bluuebunny/crossref_metadata_2025 huggingface dataset:
Citizen Journalism
Authors: Roberts Jessica
Published: May 2019

This entry provides an overview of citizen journalism and the various activities that may fall under this label, and how and where social media and citizen journalism overlap and may be separated. Citizen journalism generally means the participation of citizens in collecting, analyzing, and disseminating information of public interest.
Community Informatics
Authors: Gallant Linda M.
Published: May 2019

Community informatics' development, current state, and applications are presented in this entry. While practitioners and scholars debate the need for more theoretical grounding, community informatics provides an action‐oriented research framework for community engagement. Projects range from community‐based civic undertakings, local government projects, and educational programs such as increasing literacy through partnerships with libraries. Information technologies used for community informatics are discussed.
Community Media
Authors: Rhinesmith Colin
Published: May 2019

This entry presents an overview of community media studies with a particular focus on its conceptual frameworks and practical contributions to the field of media literacy education. Emphasis is placed on access, participation, diversity, and empowerment as key concepts that have defined the field. Examples from within the United States are presented to illustrate how community media advance media literacy competencies. The entry also discusses some of the social, political, and cultural challenges as well as future directions for the community media sector.
Connected Learning
Authors: Wortman Amanda , Ito Mizuko
Published: May 2019

Connected learning is learning that is interest‐driven, supported by peers and mentors, and connected to academic, economic, and civic opportunities. The model is based on evidence from ongoing research to the effect that the most resilient learning involves learner‐centered interests; social support for these interests from peers, mentors, and the broader community; and learning that is directed toward opportunity and recognition. Connected learning was conceived of by an interdisciplinary network of researchers, designers, and practitioners who attempted to advance an evidence‐driven approach to learning, the design of learning environments that support this learning, and educational reform that addresses the ongoing issues of educational inequity.
Copyright and Fair Use
Authors: Hobbs Renee
Published: May 2019

The purpose of copyright is to advance creativity, innovation, and the spread of knowledge. As both creators and users of copyrighted materials, knowledge of one's rights and responsibilities under the law is increasingly important. Copyright laws are long and strong, affording significant protections to authors to copy, share, perform, display, and adapt their work. Flexible licensing schemes like Creative Commons enable authors to specify how they want to freely share their work with others. Users rely on a robust interpretation of the doctrine of fair use as the widespread circulation of digital content enables them to quote from, copy, and use the work of others in their own creative work. The flexibility of fair use has enabled the law to adapt to changing genres, formats, and forms of expression, and the concept of transformativeness has increased the creative confidence of authors who use remix practices. Media literacy educators have come together to educate themselves on the role of fair use, thus helping to eliminate copyright confusion that can limit innovative and pedagogical practices. Media literacy educators and activists have also helped to expand fair use to include the legal rights to rip clips from copy‐protected films, television shows, and other media. But some scholars and activists note that copyright laws may have outlived their usefulness and may interfere with economic and social development spurred by the rise of open source and copyleft frameworks.
Media Education Research and Creativity
Authors: Parola Alberto
Published: May 2019

The relationship between media education (ME) and creativity is based on a happy combination of mutual interests. ME, in all its complexity, is naturally inclined to design creative paths, given that all languages are now strongly intertwined in digital worlds. On the other hand, a creative, innovative, and transformative teaching, oriented to change, easily informs the indications of media education, which come partly from the experience of the schools, partly from the educational and media education research carried out over the last three decades, and partly from research that is still in progress. However, there is a risk that ME and creativity be content of their relationship, while they may have an extraordinary opportunity for further mutual growth. This happens if they follow an approach in which objectives, processes, and evaluations are carefully managed in all the training fields. It is very important that this happens within a media education system in which research, education, the public, and production work together. This system must determine a constant and visible growth of cognitive, emotional, and social skills in all individuals who spend a good part of their day in front of screens. Media education research has the role of finding the most effective solutions to analyze this significant relationship between ME and creativity and to direct teachers and educators to create paths that allow the development of resources that can be spent in various knowledge and professional fields.
Critical Information Literacy
Authors: Drabinski Emily , Tewell Eamon
Published: May 2019

Critical information literacy seeks to challenge forms of oppression by identifying issues with and taking action upon the social, political, and economic dimensions of information. Critical information literacy is rooted in critical theory and most often critical pedagogy, and opposes traditional formulations of information literacy that fail to account for complexities and inequalities in the production and distribution of knowledge. While critical information literacy is not limited to education, it is most often applied by library workers to their educational efforts with library users, including information literacy instruction. Being a theory and practice concerned with information broadly, particularly as related to libraries, critical information literacy overlaps to some degree with critical media literacy, with a shared interest in encouraging learners to critically evaluate, use, and create information.
Critical Pedagogy
Authors: Kesler Ted
Published: May 2019

