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Journal articles on the topic 'Media literacy in Slovakia'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Fázik, Jakub, and Jela Steinerová. "Technologies, knowledge and truth: the three dimensions of information literacy of university students in Slovakia." Journal of Documentation 77, no. 1 (October 20, 2020): 285–303. http://dx.doi.org/10.1108/jd-05-2020-0086.

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PurposeThe purpose of this paper is to inform on results of the study based on the dissertation project – the study of newcoming university students and their information literacy experience. It describes the three categories of information literacy experience as perceived by these students.Design/methodology/approachThe document is based on a qualitative phenomenographic study of 40 first-year undergraduate students of teacher education programs from five faculties of Comenius University in Bratislava. Data were collected from each participant in two stages by three methods: written statements, drawings and interviews.FindingsThe phenomenographic analysis results in three categories of information literacy: (1) the conception of digital technologies, (2) the conception of knowledge and (3) the conception of truth. The outcome space presented by two alternative models points to a strong interrelation of all three categories. The resulting conceptions point to the diversity of the concept of information literacy in relation to other types of literacies, especially digital, reading and media literacy, as well as to intersections with other scientific disciplines such as psychology, cognitive science or philosophy.Research limitations/implicationsThe most important limits of this qualitative research are the low numbers of participants and the high degree of subjectivity in data evaluation. For this reason, a verification study was carried out one-year later.Originality/valueAlthough phenomenographic studies of information literacy in the educational context are quite common, the third category of this study brings a new contribution to the information literacy theory – the dimension of truth or truthfulness of information.

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2

Petranova, Dana, Norbert Vrabec, and Slava Mazakova. "Activities Supporting the Development of Media Literacy in European and Slovak Context." Current Issues of Mass Communication, no. 16 (2014): 5–15. http://dx.doi.org/10.17721/2312-5160.2014.16.5-15.

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The development of media competence and critical thinking towards media is an integral part of the European policy in the sphere of education and professional training. The issues of media education and media literacy are reflected in several consecutive documents that decisively influenced the development of research in this area. The submitted study presents the analysis of the current European trends and the prospects of media literacy development. The possibilities of raising the media competencies in the process of life-long learning is considered. The Slovak dimension of education and research in the area of media education is presented. The main aim of the study is to analyze the current conditions, projects and possibilities for the media literacy development in the Slovak and European context.

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3

Béla Zsolt, Szakács. "Falra hányt betűk: késő gótikus falikrónikák a középkori Magyarországon." Művészettörténeti Értesítő 69, no. 1 (December 23, 2020): 37–56. http://dx.doi.org/10.1556/080.2020.00003.

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During the 15th and 16th centuries, a number of long inscriptions were painted on the walls of parish churches in the territory of the medieval Hungarian Kingdom. The first known example is in the St Elisabeth’s of Kassa (Kaschau, Košice, Slovakia). The earlier inscription in the north-east chapel describes the events between 1387 and 1439 while it is continued in the south transept with a political manifestation on the side of the new-born King Ladislas V, opposed by Wladislas I. Another wall-chronicle is readable in the entrance hall of the St James’ in Lőcse (Leutschau, Levoča, Slovakia). Here the inscription, dated to ca 1500, commemorates events between 1431 and 1494, including local fires and diseases, the coronation of Ladisla V and Wladislas II and the royal meeting of John Albert of Poland and Wladislas II of Hungary held at the city in 1494. On the other side of the entrance hall, a detailed Last Judgement was painted, as the final act of world history. The inscriptions of Lőcse are usually interpreted as a manifestation of the local identity of the Saxons in the Szepes (Zips, Spiš, Slovakia) region, enjoying special privileges. This is probably also true for the second group of wall-chronicles, to be found in Transylvania in the important Saxon towns. The only surviving example is in Szeben (Hermannstadt, Sibiu, Romania), in the gallery of the western hall (Ferula). Beside some national events (coronation of King Matthias, death of Louis II) it is dealing with Transylvanian affairs between 1409 and 1566. A similar chronicle has been documented in Brassó (Kronstadt, Braşov, Romania), which started the narrative with the immigration of the Saxons and ended with 1571, with a special attention to the Ottoman wars. Unfortunately the inscriptions have been covered after the fire of 1689. Other wall-chronicles are documented by secondary sources in Segesvár (Säsßburg, Sighișoara), Medgyes (Mediasch, Mediaș), Beszterce (Bistritz, Bistrița), Muzsna (Meschen, Moșna), Baráthely (Pretai, Brateiu) and Ecel (Hetzeldorf, Ațel, all in Romania). While all these were written in Latin, a Hungarian inscription has been preserved in the Calvinist church of Berekeresztúr (Bâra, Romania) in the Szeklerland from the early 17th century. Although a misunderstanding of the sources led some scholars to suppose an inscription or an images cycle with secular content in Buda, these passages refer in reality to the Franciscan friary at Chambery. In international comparison, the Gothic wall-chronicles seem to be a rarity; the best example is known from the cathedral of Genoa, where the rebuilding of the cathedral in the early 14th century is connected to the legendary origin of the city, counterbalancing the civil war between the citizens.Decorating the walls of churches with letters instead of images is certainly aniconic, but not necessarily un-pretentious. Letters always play a decorative function whenever written on the walls. The letters, especially for the illiterate people, was a special type of ornament. Nevertheless, inscriptions, as far as their letters are readable and languages are understandable, tend to be informative. Interpreting their content depends on different levels of literacy. But they work for all as visual symbols. The longish Latin wall chronicles of Late Gothic parish churches were probably understood by the rich patricians; but the large surfaces close to the entrances might have been meaningful for all others who recognized their significance in local identity-building. The illiterate local people of the Protestant villages were unable to decipher the exact meaning of the inscriptions, even if they were in their native Hungarian language. However, these letters were necessarily eloquent for the entire community: the fact itself that there are letters decorating the walls instead of images was meaningful, reflecting the transformation of Christian culture. The letters themselves, legible or not, had a symbolic value which can be decoded taking into consideration their location, forms and context.

