limited. Thus, this study aims to explore the mechanism with a sociocognitive perspective.MethodsA survey was administrated to 420 college students in China. PROCESS macro of SPSS was applied to analyze the data and test the moderated mediation effect.ResultsThe moderated mediation model of media literacy, proxy efficacy, self-efficacy, and official media use (...) was tested and supported. Official media use was a negative moderator on the association between media literacy and proxy efficacy.ConclusionThe study explored the media literacy’s role as a determinant of proxy efficacy and self-efficacy, which contributed to the sociocognitive theory. (shrink)

The aim of this paper is to propose an antithesis to the overreliance on scientific facts and objectivity to counter mis- and disinformation in media literacy education. Through conceptual examination of meaning, care, and facts, I demonstrate the ontological priority of meaning and values in the life-world. I then discuss conspiracy theories as a textual genre in which the crisis of meaning manifests as a prominent factor. Given the centrality of meaning, I claim that literacy education needs (...) to go beyond the matters of fact and address matters of concern in this supposedly post-truth world. (shrink)

The aim of the study was to evaluate the effectiveness of a media literacy intervention targeting, for the first time, the specific topic of Performance and Appearance Enhancing Substances use in high-school students. Overall, 389 students aged between 13 and 19 years participated to a media literacy intervention while 103 students aged between 14 and 19 year were considered as the control group. In two separate occasions over the course of six consecutive months, students in both (...) groups filled out a set of questionnaires which included measures of social-cognitive beliefs and a self-reported measure of retrospective use of doping and supplements. Compared to students in the control group = 1.96; SD= 0.85; and Mean= 2.09; SD= 0.94), intervention students on average expressed relatively stronger attitudes against doping use over time = 2.2; SD= 0.85; and Mean= 2.05; SD= 0.82). Students in the latter group also showed a statistically significant decrease in self-reported supplement use = 6.7%; Use= 3.8%;p= 0.05, McNemar Test). Interestingly, albeit marginally significant, students in the control group showed a relative increment in the self-reported use of supplements over time = 4.9%; Use= 8.7%;p= 0.22, McNemar Test). Overall, the media literacy intervention investigated in the present study was effective in decreasing adolescent student’s positive attitudes toward doping use and in reducing the use of legal PAES. These findings supported the generalizability and the usefulness of a media literacy approach in the specific field of PAES. (shrink)

The association between media literacy and media ethics is discussed in this essay, and data gathered from a media literacy study with 93 public school 6th-grade students are presented. The study details the introduction and evaluation of a media literacy program that was intended to encourage learning and critical thinking about media violence, using a selection of "high-risk" portrayal factors as a foundation. Statistical comparisons between preprogram and postprogram responses and between those (...) participating and those in a control group show some increases in the comprehension of key concepts used in the study of media violence and critical thinking about the topic. Open-ended responses also demonstrate enhanced sophistication in analyzing media violence after participating in the program. (shrink)

Vocational Education and Training programs are fuelled by technical and practical educational modules. The teaching staff adopts both traditional and innovative pedagogical frameworks to increase the generalization and maintenance of practical skills. At the same time, VET teachers and trainers have a few occasions to promote and include disciplines and educational programs for enhancing students' soft skills, e.g., critical thinking skills and media literacy. Following the European VET framework and literature of the field, CT and ML represent a (...) social challenge that requires even more efforts by academics, practitioners, and policymakers. Thisstudy situates into this context with the aim of introducing a novel educational approach for supporting the teaching staff in the promotion of students' CT and ML. This educational approach has been realized by the team of researchers and trainers of the NERDVET project, an Erasmus+ KA3 project devoted to the promotion of new tools and policies for enhancing CT and ML in VET. To pursue this aim, the team has employed the self-nudging model which regards the individuals' set of cognitive and behavioral strategies that individuals can develop to target a specific objective. By framing pedagogical strategies into this perspective, the team realized an initial approach for educational activities and teaching strategies to promote students' CT and ML. (shrink)