Boundaries between students' encounters with multimedia in and out of school continue to blur, calling for pedagogy that negotiates their multiple and sometimes conflicting subjectivities and supports their desires to use these texts for social purposes in diverse contexts. Critical pedagogy uses problem‐posing methods, with dialogic, student‐centered, generative practices, for social justice. This entry explores what critical pedagogy means, discusses critical pedagogy research, and describes ways in which critical pedagogy is being implemented in schools. The entry then presents three reasons for this pedagogy: students' development as literate people; their situated and multiple identities; and their transformation and emancipation as democratic citizens.
Denial of Service Action
Authors: Sauter Molly
Published: May 2019

Denial of service actions (DoS) and distributed denial of service actions (DDoS) are broad categories of actions in the online space that involve targeting a server or a service with the intention of rendering it inoperable. These actions generally fall within three broad categories: criminal actions, state‐related or state‐sponsored actions, and activist actions, and can be effected using a wide range of technological means. DDoS actions have become a popular tactic for digital activism, due to their ability to involve many casual participants and the relative ease with which they can be deployed. Activist DoS and DDoS actions are controversial, having been simultaneously compared with respected tactics like sit‐ins and denigrated as censorship or network damage. DDoS actions are likely to grow in popularity as a tactic of activism, criminality, and state aggression, as the Internet becomes progressively normalized as a zone of political action.
Digital Literacy
Authors: Baron Robert J.
Published: May 2019

Digital literacy describes the set of skills necessary for an individual to access, navigate, understand, and contribute to the modern digital information economy. Put another way, it is the skill set necessary for a person to be an active member of the modern Internet‐mediated world. To be considered digitally literate, a person needs to understand: how to use modern digital technologies to access information, how to maneuver through the complex web of information made available by digital technologies, how to “read” and understand the messages on digital media, and how he or she can contribute to the digital information economy by using digital technology.
Digital Media in Higher Education
Authors: Selwyn Neil , Pangrazio Luci
Published: May 2019

Higher education is a distinct context in which digital media are used. As such, the use of digital media in higher education—and associated media literacy issues—certainly merit specific consideration in their own right. This entry provides an overview of the digital media that are present in contemporary higher education contexts and the media literacy issues that surround them.
Digital News
Authors: Maksl Adam
Published: May 2019

The Internet has transformed journalism, especially the roles of journalists and audiences, in ways that have profound implications for media literacy. Digital news is created in iterative, integrated environments, in which both human and nonhuman agents influence how news is created, filtered, distributed, and consumed. In particular, social media, algorithmic filtering, and audience participation have transformed how news users interact with news products.
Digital Storytelling
Authors: Robin Bernard R. , McNeil Sara G.
Published: May 2019

This entry provides an overview of digital storytelling, the practice of using computer‐based tools to create short stories that can be shared online. A brief history of digital storytelling and some of the key concepts and practices of this technology method are described. One of the most common uses of digital storytelling is in education, because of its ability to serve as a powerful tool both for educators and for students. Benefits of digital storytelling for students include the acquisition of 21st‐century literacy skills, which have been cited as a critical need for learning, working, and advancing in today's technology‐intensive world. A multistep process for creating digital stories is presented along with information about hardware and software that is needed for digital storytelling.
Documentary Analysis and Production in Media Literacy
Authors: Fry Katherine G.
Published: May 2019

Three broad areas for considering documentary within the framework of media literacy education are developed here. They are, (i) using documentary analysis to teach principles of media literacy around content and form, (ii) teaching documentary production as a means to teach components of media literacy, and (iii) teaching with documentaries
about
media literacy topics. The three are deeply intertwined arenas of learning that, when combined and presented within an open and creative educational environment, create an immersive learning experience and, more specifically, create a comprehensive media literacy education about visual and audio documentaries.
Media and Eating Disorders
Authors: Rodgers Rachel F. , O'Flynn Jennifer L. , McLean Siân A.
Published: May 2019