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4

Béla Zsolt, Szakács. "Falra hányt betűk: késő gótikus falikrónikák a középkori Magyarországon." Művészettörténeti Értesítő 69, no. 1 (December 23, 2020): 37–56. http://dx.doi.org/10.1556/080.2020.00003.

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Abstract:

During the 15th and 16th centuries, a number of long inscriptions were painted on the walls of parish churches in the territory of the medieval Hungarian Kingdom. The first known example is in the St Elisabeth’s of Kassa (Kaschau, Košice, Slovakia). The earlier inscription in the north-east chapel describes the events between 1387 and 1439 while it is continued in the south transept with a political manifestation on the side of the new-born King Ladislas V, opposed by Wladislas I. Another wall-chronicle is readable in the entrance hall of the St James’ in Lőcse (Leutschau, Levoča, Slovakia). Here the inscription, dated to ca 1500, commemorates events between 1431 and 1494, including local fires and diseases, the coronation of Ladisla V and Wladislas II and the royal meeting of John Albert of Poland and Wladislas II of Hungary held at the city in 1494. On the other side of the entrance hall, a detailed Last Judgement was painted, as the final act of world history. The inscriptions of Lőcse are usually interpreted as a manifestation of the local identity of the Saxons in the Szepes (Zips, Spiš, Slovakia) region, enjoying special privileges. This is probably also true for the second group of wall-chronicles, to be found in Transylvania in the important Saxon towns. The only surviving example is in Szeben (Hermannstadt, Sibiu, Romania), in the gallery of the western hall (Ferula). Beside some national events (coronation of King Matthias, death of Louis II) it is dealing with Transylvanian affairs between 1409 and 1566. A similar chronicle has been documented in Brassó (Kronstadt, Braşov, Romania), which started the narrative with the immigration of the Saxons and ended with 1571, with a special attention to the Ottoman wars. Unfortunately the inscriptions have been covered after the fire of 1689. Other wall-chronicles are documented by secondary sources in Segesvár (Säsßburg, Sighișoara), Medgyes (Mediasch, Mediaș), Beszterce (Bistritz, Bistrița), Muzsna (Meschen, Moșna), Baráthely (Pretai, Brateiu) and Ecel (Hetzeldorf, Ațel, all in Romania). While all these were written in Latin, a Hungarian inscription has been preserved in the Calvinist church of Berekeresztúr (Bâra, Romania) in the Szeklerland from the early 17th century. Although a misunderstanding of the sources led some scholars to suppose an inscription or an images cycle with secular content in Buda, these passages refer in reality to the Franciscan friary at Chambery. In international comparison, the Gothic wall-chronicles seem to be a rarity; the best example is known from the cathedral of Genoa, where the rebuilding of the cathedral in the early 14th century is connected to the legendary origin of the city, counterbalancing the civil war between the citizens.Decorating the walls of churches with letters instead of images is certainly aniconic, but not necessarily un-pretentious. Letters always play a decorative function whenever written on the walls. The letters, especially for the illiterate people, was a special type of ornament. Nevertheless, inscriptions, as far as their letters are readable and languages are understandable, tend to be informative. Interpreting their content depends on different levels of literacy. But they work for all as visual symbols. The longish Latin wall chronicles of Late Gothic parish churches were probably understood by the rich patricians; but the large surfaces close to the entrances might have been meaningful for all others who recognized their significance in local identity-building. The illiterate local people of the Protestant villages were unable to decipher the exact meaning of the inscriptions, even if they were in their native Hungarian language. However, these letters were necessarily eloquent for the entire community: the fact itself that there are letters decorating the walls instead of images was meaningful, reflecting the transformation of Christian culture. The letters themselves, legible or not, had a symbolic value which can be decoded taking into consideration their location, forms and context.