Marxian education scholars have successfully established critical media literacy as a specific response to concerns about contemporary media's problems and possibilities with regard to youth. This development has made a significant contribution to the intersection of media, critical theory, and pedagogy. Yet, the theoretical foundations of critical media literacy limit its capacity to confront the trajectory of contemporary media and communication technologies. Here, Kip Kline offers Jean Baudrillard's media theory as a possible (...) corrective to the undertheorization of media at the level of form that contributes to the inefficacy of critical media literacy. (shrink)

In the present era of information technology, people tend to seek out news to enhance their current knowledge and awareness and to gain literacy. The reliance on seeking out news and relevant information has become very necessary to accomplish personal and organizational objectives. The present study has undertaken an inquiry to investigate the impact of social media news overload on news avoidance and news filtering with the mediating and moderating mechanisms of the need for news and media (...) literacy, respectively. For this purpose, data were obtained from 358 Chinese social media users through the aid of survey forms. The data obtained were then analyzed through Smart-PLS software. The statistical technique used for analysis is structural equation modeling to determine the validity of the proposed hypotheses. The results of the study indicated that social media news overload has a significant effect on news avoidance, the need for news, and news filtering behavior. It was also observed that the need for news had a significant impact on news avoidance. In addition to this, it was also revealed that the need for news significantly mediated the relationship between social media news overload and news avoidance; however, it did not mediate the relationship between social media news overload and news filtering. Lastly, it was identified that media literacy significantly moderated the relationship between the need for news and news avoidance and it did not moderate the relationship between the need for news and news filtering behavior. This study has made important theoretical contributions by advancing the current literature in terms of the empirical evidence that indicates a significant relationship between social media news overload, news avoidance, and news filtering. Practically, this study contributed by emphasizing the need to encourage and train people to use strategies to seek relevant news in a vast repository of information available through information technology. (shrink)

Modern converged mass media, particularly television and the World Wide Web, may be fostering a new orality in opposition to traditional alphabetical literacy. Scholars of orality and literacy maintain that oral cultures feature reduced levels of critical assessment of media messages. An analysis of Aristotle's description of ethos, as presented in that philosopher's Rhetoric, suggests that an oral culture can foster media that deliver selective truths, or even lies, thus ranking poorly in hierarchical ethical schemata (...) such as those developed by Kohlberg, Gilligan, and Baker. (shrink)

In an information age of youth social movements, Youth Media Matters examines how young people are using new media technologies to tell stories about themselves and their social worlds. They do so through joint efforts in a range of educational settings and media environments, including high school classrooms, youth media organizations, and social media sites. Korina M. Jocson draws on various theories to show how educators can harness the power of youth media to provide (...) new opportunities for meaningful learning and "do-it-together production." Describing the impact that youth media can have on the broader culture, Jocson demonstrates how it supports expansive literacy practices and promotes civic engagement, particularly among historically marginalized youth. In Youth Media Matters, Jocson offers a connective analysis of content area classrooms, career and technical education, literary and media arts organizations, community television stations, and colleges and universities. She provides examples of youth media work--including videos, television broadcasts, websites, and blogs--produced in the San Francisco Bay Area, Los Angeles, New York, and St. Louis. At a time when educators are increasingly attentive to participatory cultures yet constrained by top-down pedagogical requirements, Jocson highlights the knowledge production and transformative potential of youth media with import both in and out of the classroom. (shrink)

Media use is a pervasive aspect of children’s home experiences but is often not considered in studies of the home learning environment. Media use could be detrimental to children’s language and literacy skills because it may displace other literacy-enhancing activities like shared reading and decrease the quantity and quality of caregiver-child interaction. Thus, the current study asked whether media use is associated with gains in children’s language and literacy skills both at a single time (...) point and across a school year and whether age moderates any association. Children (N = 1583) were from preschool through third grade classrooms and language and literacy skills were measured in the fall and spring of the school year. Parents reported how much time their child spends using media on a typical school day. Regression analyses showed that using 4 hours or more of media was related to lower literacy gains, but not to language gains. Multilevel models conducted as a robustness check showed that this effect did not hold when accounting for classroom. In neither set of models was there an interaction between age and media use. Single-time-point models did show some associations that did not manifest in more stringent models, highlighting the limitations of correlational designs that do not have measures of children’s skills over time. Given the concern and popular press coverage around children’s media use, it is important to acknowledge nonsignificant effects in this domain. These nonsignificant associations suggest that societal fears around children’s media use may be exaggerated. Notably, however, characteristics of children’s media use, like educational content or adult co-use, may moderate any effects. The relation between media use and language and literacy growth did not differ across the age range investigated suggesting that, within this range, younger children are not more vulnerable to detrimental effects. (shrink)

