Participatory perspectives for the low skilled and the low educated: how can media literacy influence the social and economic participation of the low skilled and the low educated?

Moekotte, Paulo; Brand‐Gruwel, Saskia; Ritzen, Henk

doi:10.3384/rela.2000-7426.rela9115

Cited by 3 publications

(1 citation statement)

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“…Studies of adult education and digital media have, in similar ways, focused on technology as a tool for societal inclusion (Cocquyt, Diep, Zhu, Greef, & Vanwing, 2017;Moekotte, Brand-Gruwel, & Ritzen, 2017;Reneland-Forsman, 2018). It has also been stressed how digital technologies are central to lifelong learning (Thalhammer, 2014) and how they have blurred the boundaries between formal and informal learning (Wildemeersch & Jütte, 2017).…”

Section: Digital Citizenshipmentioning

confidence: 99%

Educational imaginaries : a genealogy of the digital citizen

Rahm

2019

Linköping Studies in Behavioural Science

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Section: Digital Citizenshipmentioning

confidence: 99%

Educational imaginaries : a genealogy of the digital citizen

Rahm

2019

Linköping Studies in Behavioural Science

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Reducing Native Advertising Deception: Revisiting the Antecedents and Consequences of Persuasion Knowledge in Digital News Contexts

Amazeen

Wojdynski

2018

Mass Communication and Society

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Paradigm changes and new challenges for media education: Review and science mapping (2000-2021)

Aguaded

Civila

Vizcaíno-Verdú

2022

EPI

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Information, communication, and digitalization technologies have driven the unlimited access to knowledge, thereby promoting creativity, economic and cultural development, and the emergence of a global world at breakneck speed over recent decades. Across its multiple dynamics, this digital revolution has opened new educational opportunities that are closely connected to emerging technologies and, recently, to artificial intelligence. These advances have had an unexpected impact on people’s lives, altering the values of society and our understanding of the role of education and the modern school in this scenario of global communication. In this context, media education arises from the clear influence of electronic devices and digital technology on society. The aim of this study is to review our understanding of the scientific relevance of the terms “media education” and “educommunication” during the last two decades to describe its evolution on the basis of its terms, locations, thematic stages, and methodological approaches using a systematic quantitative–qualitative review of 598 articles collected from the Web of Science between 2000 and 2021. The results suggest that such scientific interest can be divided into two stages, viz. reflections on media education in its terminological diversity (2000–2012) and measurement, implementation, training, and educommunicative digitization in terms of technological–digital development (2013–2021). We conclude that studies in this transdisciplinary field, which have historically been spread across North and South America, Europe, North Africa, and the North/South East Asia–Pacific region, have broadened their perspective from early criticism of media education to consider the “glocalization” of media education, directing interest toward the cultural digitization of the Global South, algorithmic literacy, and the digital and ethical–critical (self-)management of individual and collective identity.

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Participatory perspectives for the low skilled and the low educated: how can media literacy influence the social and economic participation of the low skilled and the low educated?

Cited by 3 publications

References 34 publications

Educational imaginaries : a genealogy of the digital citizen

Educational imaginaries : a genealogy of the digital citizen

Reducing Native Advertising Deception: Revisiting the Antecedents and Consequences of Persuasion Knowledge in Digital News Contexts

Paradigm changes and new challenges for media education: Review and science mapping (2000-2021)

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