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5

Danišková, Zuzana. "Financial literacy as a Siren for Slovakia." e-Pedagogium 18, no. 1 (March 1, 2018): 58–68. http://dx.doi.org/10.5507/epd.2018.006.

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6

Hendrix, Mike. "Media Literacy." English Journal 87, no. 4 (April 1998): 9. http://dx.doi.org/10.2307/821454.

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7

Poter, Dzejms. "Media literacy." Kultura, no. 132 (2011): 288–312. http://dx.doi.org/10.5937/kultura1132288p.

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8

Nugent, Connie, and Gilbert Berdine. "Media Literacy." Southwest Respiratory and Critical Care Chronicles 6, no. 25 (July 20, 2018): 69–73. http://dx.doi.org/10.12746/swrccc.v6i25.489.

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9

Cortes, Carlos E. "Media Literacy." Education and Urban Society 24, no. 4 (August 1992): 489–97. http://dx.doi.org/10.1177/0013124592024004006.

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10

Mallon, Melissa. "Media Literacy." Public Services Quarterly 14, no. 4 (October 2, 2018): 329–41. http://dx.doi.org/10.1080/15228959.2018.1519405.

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11

Dyson, Rose A. "Media Literacy." Gazette (Leiden, Netherlands) 60, no. 2 (April 1998): 155–66. http://dx.doi.org/10.1177/0016549298060002004.

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12

Rubin, Alan M. "Media Literacy." Journal of Communication 48, no. 1 (March 1, 1998): 3–4. http://dx.doi.org/10.1111/j.1460-2466.1998.tb02732.x.

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13

Koltay, Tibor. "The media and the literacies: media literacy, information literacy, digital literacy." Media, Culture & Society 33, no. 2 (March 2011): 211–21. http://dx.doi.org/10.1177/0163443710393382.

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14

Saffron, Jen. "Media Literacy, Media Service." Afterimage 37, no. 2 (September 1, 2009): 51–52. http://dx.doi.org/10.1525/aft.2009.37.2.51.

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15

Rich, Michael. "Health Literacy via Media Literacy." American Behavioral Scientist 48, no. 2 (October 2004): 165–88. http://dx.doi.org/10.1177/0002764204267261.

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16

Gezgin, Ulaş Başar. "Global Media Literacy." Glimpse 20 (2019): 89–97. http://dx.doi.org/10.5840/glimpse2019205.

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In this theoretical article, we identify a conceptual error in the notion of ‘global media literacy’ and present and discuss eight typologies of media literacy formed on the basis of the ideological, political and economic dimensions of media and media literacy. While the first four types (Types 1-4) are past-oriented, they differ in terms of their endorsement or criticism of the government and capitalism. The same holds for the remaining four types (Types 5-8) except with respect to their future orientations. The time orientation, attitudes towards the government and capitalism determine how media literacy is conceptualized and what type of media literacy is to be promoted. It is proposed that unlike the original sense of literacy which was cognitively based, media literacy is socially constructed, which means that the widespread literacy analogy drawn from reading and writing to media use and interpretation is problematic. Finally, after delineating the eight typologies of media literacy, we discuss whether they apply to the digital world. It is argued that Type 8 media which is future-oriented, anti-government, and anti-capitalist find opportunities in the digital world which they lack due to funding issues in the non-digital world. Another point of the discussion involves the less tribal nature of digital media use since digital media users have access to different views which is not always the case for users of non-digital media. It is hoped that the typology of media literacy presented in this article will be critically discussed and utilized in future studies in the field.

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17

Lukinbeal, Chris. "Geographic Media Literacy." Journal of Geography 113, no. 2 (November 14, 2013): 41–46. http://dx.doi.org/10.1080/00221341.2013.846395.

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18

Vargas, Lucila. "Transnational Media Literacy." Hispanic Journal of Behavioral Sciences 28, no. 2 (May 2006): 267–85. http://dx.doi.org/10.1177/0739986305285823.

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19

Ferguson, Robert. "Teaching Media Literacy." European Journal of Intercultural studies 4, no. 1 (January 1993): 23–36. http://dx.doi.org/10.1080/0952391930040104.

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20

Brown, James A. "Media Literacy Perspectives." Journal of Communication 48, no. 1 (March 1, 1998): 44–57. http://dx.doi.org/10.1111/j.1460-2466.1998.tb02736.x.

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21

Fantin, Monica. "Perspectives on Media Literacy, Digital Literacy and Information Literacy." International Journal of Digital Literacy and Digital Competence 1, no. 4 (October 2010): 10–15. http://dx.doi.org/10.4018/jdldc.2010100102.