In western societies, the mass media, including print but also increasingly screen forms of media, contribute to the marketing of appearance concerns and body shape and weight policing through the images and messages that are widely disseminated. This creates a discourse that has been suggested to increase the likelihood of individuals engaging in extreme weight‐control behaviors that may result in eating disorders. A robust body of literature has documented the relationship between media exposure and eating disorder risk, confirming media consumption as a risk factor for eating disorders. In addition, an emerging body of literature has highlighted the relationship between social media use and eating disorder risk.
Educommunication
Authors: Aguaded Ignacio , Delgado‐Ponce Agueda
Published: May 2019

This entry provides an introduction to the concept of educommunication, its development around the world, and future lines of action related to it. The complexity of educommunication lies in the interconnection between two separate intellectual areas that have traditionally trodden different paths but have now converged to meet a new social and educational need. Yet the advance of educommunication in recent years has been due more to the initiatives of individuals or interested groups than to institutional efforts, not to mention the disparity in development of educommunication among nations. Nevertheless, the main feature of educommunication, and one on which all agree, is the need to adapt to the constant changes in communication that are occurring worldwide.
EUKids Online
Authors: Livingstone Sonia
Published: May 2019

The EU Kids Online network examines how children use the Internet and mobile technologies. This entry presents qualitative findings about the meanings of Internet use for children, combined with pan‐European survey findings. The findings show, first, that the chance of a child's gaining benefits depends on age, gender, and socioeconomic status, on how parents support that child, and on the positive content available to him or her. Second, the chance of a child's being upset or harmed by online experiences depends on the same demographic factors, plus that child's resilience and resources to cope and the parental mediation he or she receives.
Faith‐Based Media Literacy Education, History
Authors: Pacatte Rose
Published: May 2019

This limited survey of the history of faith‐based media literacy education includes its development in some communities, especially mainstream Protestants and Catholics, while acknowledging its existence in others, in one form or another, where extensive data is not yet available. In general faith communities that integrate media literacy education do so for three main reasons: (i) they want to use media to spread their beliefs, (ii) they realize the pervasive and often negative influence of media messages on the faith lives of their adherents, and (iii) they want to offer them navigational tools and skills to live faithful and meaningful lives in a world that may be hostile to or may not recognize or appreciate their beliefs and values. Media literacy, or media mindfulness, offers a positive and informed framework for bridging the two worlds of life and spirit in the person of faith and within faith communities that otherwise appear antithetical because of complex historical, moral, and theological issues residing in faith groups, and reflected back by the mores of the culture. While curricula and practices exist they are not coherent within faith communities or in widespread use within the communities considered. Globally there is a deep and growing interest evident in mainstream faith communities especially. This entry identifies many individuals from several countries who initiated media literacy in their faith communities and who continue this educational and spiritual work today.
Game Media Literacy
Authors: Swertz Christian J.
Published: May 2019

Game media literacy can be defined as educational processes that are specific to games. Game media literacy is elaborated by discussing learning in games, learning about games, learning by game design, and learning from games. The relevance and autonomy of game media literacy is shown in the discussion.
Health Media Literacy
Authors: Greenwood Vanessa E.
Published: May 2019

This entry provides an introduction to health media literacy (HML) as a convergence of the fields of health literacy and media literacy. While it originates from the health professions and decades‐old healthcare concept of
health literacy
, HML focuses on the cycle of
media literacy
. The key features of HML include its broad constellation of sociocultural, political, and economic factors that shape and are reflected by the health of individuals and communities. HML draws from theoretical frameworks of media ecology, symbolic interactionism, social constructivism, and critical theory. HML is distinct in its focus on the pursuit of health through media technologies, individual empowerment, and civic engagement. HML inherits the research challenge of conceptual definition and quantitative measurement. Furthermore, HML interventions may have greater influence on knowledge about media and health than on health‐related attitudes and behavior.
Hip‐Hop Education
Authors: Wells Emily Bailin
Published: May 2019

Hip‐hop is most often categorized as a musical genre, but it is a culture, an intellectual alignment, and a way of life that celebrates self‐awareness, community, and authenticity. In the past 20 years, a burgeoning field of research and scholarship that positions hip‐hop as pedagogy has emerged. The pedagogical foundations and practices of hip‐hop education and media literacy education are deeply connected by a fundamental commitment to better engage young people in places of learning by working with them to strengthen ties between their lived experiences in and out of school spaces.
Educational Media, History
Authors: Yildiz Melda N.
Published: May 2019