This study aims to understand how and why emerging adults come into contact with food media messages, and what they perceive as positive and negative outcomes related to food literacy. Seven focus groups, stratified by gender and socio-economic status, with 37 emerging adults aged between 18 and 25 were conducted. Photovoice was used to reflect on participants’ real-life food media experiences. Findings reveal that food media consumption is a combination of actively searching and incidentally encountering. The (...) results suggest that food media messages attract emerging adults’ attention by bringing content in an entertaining, engaging, and appealing way, and featuring popular food personalities. Finally, food media messages were perceived to both enhance and distort food literacy. The results show how food media messages for food literacy interventions can be designed in order to attract emerging adults’ attention and fulfill their specific needs. (shrink)

Food safety risk is becoming a vital issue for public health, and improving public awareness of FSR through social media is necessary. This study aims to explore specific mechanisms of FSR perception; it first categorizes 19 risk characteristics into two variables, dread and efficacy, and then examines how social media use affects perceived FSR through both variables. Additionally, the study explores the moderating effects of source credibility and science literacy on the mechanisms of FSR perception. Based on (...) a nationwide online survey of more than six salient food safety issues in China, the study found that exposure to food safety risk information on social media can help improve perceived FSR based on the proposed “dread–efficacy processing model”, where dread stimulates perceived risk, while efficacy suppresses risk perception. Moreover, source credibility intensifies the effect of social media use on efficacy appraisal, whereas science literacy exerts a “double-weakening” influence on dread appraisal. Theoretical and practical implications of the findings are discussed. (shrink)

Philosophy & Social Criticism, Ahead of Print. Douglas Kellner emerged in the late 1980s as a media theorist. This article reconstructs his intellectual trajectory, analyzing the developments and problems of his media theory. His path was influenced by so-called Western Marxism, notably by the Frankfurt School and, later, by British cultural studies. Kellner made both currents of European thought dialogue and incorporated them into French postmodernism, in a context configured by the ‘culture wars’ in the United States. All (...) of this shaped the analysis of what he called ‘media culture’ and, a few years later, ‘media spectacle’, as well as his proposal for critical media literacy. It is argued that Kellner proposes an innovative synthesis in theoretical and methodological terms, outlined with Cultural Marxism. On the other hand, his proposition is not exempt from conceptual contradictions that generate analytical simplifications during the practice of research, as it moves between immanent to transcendent critique. (shrink)

Philosophy & Social Criticism, Ahead of Print. Douglas Kellner emerged in the late 1980s as a media theorist. This article reconstructs his intellectual trajectory, analyzing the developments and problems of his media theory. His path was influenced by so-called Western Marxism, notably by the Frankfurt School and, later, by British cultural studies. Kellner made both currents of European thought dialogue and incorporated them into French postmodernism, in a context configured by the ‘culture wars’ in the United States. All (...) of this shaped the analysis of what he called ‘media culture’ and, a few years later, ‘media spectacle’, as well as his proposal for critical media literacy. It is argued that Kellner proposes an innovative synthesis in theoretical and methodological terms, outlined with Cultural Marxism. On the other hand, his proposition is not exempt from conceptual contradictions that generate analytical simplifications during the practice of research, as it moves between immanent to transcendent critique. (shrink)

Proponents of the “literacy” thesis share with proponents of the “extended mind” thesis the viewpoint that communication systems such as language or writing have cognitive implications that go beyond their purely social and communicative purposes. Conceiving of media as extensions of the mind thus has the potential to bring together and cross-fertilize research programs that are currently placed in distant corners of the study of mind, language, and society. In this issue, we bring together authors with a diverse (...) set of interests to identify promising areas of overlap, blaze new trails for us to explore, but also to highlight dissonances and challenges that will have to be addressed in future work. (shrink)