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The cultural landscape poses different challenges for teachers. Beyond developing reading and writing skills, it is necessary to emerge in the digital culture and master the different codes of different languages. In this context, media education studies discuss the educational possibilities of interpreting, problematizing, and producing different kinds of texts in critical and creative ways, through the use of all means, languages and technologies available. Considering that media cannot be excluded from literacy programs, it is essential to reflect on the definition of “literate” today. These reflections examine the resignification of concepts like literacy, media literacy, digital literacy and information literacy.

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22

Kendall, Alex, and Julian McDougall. "Critical Media Literacy after the Media." Comunicar 19, no. 38 (March 1, 2012): 21–29. http://dx.doi.org/10.3916/c38-2012-02-02.

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This article questions the relationships between literacy, media literacy and media education. In the process, we connect the findings from a range of our ethnographic research and use these to propose new forms of practice for critical media literacy. By ‘after the media’, we do not posit a temporal shift (that ‘the media’ has ceased to be). Instead, we conceive of this as akin to the postmodern – a way of thinking (and teaching) that resists recourse to the idea of ‘the media’ as external to media literate agents in social practice. The preservation of an unhelpful set of precepts for media education hinder the project of media literacy in the same way as the idea of ‘literature’ imposes alienating reading practices in school. Just as the formal teaching of English has obstructed the development of critical, powerful readers by imposing an alienating and exclusive model of what it means to be a reader, so has Media Studies obscured media literacy. Despite ourselves, we have undermined the legitimation of studying popular culture as an area by starting out from the wrong place. This incomplete project requires the removal of ‘the media’ from its gaze. The outcomes of our research thus lead us to propose a ‘pedagogy of the inexpert’ as a strategy for critical media literacy. En este trabajo se reflexiona sobre las relaciones entre alfabetización, alfabetización mediática y educación para los medios, relacionándolas con los hallazgos de diferentes investigaciones etnográficas, a fin de proponer nuevas formas de práctica para la alfabetización crítica en los medios. Vivimos en la postmodernidad, en la era «después de los medios» –y no es que ya no existan los medios–, sino que, por el contrario, surge una forma de pensar –y enseñar– que se resiste a la idea de considerar los medios como algo ajeno a la ciudadanía en la vida cotidiana. Para el autor, la permanencia de preceptos y prácticas anquilosadas sobre educación en los medios dificulta la puesta en marcha de proyectos de alfabetización mediática, al igual que una visión tradicionalista de la literatura genera prácticas viciadas de lectura en el aula. La enseñanza formal de la lengua ha obstaculizado el desarrollo de lectores críticos y competentes, imponiendo un modelo de lector unidimensional. Igualmente, los estudios mediáticos han ensombrecido la alfabetización en los medios, subestimando la legitimidad del estudio de la cultura popular en sí misma desde un punto de partida erróneo. La educación en medios es aun una asignatura pendiente y requiere un cambio de perspectiva. En este artículo, fruto de investigaciones, se propone una «pedagogía del inexperto» como estrategia para la alfabetización crítica en los medios.

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23

Silverstone, Roger. "Regulation, Media Literacy and Media Civics." Media, Culture & Society 26, no. 3 (May 2004): 440–49. http://dx.doi.org/10.1177/0163443704042557.

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24

Stix, Daniela Cornelia, and Tessa Jolls. "Promoting media literacy learning - a comparison of various media literacy models." Media Education 11, no. 1 (June 26, 2020): 15–23. http://dx.doi.org/10.36253/me-9091.

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With our paper we analyze four renowned media literacy models from Germany, UK and USA to derive, through comparisons, the necessary core competencies which apply to all professions and that are valid across disciplines. In the results, as key-competencies, we identified critical analysis as essential to be able to act as self-determined individuals in so called mediatized societies. Further results show that media literacy learning can be developed in formal learning settings, as well as in non-formal and in informal learning settings that complement each other. Media literacy promotion is therefore a cross-disciplinary task for all kinds of professionals in the educational and social systems. With referring to the concept of mediatization, we also show the deep social impact of media on people’s lives and explain why it is helpful to see media literacy learning as part of lifelong learning. We finally conclude, that the terms «teaching media literacy» and «media literacy education» are no longer applicable. Instead, we highly recommend the terms «promoting media literacy» and «media literacy learning». By seeing media literacy learning as a cross-disciplinary task and as a process of lifelong learning, our findings can help to unify discussions about media literacy on a global level.

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25

thoman, elizabeth, and tessa jolls. "10. Media Literacy Education: Lessons from the Center for Media Literacy." Yearbook of the National Society for the Study of Education 104, no. 1 (April 2005): 180–205. http://dx.doi.org/10.1111/j.1744-7984.2005.00011.x.