The history of educational media is connected to the inventions of new media and technologies. From abacuses to calculators; from card catalogs to microfiche to Internet; from 16mm film to VHS cassette to YouTube; from memorization strategies to artificial intelligence to mixed realities; from carousel slide projector to overhead projectors to data projectors; from audio cassettes to CD‐ROMs to educational apps; from gramophones to radio to TV; from slates to typewriters to word processors; from teaching machines to MOOCs; educators have repurposed and integrated media into the classroom to improve teaching and learning. This entry divides the history of educational media into three categories: (i) learn about media; (ii) learn from media; and (iii) learn with media. First, we learned about the medium itself. Later we consumed the media to learn. Today, we are using media to co‐create new meanings and use media to produce. With the help of new media and technologies, educators continue to use educational media to provide culturally and linguistically responsive pedagogy and develop transformative and innovative lessons integrating assistive technologies that are designed and differentiated for students of different abilities and interests.
Learning about Materialism and Consumer Culture
Authors: Opree Suzanna J.
Published: May 2019

This entry explores the topic of learning about materialism and consumer culture from a developmental perspective. First, the entry elaborates on the capitalistic values present in many contemporary western societies and explains how they may trickle down from the society at large, to the mass media, to children's extended and direct social environment, and, finally, to children themselves. Second, it presents definitions for the concepts of materialism, consumer culture, and consumer socialization in order to create an understanding of children's mutable relationship to products and brands. Third, it deals with the nature of children's commercialized media environment and their age‐bound skills of coping with it. Fourth, it describes the possibilities for consumer empowerment, focusing on protective legislation and advertising literacy initiatives. The entry concludes with a research agenda: more knowledge is needed about ways to decrease adverse effects of capitalism, as conspicuous consumption is hard to escape and difficult to fight.
Meaning‐Making
Authors: Wolsey Thomas DeVere , Lapp Diane
Published: May 2019

Meaning‐making as a conceptual change process is addressed in this entry. A central purpose of human lives is to exercise the capacity to make useful meanings from encounters with texts, spoken discourse, events in the world, and multiple modes of communication. The increasing use of multimedia for communication makes possible a much richer meaning‐making experience for many. Meaning‐making as a transformational process involves identifying discrepant globally held meanings that are inclusive of culture, identity, and the values adopted by an individual, as well as the events and experiences the meaning‐maker encounters. Several products or meanings made are potential outcomes.
Media Access and Activism
Authors: Riesmeyer Claudia
Published: May 2019

This entry provides an overview of the connection between media access and activism. Media access and activism, defined as civic and political engagement and participation, are directly associated with media literacy and media socialization. By defining central constructs, this entry discusses two perspectives that link media access and activism—the mobilization hypothesis and the reinforcement hypothesis—and influencing factors in civic and political engagement. Finally, this entry identifies two challenges which concern the scientific research process, on the one hand, and the media socialization process, including all agents involved, on the other.
Media and Ethnic Stereotyping
Authors: Ramasubramanian Srividya , Sousa Alexandra
Published: May 2019

Media and popular culture often serve as sites for the creation and perpetuation of negative ethnic stereotypes. Social cognitive theory, priming, and script theory explain that repeated omission, misrepresentation, and trivialization of minorities in the media have important implications for identity formation and intergroup relations. Biased media portrayals influence how marginalized groups understand and negotiate their identities, perceived self‐worth, and belongingness in society. They also impact dominant group members' social judgments, racial beliefs, prejudices, and policy opinions. Media literacy education can help audiences recognize and critique ethnic stereotypes in the media. Furthermore, it can challenge and counter harmful stereotypes by promoting alternative counterstereotypes, participatory media, and positive storytelling.
Media Impact on Refugee Children
Authors: McBrien Jody Lynn
Published: May 2019

Although the term “refugee” has a specific legal definition, it is widely misunderstood and misused in popular vernacular. In recent years (2015–2017), it has been coupled with the concept of terrorism, leading many resident citizens to fear and despise the idea of refugee resettlement in their countries. This entry discusses problematic definitions as well as statistics that dispute the popular conceptions of refugees. Additionally, it looks at ways in which media depict refugees as well as ways in which refugees depict themselves.
Media Literacy and Alcohol Abuse Reduction
Authors: Pinkleton Bruce E. , Austin Erica W.
Published: May 2019