The notion and practice of critical thinking (CT) has moved from its speculative formation by John Dewey to a standard element in teacher education curricula and standards. In the process, CT has narrowed its focus to the analysis and articulation of logical thought, and lost transformative value. In this paper, we examine the conception and implementation of CT in three teacher education domains primarily in the United States–music, media and information literacy, and social studies–asking how CT has deformed (...) education in those domains, and how domain-specific approaches could reinvigorate CT. We further suggest refocusing the purpose of CT in teacher education on accomplishing transformative education for equity in school and society, by implementing a critically reflective, transformative praxis based on the insights of domain-specific approaches to CT. (shrink)

Douglas Kellner emerged in the late 1980s as a media theorist. This article reconstructs his intellectual trajectory, analyzing the developments and problems of his media theory. His path was influ...

Introduction. The development of legal culture and a culture of human rights in the modern world through media technologies, is acquiring special significance in connection with the processes of globalization and the spread of media in recent decades. The purpose of the article is to study the prospects for the use of media education in the formation of the legal social culture and a culture of human rights. Materials and methods. Based on a study of domestic and (...) foreign sources, issues of media education, media literacy, spiritual and moral education, the legal culture of society, the phenomenon of post-truth and ways of forming critical, creative thinking are considered. The use of general scientific, philosophical, and socio-pedagogical methods has made it possible to study media education as a dialogue of learning, stimulating the development of rational, critical thinking, focused on the search for the value foundations of intellectual and social activity. Results. The development of the field of information and communication technologies determines the principles for the formation of the content and orientation of modern education. Media education is interlinked with the development of democracy and human rights. It influences the formation of a culture of citizen participation, their active social position, civic and political culture. Media education plays a significant role in shaping the legal culture of society since critical media research and information research focuses on the analysis of power structures and structures of dominance in the media. A study of the interpretations of the concepts of "media education" and "media literacy" made it possible to show that media education focuses a person on a critical approach to media content. One of the main issues of media education is teaching a person the skills to critically study media and media technologies, which involves addressing the technological, cultural and historical specifics of specific media used at a specific time and place. Information and communication technologies have changed the way of life, work, communication, and ways of selfpresentation, the formation of values, participation in socially significant events. Therefore, a critical approach to mass media should be based on knowledge of socio-philosophical theories, ethics and research in the field of mass media. Discussion. Mass media are constructing a history of human rights, which updates the topic of the media policy of human rights, combining socio-legal, cultural and media theories. Education in the field of acquiring information perception skills, the ability to correctly understand the importance of audiovisual images, to competently handle and navigate information flows are necessary for the life of a modern person in society. (shrink)

Education has a responsibility to respond to the threat of deteriorating democracies. The post-truth era is marked by an erosion of trust in public institutions and extreme polarisation. This paper begins with an examination of the ways by which current literacy and media literacy education is not simply outmoded, but also limited by a grounding in neoliberal conceptions of rationality and individualism. Offering a counterpoint to the status quo, and foregrounding the significance of affect, I work with (...) Levinas’s conception of ethics to illustrate the tensions between affective reactionism and non-intentional affectivity, enjoyment and its disruption as a premise for intersubjectivity, and contrasting manifestations of anger. I conclude the paper with a proposal for literacy education that comprises intentional focus on relationality, responsibility, and affect. (shrink)

This book takes on current perspectives on transnationalism and children's relationships to media, childhood, and markets in converging global worlds. It introduces the idea of multi-sited imaginaries to explain how children's media and literacy performances shape and are shaped by shared visions of communities that we collectively imagine, including play, media, gender, family, school, or cultural worlds. It draws upon elements of ethnographies of globalization to examine the convergences of such imaginaries across multiple sites: early childhood (...) and elementary classrooms and communities in Puerto Rico and the Midwest United States. The analysis situates children's literacy and play practices in the intersections of local/global, rural/urban, Spanish/English/multilingual, and Latino multinational media/US multinational media, revealing how children use drama and pretense to relocate, take up, contest, and consume global media and consumer identities. (shrink)