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26

Pacheco, Mike, and Heather Glynn Crawford-Ferre. "Media Literacy in Mathematics." Mathematics Teaching in the Middle School 24, no. 2 (October 2018): 128. http://dx.doi.org/10.5951/mathteacmiddscho.24.2.0128.

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The Internet provides seemingly endless news and media. Unfortunately, not all news stories are accurate. How a story is told depends on who tells it and why. There are strategies for determining whether news stories are fact or fiction. The Media Literacy Council suggests taking into consideration who created or uploaded the information, where it is hosted, and when the information was published (http://www.medialiteracycouncil.sg). Consider these media stories:

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27

Kecman, Violeta. "European media literacy agenda." Napredak 1, no. 2 (2020): 65–78. http://dx.doi.org/10.5937/napredak2002065k.

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The paper sheds light on the most important documents of the Council of Europe, the European Union and UNESCO in the field of media literacy implementation. The representation of media education in Europe was achieved by a descriptive-analytical method and an analysis of the content of national curricula, as well as reports on media literacy. The goal of this desk research is to identify common features of the most successful implementation examples. The results of the research show that the most successful European models have been implemented in the educational systems of France, Great Britain, Finland and Slovenia. The implementation of media literacy in the curriculum is a process whose success depends on the continuum of media literacy in the education system, the professional qualifications of teachers for media education and methodological approaches to teaching.

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28

Borysenko, O. A., and S. S. Vysotska. "Media Literacy: Ukrainian Perspective." Science and Education a New Dimension VI(154), no. 64 (February 20, 2018): 16–22. http://dx.doi.org/10.31174/send-pp2018-154vi64-03.

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29

SIMBARTL, Petr. "MEDIA LITERACY IN KINDERGARTEN." Trends in Education 10, no. 1 (September 26, 2017): 95–100. http://dx.doi.org/10.5507/tvv.2017.013.

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30

Perovic, Jelena. "Media Literacy in Montenegro." Media and Communication 3, no. 4 (December 29, 2015): 91–105. http://dx.doi.org/10.17645/mac.v3i4.335.

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Few countries in the world have introduced media education into their curriculums. Montenegro became one of them in 2009, when “media literacy” was introduced as an optional subject for 16 and 17 year old students of Gymnasium high schools. This article presents the findings of the first and only research conducted so far on media education in Montenegro. It is a national case study which examines the potential of media education to change the school culture and accelerate education system reform towards embracing the new digital education paradigm in the future. The focus is on the results of research conducted through in-depth interviews with media literacy teachers all over the country. Despite the many challenges, all teachers identify the potential of media education to strengthen some of the key competences of the students and to improve their motivation and academic performance. They also identify potential to change positively school culture by transforming teachers into “cultural mediators” (Morcellini, 2007) and by supporting the formation of a “participative culture” (Jenkins & Kelley, 2013) in schools. This research recommends focusing education reform on spreading the media education pedagogy to the entire curriculum in order to embrace the new digital education paradigm in the future.

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31

Giovannella, Carlo. "Beyond the Media Literacy." International Journal of Digital Literacy and Digital Competence 1, no. 3 (July 2010): 18–28. http://dx.doi.org/10.4018/jdldc.2010070102.

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The advent of new media and web technologies made both contents and “containers” more “liquid” and requires an in depth reflection on the multi-facets concept of literacy in which the author tries to develop from an education point of view that can be defined as “experiential”. According to such reflection, in the present scenarios, the “design” becomes central to education, underlining the need of educational activities, which should include among their objectives the dissemination of what one may call “design literacy”.

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32

AYHAN, Çise, Zrinka DOMITRAN, Nikola RADUNOVIC, and Sepehr Dadjoi TAVAKOLI. "PHENOMENOLOGY AND MEDIA LITERACY." TURKISH ONLINE JOURNAL OF DESIGN, ART AND COMMUNICATION 6, no. 2 (April 1, 2016): 91–104. http://dx.doi.org/10.7456/10602100/003.

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33

Anon. "Editor's note. Media literacy." Journal of Communication 48, no. 1 (March 1, 1998): 3–4. http://dx.doi.org/10.1093/joc/48.1.3.

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34

bayat komitaki, mahnaz, and zeinolabedin yazdanpanah. "right to media literacy." Journal of Law Research 22, no. 86 (July 1, 2019): 327–52. http://dx.doi.org/10.29252/lawresearch.22.86.327.

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35

Aczel, Petra. "Reconceptualizing (new) media literacy." Perspectives of Innovations, Economics and Business 14, no. 1 (February 6, 2014): 47–53. http://dx.doi.org/10.15208/pieb.2014.06.

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36

Chauvin, B. A. "Visual or Media Literacy?" Journal of Visual Literacy 23, no. 2 (January 2003): 119–28. http://dx.doi.org/10.1080/23796529.2003.11674596.