Young people are exposed to a substantial number of misleading media messages concerning alcohol that negatively influence their attitudes and behavior. While questions remain and experts continue to conduct additional research, study results indicate that media literacy has potential to help reduce alcohol abuse. In particular, media literacy training can help increase knowledge regarding media and marketing practices, correct misperceptions, and increase critical thinking skills resulting in greater skepticism toward media messages. In addition, media literacy can help correct adolescents' expectancies regarding alcohol consumption and increase their perceived efficacy to resist the allure of glamorized media portrayals As health promotion experts continue to use media literacy programming, there are important issues to consider in the implementation and evaluation of media literacy campaigns. Through appropriate research, experts can build upon past success and address critical issues that will help increase our understanding of media literacy and its effectiveness.
Media Literacy in the Social Studies
NCSS
Authors: Mason Lance E. , Metzger Scott Alan
Published: May 2019

The growing pervasiveness of media in both K‐12 (i.e., US primary and secondary education) classrooms and in the broader culture globally in recent years has prompted the National Council for the Social Studies (NCSS) to release a series of position statements codifying the field's stance on media technology in social studies education. The NCSS advises teachers to introduce media content for students in order to make them engage with new media technologies that allow them to generate their own media products, and also analyze these technologies critically. The initial NCSS position highlighted media production, but after criticism the NCSS published a revised position, placing greater emphasis on content analysis. Scholarship in the field also has increasingly called for analyzing screen news, advertising, film, and digital images in the classroom, in addition to examining how to make educational use of new media technologies such as blogs, podcasts, wikis, and apps.
Media Literacy in Teacher Education
Authors: Flores‐Koulish Stephanie A.
Published: May 2019

Media literacy teacher education is scant across teacher education institutions. The reasons for this are many, especially related to a variety of tensions among a variety of constituents. When media literacy teacher education does exist, it appears both in stand‐alone classes and, more commonly, as elements spread across the curriculum. Media literacy teacher education has the promise of meeting students' technological content needs but also instills critical thinking and democratic citizenship.
Media Literacy in the Primary Grades
Authors: Felini Damiano
Published: May 2019

This entry presents the main issues and problems connected to the teaching of media literacy (ML) in the primary school. Through the examples of significant experiences of film and screen education carried out between 1950 and 1990, it first highlights how the concept of literacy has formed the theoretical substrate for the subsequent development of ML, especially in the case of elementary education, where alphabetic literacy has always been considered a core objective. The entry then goes on to show how the integration of ML in elementary schools has followed several paths, both as to its place within the school organization and teaching program, and as to the principle on which the curricula have been built. For the main directions taken, concrete examples are reported. Finally, the entry looks at some trends regarding the further development of ML, research needs, teaching methods, and the issue of teacher training.
Media Literacy with New Immigrants
Authors: Yoon Jiwon
Published: May 2019

Media literacy education is often regarded as the potential to intervene in the acculturation process by providing more systematic, guided media experiences among new immigrants. Consumption of the media from the host society may provide immigrants a safe venue by which to learn about the new culture, but at the same time may create a sense of alienation through negative images of immigrants. This entry presents rationales and examples of using media literacy education with new immigrants, and the effects of these educational practices, such as providing a holistic understanding of the host society, communication channels for self‐expression, and enhanced communication opportunities among educators and immigrant students.
Media Production in Elementary Education
Authors: Friesem Yonty
Published: May 2019

Media production is the pedagogical process in which students learn to access, analyze, ideate, plan, create, edit, and share their media message. In elementary education, students acquire production skills as they undergo a spiral model of both learning and producing. The benefits of integrating media production in any subject matter are engagement, agency, collaboration, inclusion, formative, and summative assessment. Though there are challenges to incorporating media production in schools, having a project‐based learning experience enhances students' media literacy skills.
Creativity and Media Production in Schools
Authors: Ranieri Maria
Published: May 2019

Media production is an important component of media literacy together with critical understanding. It can be defined as the ability to create messages in different media formats (including press, video, radio, comics, hypertext, webpages, podcasts, and social media) to express personal views and participate in community life. Media production entails creative acts of meaning‐making. It has thus to do with creativity and learning, where creativity is meant as a relational and social practice of generating meaning. Implementing creative media production in school may raise several issues relating to time management, risks of losing class control, tensions between standardization needs and openness to the unknown, and so on. Nevertheless, media production work remains a crucial pedagogical strategy to engage learners with critical understanding through practice and, as such, allows learners to learn by creating or to create for learning. Today, digital tools largely support media production in school, reducing the cost and facilitating access. Teachers and students may even benefit from the widespread use of personal mobile devices to engage with multimedia projects in and out of school.
Mediated Communities
Authors: Shumow Moses
Published: May 2019

