Untangling media literacy, information literacy, and digital literacy: A systematic meta-review of core concepts in media education

Wuyckens, Géraldine; Landry, Normand; Fastrez, Pierre

doi:10.23860/jmle-2022-14-1-12

Cited by 32 publications

(24 citation statements)

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“…The definition of media literacy itself has indeed sparked a lot of discussion. One of them, for example, relates to the lack of clarity about the operationalization of the concept of literacy for empirical research on media literacy (Wuyckens et al, 2022). However, this study rests on the definition of media literacy as a person's ability to access, analyze, evaluate, and create messages in various forms (Aufderheide, 1993;Christ, Potter, 1998).…”

Section: Discussionmentioning

confidence: 99%

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The Effect of Personal Competence and Pedagogical-Didactical Competence of High School Economics Teachers in Media Literacy on Teaching Effectiveness

2022

International Journal of Media and Information Literacy

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The effectiveness of teaching Economics is highly dependent on the teachers. To increase the effectiveness of teaching, they must have personal and pedagogical-didactical competence in media literacy. This study investigates the effect of the personal and pedagogical-didactical competence of Economics teachers in the field of media literacy on their teaching effectiveness. The population of this study was the high school Economics teachers in the Special Region of Yogyakarta, Indonesia. The number of research samples was 182 teachers. The data collection of this research was carried out using a closed questionnaire. The Google-Form questionnaire was delivered to high school Economics teachers as the respondents of this research. The data collected is then analyzed quantitatively (using multiple linear regression). The results of this study indicate that the personal and pedagogical-didactical competence of high school economics teachers in the field of media literacy have a significant effect on the effectiveness of their teaching. The results of the study indicate that school leaders or related education offices should improve the personal competence and pedagogical-didactical competence of high school Economics teachers through various, relevant, and structurally designed media training activities.

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Section: Discussionmentioning

confidence: 99%

“…(Livingstone, 2004). Media literacy, therefore, denotes the capabilities embodied in the observable actions and practices of media users (Wuyckens et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Personal Competence and Pedagogical-Didactical Competence of High School Economics Teachers in Media Literacy on Teaching Effectiveness

2022

International Journal of Media and Information Literacy

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“…Over the years, the field of media education has developed worldwide as a field of research and educational practice, drawing its epistemological and methodological framework from a variety of disciplines ranging from pedagogy, media studies, sociology of education, psychology, cognitive science, and political science (Kubey, 1997 ; Christ and Potter, 1998 ; Buckingham, 2003 ; Potter, 2004 , 2013 ; Hobbs et al, 2019 ; Wuyckens et al, 2022 ).…”

Section: Media Education For Civic Engagementmentioning

confidence: 99%

Media education and educational commons for youth civic engagement. A case study from the Horizon 2020 project SMOOTH

Cappello

Siino

2023

Front. Sociol.

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This study presents the preliminary findings of the first round of implementation of a case study included in the Horizon 2020 project SMOOTH. The project's main objective is to introduce and study the emergent paradigm of the educational commons as an alternative system of values and actions for promoting intercultural and intergenerational dialogue and establishing spaces of democratic citizenship that support the development of local communities. Our case study adopts this paradigm with insights derived from the field of media education. Hence, our research questions were as follows: (a) How do young people collectively experience and build the educational commons? (b) How do participants (youth and adults) in educational commons experience peer governance and how do they handle and resolve conflicts? (c) How does the co-creation of a photo-blog as a shared space of work help young people discover and develop a "civic intentionality" in the (digital) public sphere? (d) What are the effects of applying a commons' logic to address inequalities and achieve social inclusion of young people from vulnerable social groups? Fieldwork, framed in an ethnographic and action-research approach, was developed by examining the three dimensions of the notion of educational commons (commoners, commoning practices, and community). Although data collection and analysis are still in progress, our preliminary results allow us to draw some initial reflections on what worked well in the first round and what could hinder the achievement of the project's objectives. We also propose hypotheses for re-designing the second round to overcome the weaknesses that emerged during the first experimental phase and foster its strengths.

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“…In their recent systematic meta-review of the core concepts in media education, Wuyckens et al (2022) concluded that there is much conceptual effort in identifying skills that constitute media literacy. However, this process is not accompanied by establishing the required measures necessary to measure these skills.…”

Section: Measuring Social Media Literacymentioning

confidence: 99%

Social Media Literacy Among Adolescents and Young Adults: Results From a Cross-Country Validation Study

Wendt,

Naderer,

Bachl

et al. 2023

Social Media + Society

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When being online, young users are often confronted with insulting, hateful, or misleading messages. To handle these dark forms of participation, it is essential to equip them with resources that support their social literacy in today’s complex online environments. In the present article, we deployed a previously established scale on self-perceived participatory-moral literacy and conducted a broad online survey study with 1,489 adolescents and young adults aged 16–22 years ( M = 19.74; SD = 1.65; 51% female) across eight different European countries (Austria, France, Germany, Hungary, Italy, Poland, Slovakia, and the United Kingdom). The results provided a configural identical model of participatory-moral abilities, motivation, and behavior across the considered European countries. We could confirm weak invariance, satisfactory psychometric qualities, and convergent validity of the scale across the different countries. Implications for digital literacy research are discussed.

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Untangling media literacy, information literacy, and digital literacy: A systematic meta-review of core concepts in media education

Cited by 32 publications

References 0 publications

The Effect of Personal Competence and Pedagogical-Didactical Competence of High School Economics Teachers in Media Literacy on Teaching Effectiveness

The Effect of Personal Competence and Pedagogical-Didactical Competence of High School Economics Teachers in Media Literacy on Teaching Effectiveness

Media education and educational commons for youth civic engagement. A case study from the Horizon 2020 project SMOOTH

Social Media Literacy Among Adolescents and Young Adults: Results From a Cross-Country Validation Study

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