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37

MCCANNON, R. "Adolescents and Media Literacy." Adolescent Medicine Clinics 16, no. 2 (June 2005): 463–80. http://dx.doi.org/10.1016/j.admecli.2005.02.011.

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38

Singh, Jagtar, and Chennupati K. Ramaiah. "Media and Information Literacy." DESIDOC Journal of Library & Information Technology 41, no. 4 (August 2, 2021): 237–39. http://dx.doi.org/10.14429/djlit.41.4.17381.

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Paul G. Zurkowski was the first to introduce the term information literacy in 1974 to describe the techniques and skills necessary for utilizing “a wide range of information tools and primary sources”. It also included the ability to measure information value to “mold information to [meet] needs” and to create solutions to problems.1-2 Since then, media literacy and information literacy has gained a base in advanced countries. But UNESCO is now promoting the composite concept of media and information literacy (MIL). To promote MIL and MIL research, it has founded the MIL Alliance and the Media and Information Literacy and Intercultural Dialogue (MILID UniTwin) to enable people to use information critically, ethically and legally in quality decision-making. Other useful initiatives of UNESCO include “MIL MOOC; Media and Information Literacy: Critical-thinking, Creativity, Literacy, Intercultural, Citizenship, Knowledge and Sustainability (MIL CLICKS); MIL Policy and Strategy Guidelines; MIL Curriculum for Teachers; MIL Indicators; MIL Framework; and MIL Week Feature Conference and Youth Agenda Forum. The International Federation of Library Association and Institutions (IFLA) has its programme entitled 'Freedom of Access to Information and Freedom of Expression (FAIFE)' and developed the MIL Guidelines. IFLA/FAIFE' programme is committed to ensure freedom of access to information and freedom of expression to empower people to realize their “right to be.”3 There are many models and standards to promote information literacy and MIL but MIL is not yet effectively imbedded in the developing countries. Hence, to sensitize the stakeholders about the concept and practice of MIL in India, this theme issue of the DESIDOC Journal of Information Technology (DJLIT) has been planned.

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Ramaiah, Chennupati K., and M. Saraswati Rao. "Media and Information Literacy." DESIDOC Journal of Library & Information Technology 41, no. 4 (August 2, 2021): 316–36. http://dx.doi.org/10.14429/djlit.41.4.17358.

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Information literacy emphasizes to the access, evaluation and use of information. Media literacy emphasizes the ability to understand, evaluate and use media as a leading source and producer of information. Thus, UNESCO considered information literacy and media literacy together as Media Information Literacy (MIL), which is essential to empower people with critical knowledge about media functions, information systems, and their content. In the beginning, information literacy and media literacies were discussed separately as distinct fields. After technological developments and a fair amount of interdisciplinary research work in these areas were carried out, based on which UNESCO made considerable effort to bring these fields together as media and information literate. Today’s students and researchers need a different set of competencies like knowledge, skills and attitude are necessary for their work. This bibliography is prepared to bring out a special issue on media and information literacy to help readers who intend to do the research work in this area will get benefitted. This is a comprehensive bibliography covering all areas of media and information literacy comprising information literacy and media literacy, from its origin to the end of February 2021 collected from all sources including online indexing, full-text and digital theses and dissertations databases. Primarily covers journal articles, books, book chapters, conference proceedings, papers published in conference proceedings, reports, book reviews, and Ph.D. Theses on media and information literacy.

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Vilčeková, Lucia. "Media Credibility Perception Among Millennials in Slovakia." Journal of Marketing and Consumer Behaviour in Emerging Markets 2, no. 4 (December 20, 2016): 75–81. http://dx.doi.org/10.7172/2449-6634.jmcbem.2016.2.5.

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Babad, Elisha, Eyal Peer, and Renee Hobbs. "Media literacy and media bias: Are media literacy students less susceptible to nonverbal judgment biases?" Psychology of Popular Media Culture 1, no. 2 (April 2012): 97–107. http://dx.doi.org/10.1037/a0028181.

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Forsman, Michael. "Media Literacy and the Emerging Media Citizen in the Nordic Media Welfare State." Nordic Journal of Media Studies 2, no. 1 (June 7, 2020): 59–70. http://dx.doi.org/10.2478/njms-2020-0006.

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AbstractSince the 1960s, there has been a thriving Nordic tradition of media literacy research, pedagogics, and policy on how to best prepare the emerging media citizen for an increasingly mediatised society. Although the Nordic model of media literacy has previously been characterised by connections to Bildung, critical theory, cultural studies, and progressive pedagogics, much of today's understanding of media literacy is associated with a more instrumental understanding of education, with connections to the commercialisation and digitalisation of compulsory education. By suggesting a historisation of the Nordic media literacy tradition, in connection to the Nordic media welfare state, this article opens a debate about the future directions of Nordic media literacy.