Mediated communities reimagines the meanings and efficacies available to communities in the digital age, and their potential for action in the face of institutional, political, and economic barriers. The analysis explores the ways in which communities are being reshaped and activated through citizen engagement and empowerment that is organized around new communication technologies and networks. It also seeks to explain how this notion differs from earlier approaches to community media, as well as virtual communities, and how the delineations between the communal spaces that we occupy in the physical world and those that we share in cyberspace are increasingly entangled in nearly indistinguishable ways.
Media Literacy in
A
ustralia
Authors: Dezuanni Michael
Published: May 2019

The changes in young people's ability to successfully negotiate the media have been reflected in the evolution of media literacy in Australia. Media literacy education has moved from being a specialist pursuit for a relatively small number of teachers and students in secondary schools to being a more general goal of education. Most recently, media literacy education has started to gain a foothold in primary schools due to the widespread availability of digital devices and the implementation of the media arts strand of the Australian curriculum on the arts.
Media Literacy in
A
ustria
Authors: Hipfl Brigitte
Published: May 2019

In terms of an international comparison, the implementation of media education in Austrian schools took place quite early. After decades of educational disputes about what was perceived as morally problematic with the emergence of every new medium, the launch of obligatory media education was an attempt to systematically include popular media in schools. Despite governmental support of media education for more than four decades, media education has yet to be implemented in teacher education curricula.
Media Literacy in
C
hina
Authors: Cheung C.K. , Wu Yin
Published: May 2019

As media become increasingly embedded in everyday life, the importance of media literacy (ML) for effective participation in society is growing. This entry provides an overview of the history, range, and progress of media literacy in China, with the aim of contributing to a better understanding of its dimensions.
Media Literacy in
C
roatia
Authors: Kanižaj Igor
Published: May 2019

The Croatian media literacy model is unique in many ways. It has evolved parallel to the film literacy movement and has been supported by teachers and experts primarily on a voluntary basis, while support from the official institutions has only been present in recent years. Croatian membership in the European Union (EU) brought a new perspective for media literacy through new research projects and cooperation between different institutions. Although still without a clear strategic approach, and without coordination between the relevant stakeholders and actors, Croatia is one of the EU countries where the first public opinion research on media education has been used to raise awareness of media literacy in the public. Sustainable support from official institutions is still missing, but nevertheless media literacy is widely present through many activities at local and regional levels, in primary and secondary schools throughout Croatia.
Media Literacy in
F
inland
Authors: Kupiainen Reijo
Published: May 2019

Media literacy education has a long history in the Finnish National Core Curriculum for Basic Education due to the idea that media literacy is a core competence for all citizens and enhances a fundamental right to expression and competences to seek, share, and receive information in various contexts in the information society. The Ministry of Education and Culture and other government bodies have supported media literacy among citizens through various initiatives since 2004. Research on media literacy has focused on children and young people and their relation to media as well. Due to the new National Core Curriculum for Early Childhood Education and Care, Basic Education, and General Upper Secondary Education, the focus within media literacy education is shifting to multiliteracy practices, which is a new concept in Finnish education policy.
Media Literacy inFrance
Authors: Jehel Sophie
Published: May 2019

Media literacy in France includes numerous activities carried out in school or out of school. The increasing variety concerns activities, products, policies, theoretical choices, and the actors involved. In the first instance we will adopt an historical approach. This entry more or less follows the chronological evolution of information and communication technologies, which has had an inevitable impact on media literacy. The digital turn after 2001 reinforced the place of media literacy in curricula in 2006 then again in 2013 as media and information literacy. Many contemporary questions and options, for example, the prominent place of citizens' preoccupation in media literacy activities, recently reinforced by the goal to prevent cyberbullying, radicalization, and the spread of conspiracy theories, have already been seen in the eighties.
Media Literacy in
H
ong
K
ong
Authors: Cheung C.K.
Published: May 2019

The media environment changes rapidly with advancements in technology. With the introduction of web 4.0, popular social media provides access to everyone's lives and digital citizens are able to instantly access streams of media messages. These continual changes have influenced the development of media literacy. Hong Kong has also travelled a long way in developing and conducting research on media literacy and this entry provides a summary of the factors leading to the development of media literacy in Hong Kong over the last 50 years.
Media Literacy in
I
ndia
Authors: Kumar Keval J.
Published: May 2019