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Lee, Alice, and Clement So. "Media literacy and information literacy: Similarities and differences." Comunicar 21, no. 42 (January 1, 2014): 137–46. http://dx.doi.org/10.3916/c42-2014-13.

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In knowledge society, there is currently a call for cultivating a combination of media literacy and information literacy. This, however, requires cooperation from these two separate fields of study, and uncertainty regarding their boundaries hinders a smooth merger. It is unclear whether they are subsets of each other or separate entities. In this study, we have explored the relationship between these two fields by empirically mapping out their territories and discussing their similarities and differences. We have made use of the Web of Science database to delineate the content and boundary of these two fields. Our findings from 1956 to 2012 show that the two fields have different authors, university affiliations, and journals; they also differ in terms of academic origin, scope, and social concern. Information literacy has a closer tie to library science, while media literacy is more related to media content, media industry, and social effects. Due to their different academic orientations, the two fields adopt different analytical approaches. We have found that media literacy is not a subset of information literacy as some scholars have suggested, although the two fields have similarities. They share the same goal, and their publications overlap in terms of subject areas, countries of origin, and titles. The two fields could find common ground by cooperating together to contribute to the promotion of new literacy in knowledge societies. En la sociedad del conocimiento presenciamos la necesidad de plantear una combinación de alfabetización mediática e informativa que requiere, sin embargo, cooperación entre estas dos áreas de estudio independientes. La incertidumbre que rodea estos vínculos dificulta una fusión homogénea, y no resulta fácil determinar si, cuando hablamos de estas alfabetizaciones, nos referimos a subcategorías o entidades independientes. En este estudio hemos explorado la relación existente entre estas dos áreas de estudio determinando empíricamente sus territorios atendiendo a sus similitudes y diferencias. Para ello, hemos empleado la base de datos bibliográfica Web of Science, con el objetivo de delinear el contenido y los nexos comunes a ambos campos. Los hallazgos realizados entre 1956 y 2012 muestran cómo en cada ámbito se desarrollan distintos autores, afiliaciones universitarias y revistas; asimismo, también difieren en términos de origen académico, alcance e interés social. Mientras que la alfabetización informacional tiene una relación más estrecha con la biblioteconomía, la alfabetización mediática está más conectada con el contenido mediático, la industria de los medios y los efectos sociales que éstos causan. Debido a estas diferencias de orientación académica, ambos campos adoptan enfoques analíticos diferentes. En contra de lo sugerido por algunos expertos, hemos podido determinar que la alfabetización mediática no es una simple categoría de la alfabetización informacional, a pesar de que ambos campos muestran similitudes: comparten el mismo objetivo, y sus publicaciones se sola-pan en áreas temáticas, países de origen y títulos. Ambas disciplinas podrían identificar contextos comunes cooperando conjuntamente para contribuir a la promoción de nuevas alfabetizaciones en las sociedades del conocimiento.

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Gutiérrez-Martín, Alfonso, and Kathleen Tyner. "Media Education, Media Literacy and Digital Competence." Comunicar 19, no. 38 (March 1, 2012): 31–39. http://dx.doi.org/10.3916/c38-2012-02-03.

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This article addresses some possible relationship between education and media in contemporary society and explores the role that formal education should play in both the integration of media in the curriculum and the digital literacy skills necessary for the 21st century. The authors discuss here different theories and approaches that have dominated international media studies, media education and media literacy in recent decades. Confusion and misunderstandings in terminology for contemporary literacy in a complex, global and intercultural environment are explored and the authors present some inclusive categories for 21st century literacy such as media literacy, digital, multimodal, critical and functional. Interpretations of media literacy and digital competencies are discussed with particular emphasis on the current European regulatory framework. The authors warn that reductionist interpretations that focus on applied technical competencies with devices, hardware and software have the potential to severely limit media literacy education. Instead, the authors stress critical approaches as central to media literacy. In addition to technical competency, the authors highlight the need to include a broader and deeper analysis of the social uses, attitudes, and values associated with new media tools, texts and practices. El presente trabajo aborda las posibles relaciones entre educación y medios en la sociedad actual, y el papel que le corresponde a la educación formal tanto en la integración curricular de los medios como en la alfabetización digital necesaria para el siglo XXI. Se parte de distintas concepciones y enfoques que en las últimas décadas han predominado en el estudio de los medios y en la educación y alfabetización mediáticas en el panorama internacional; se intentan subsanar algunos problemas terminológicos derivados de la riqueza idiomática del mundo global e intercultural en el que nos movemos; se buscan posturas integradoras y se propone una alfabetización para el siglo XXI que se caracteriza por ser mediática, digital, multimodal, crítica y funcional. Se analizan posibles interpretaciones de educación mediática y competencia digital prestando especial atención al actual marco normativo europeo y se advierte de dos posibles peligros: reducir la educación mediática al desarrollo de la competencia digital, y reducir la competencia digital a su dimensión más tecnológica e instrumental: centrarse en los conocimientos técnicos, en los procedimientos de uso y manejo de dispositivos y programas, olvidando las actitudes y los valores. Para evitar el reduccionismo y el sesgo tecnológico se recomienda recuperar para el desarrollo de la alfabetización mediática y de la competencia digital los enfoques más críticos e ideológicos de la educación para los medios.