Media literacy has been a subject of learning in India since the early 1980s, though mostly outside the school curriculum. Formal school courses in media education were introduced only in 2010 when the National Curriculum Framework (2005) encouraged schools to bring the media into the classroom. Several higher secondary schools now offer “mass media studies” as an elective subject; over a hundred Media Clubs in schools across the country meet regularly to discuss the media. In higher education, open universities impart media and information literacy (MIL) through online platforms. Four approaches mark media literacy practice: these include protectionist, Freirean, interventionist, and cultural studies. Research on media literacy in the context of India is represented by four doctoral dissertations and a number of other studies. Efforts are now being made to move from media literacy to “digital literacy,” though the focus continues to be on skill development rather than critical thinking.
Media Literacy in
I
reland
Authors: O'Neill Brian
Published: May 2019

Media literacy in Ireland builds on a strong body of practice in education and community development and as part of national broadcasting strategy. The conceptual framework for media literacy builds on established notions of the attainment of competence to access, understand, and create media content. As a topic, media literacy first featured in the national curriculum in the early 1990s and is represented in both the English curriculum and as a thematic element within social, personal and health education (SPHE). Diverse civil society organizations have adopted media literacy as an important part of their programs to empower youths. Media literacy is also included within legislation governing national broadcasting and has been adopted by the media regulator, the Broadcasting Authority of Ireland, as a core element of its strategy to enhance levels of media literacy. An important reference point for media literacy in Ireland is its alignment with European Union audiovisual policy and the role envisaged for public agencies to support and promote better public understanding and engagement with media.
Media Literacy inIsrael
Authors: Turin Ornat , Friedman Arielle
Published: May 2019

Media literacy is widely taught and encouraged in the Israeli education system. An overview of the expansion of this discipline reflects its glocal character. The field developed amid global trends and the unique sociopolitical context of the Middle East. Like its counterparts, the Israeli curriculum has shifted from institutional to the cultural turn and back. Also shared is the move from protectionist views toward empowerment approaches. In the local realm, the common discourse surrounding media's ability to reconstruct reality prompts all political parties to promote critical reading skills that will allow learners to extricate “truth” from the news. The historical formation of the discipline and the mark left by pioneer scholars and teachers are described. Main segregations within the Israeli education system and their implications for curricula are presented. Finally, new affinities among civic education, media, and digital literacy are discussed, and new paths for the future are outlined.
Media Literacy in
I
taly
Authors: Cappello Gianna
Published: May 2019

In Italy, the media literacy (ML) movement has a long grassroots tradition. Main actors are from civil society (academics, associations, church communities, teachers, media professionals, educators), with some growing support from local and national institutions. While digital literacy has stably entered the school system through funds, projects, and teaching resources aimed at improving students' digital skills, only recently has a more sociocultural view of digital technologies developed, thanks also to the National Plan for Digital School issued by the Ministry of Education in 2015. For the future, more commitment to developing the following three important directions is needed: conducting evaluative research on ML in order to have more evidence‐based knowledge of its impact on educational contexts, both formal and nonformal; enhancing training and producing quality resources for teachers and educators alike; fostering more coordination and networking among the various stakeholders involved in the field.
Media Literacy inMexico
Authors: Guerrero Manuel Alejandro , Castillo Andrés
Published: May 2019

In Mexico access to technology has substantially increased in the past decade, while illiteracy rates have consistently decreased in the past 25 years. As a result, particular social groups are starting to use digital and social media to establish new forms of dialogue, creation, and participation and also to demand political responsibility and public accountability. However, the emergence of these new audiences as critical participants in the public space is not the outcome of public policy and programs aimed at fostering media literacy conditions. The programs launched by the government in the last 20 years are, at most, functional attempts to provide access to school children. But not only do they miss an adequate understanding of more complex education and media literacy debates, they have also failed to meet their own functional goals: to provide universal access to digital technology in schools.
Media Literacy inSpain
Authors: Prats Joan Ferrés , Matilla Agustín García
Published: May 2019

This entry aims to provide a global perspective on how media literacy has evolved in Spain over five decades, from the 1960s up until now. It mentions authors who have had a relatively steady influence, some as instigators and others as direct catalysts within this field of expertise. During the first years under review, media literacy focused partly on cinema teaching. From the 1980s onward, a more critical approach was undertaken. This perspective was defined through a more critical viewpoint, in contrast to that of technologists, who continued to defend an uncritical mind‐set that was fundamentally focused on technology. Many years later, the second decade of the 21st century has seen the development of various research areas on media literacy and digital literacy. Media competence as a concept was agreed upon by various teams of researchers who work on diverse perspectives within the field of educommunication.
Media Literacy in
S
weden
Authors: Forsman Michael
Published: May 2019

This entry is based on data from recent reports regarding the infrastructure, traditions, stakeholders, and so on in the field of media literacy and media education in Sweden, with focus on the K‐12 (primary and secondary) system. It also describes a tension in terminology and orientation between media and information literacy (MIL) with its underlying tradition of
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and civic engagement, and digital competence, colored by presentism, with its more technology centered, instrumental view on media and education.
Mobile Media and Parenting
Authors: Radesky Jenny S. , Domoff Sarah E.
Published: May 2019

Parenting around children's mobile media use consists of how parents manage children's use of mobile technology, such as in parental mediation (e.g., active mediation, restrictive mediation), and how parents model their
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mobile‐device use for their children. The current state of knowledge on parental mediation of children's mobile media use and how parents' individual use of mobile technology associates with child outcomes is discussed. Recommendations for parents and other caregivers and future directions for research on mobile media and child development are provided.
Monitorial Citizenship
Authors: Graeff Erhardt
Published: May 2019

Monitorial citizenship is a form of civic engagement in which people collect information about their surroundings or track issues of local or personal interest in order to improve their communities and pursue justice. Common activities of the monitorial citizen include collecting information, sharing stories and insights, coordinating with networks of other civic actors, and pursuing accountability for institutions and elite individuals and their perceived responsibilities. The term originates in Michael Schudson's 1998 bookThe Good Citizen. Schudson proposes monitorial citizenship as a successor to the “informed citizenship” paradigm to better account for our current age of information overload, arguing “the obligation of citizens to know enough to participate intelligently in governmental affairs be understood as a monitorial obligation” (p. 310). This original concept positioned monitorial citizens as “defensive rather than proactive” (p. 311). The idea of citizens paying attention to public affairs and serving a monitorial role pre‐dates Schudson and, of course, the Internet. What is different now is that technologies like the Internet and smartphones enable the average person to be more effective at monitoring topics of interest and powerful actors in society through the construction of distributed networks and ongoing campaigns that can leverage sophisticated narrative strategies with data to hold them to account. Some contemporary scholars believe monitorial citizenship may be one answer to revitalizing civics in an age of mistrust (Zuckerman, 2014), an effort media literacy can support.
Online Reading
Authors: Riddell Judith E.
Published: May 2019

Online reading can be seen as one of a number of new literacy practices arising from digital technologies. It can provide opportunities for readers to engage with multiple texts, multiple perspectives, and multiple literacies. The multimodal aspect of online reading as well as the multiple documents encountered when reading online can also create challenges for readers, with regards to both traditional and online literacy practices. Research continues to provide insight into strategies helpful to successfully construct meaning in this environment.
Parent Advocacy Groups
Authors: Mendoza Kelly
Published: May 2019

Parent advocacy groups are an important driving force in parent media education efforts. These groups, often independent nonprofit organizations, collaborate with educational institutions, government, and the media industry to develop resources and programs to support parents and caregivers. By providing ratings and reviews of media content, creating guides and advice centers for parents, and organizing awareness events and campaigns, the ultimate goal of parent advocacy groups is to serve the well‐being of children as they interact with media and technology in their everyday lives.
Political Economy
Authors: Newman Russell
Published: May 2019

Political economy is the interdisciplinary study of the relations that concern the distribution of resources and the reproduction of systems of production, extending to life and culture itself. It is a macrolevel analysis, paying close attention to the politics and policies (explicit and implicit) that undergird market structures and other structures of power—a view of thetotalityof social relations and social change—as well as their historical development. Various streams incorporate elements of sociology, economics, political science, law, and media and cultural studies in their analyses. It sometimes serves both as a field and amethod,one focused on social transformation; by the same token, what distinguishes approaches to the field and the strategies of individual analysts tends to fall along lines of the importance of historical analysis, the way markets and individuals are theorized, and the centrality of democratic theory to a variant's constitution.
Civic Media Literacies
Authors: Mihailidis Paul
Published: May 2019

In contemporary digital culture, media literacies increasingly take on a civic focus. This focus responds to a media environment that is complex, abundant, and defined by algorithms and platforms. Civic media literacies refocused the purpose of media literacy pedagogy and practice from skill‐oriented to value‐oriented. Civic media literacy practices and processes are framed by constructs ofcare,critical consciousness,imagination,persistence, andemancipation. These value‐based constructs focus media literacy skills on outcomes that prioritize civic renewal: placing power in the hands of citizens in digital culture.