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Christ, William G., and W. James Potter. "Media Literacy, Media Education, and the Academy." Journal of Communication 48, no. 1 (March 1, 1998): 5–15. http://dx.doi.org/10.1111/j.1460-2466.1998.tb02733.x.

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Preston, Elizabeth Hall, Cindy White, Gail Cueto, Karen Ritzenhoff, and Fred Wasser. "Anatomy of a Media Literacy Institute: An Integrated Model for Media Literacy Education." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 4, no. 1 (2006): 0. http://dx.doi.org/10.18848/1447-9532/cgp/v04/38779.

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Böhm, Patrik, Gabriela Böhmová, Viktória Šimková, and Jana Gazdíková. "THE IMPACT OF SECONDARY EDUCATION ON THE LEVEL OF FINANCIAL LITERACY: THE CASE OF SLOVAKIA." Problems of Education in the 21st Century 79, no. 1 (February 10, 2021): 13–33. http://dx.doi.org/10.33225/pec/21.79.13.

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Financial literacy, specifically its measurement and education in this field, is a very current topic. The main aim of this research was to find out whether secondary school education had a positive impact on the level of student’s financial literacy and to identify other important factors that affected its level. All 363 first-year bachelor's students of the Faculty of Operations and Economic of Transport and Communications (FPEDAS), University of Zilina, Slovakia, took part in the research. The research consisted of two parts – a questionnaire and a test. The questionnaire focused on demographic, educational, and socio-economic factors influencing students' financial literacy. The test included items aimed at finding out whether students could correctly define selected concepts of the financial area, whether they understood these concepts, and were able to analyze them. The most important finding of the research was that the number of lessons dedicated to mathematics and financial literacy in secondary school did not have a statistically significant impact on the level of student’s financial literacy. On the contrary, the level of financial literacy was correlated with the overall performance of the student at the secondary school and the type of secondary school the student attended. The research also aimed to verify the hypothesis that the student's study program affected the level of his or her financial literacy. It turns out that increasing the number of mathematics or financial literacy lessons is not sufficient to improve financial literacy levels, but more important is teacher education, the content and form of the education and the effectiveness of the teaching process. Keywords: financial literacy, secondary education, bachelor study program, tobit regression model

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Luke, Carmen. "New Times, New Media: Where to Media Education?" Media International Australia 101, no. 1 (November 2001): 87–100. http://dx.doi.org/10.1177/1329878x0110100111.

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Have media education and media literacy reached an impasse? Media literacy scholars and educators are beginning to raise issues concerning the relevance of ‘old-style ‘ media studies in the context of new times and new media. Media literacy is formalised as part of the Australian National Literacy Framework, yet it remains largely marginalised as an elective in the senior school syllabus. In contrast, computer education — or computer literacy — has been embraced by governments, educators and parents with blind and cheery optimism. I argue here that media studies, cultural studies, computer and technology studies can no longer be taught independently of each other. The fervour with which computer education has been embraced, and the relatively modest incursions media and cultural studies have made into mainstream curriculum, suggest that blending media-cultural studies with information and communication technology (ICT) studies can inject new life into both fields of study. Largely bereft of a critical orientation, computer literacy education can benefit from the theoretical and critically analytic orientation of media-cultural studies, which in turn can be ‘mainstreamed’ through broader exposure typical of computer education in schools today. Media studies must contend with new information technologies, and computer education needs the critical analytic tools and cultural framing approach typical of media studies.

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Soobum Lee and 손영곤. "Coorientational Analysis among Media Literacy Practitioners - Literacy Experienced Persons - Literacy Nonexperienced Persons." Journal of Communication Research 55, no. 2 (May 2018): 213–57. http://dx.doi.org/10.22174/jcr.2018.55.2.213.

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Ondrejková, Anna. "ADAPTATION TO THE INFORMATION SOCIETY OF PEOPLE WITH DISABILITIES IN SLOVAKIA." CBU International Conference Proceedings 4 (September 21, 2016): 262–75. http://dx.doi.org/10.12955/cbup.v4.767.

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The information and communication technology (ICT) is an important phenomenon of contemporary society, in particular in developed countries. The massive use of ICT has created an information society. Changes caused by the increasing importance of information and ICT are not only technological or economic, but are social, directly affecting the lives of citizens. The ICT usage offers a great opportunity for people with disabilities. Important factors for enhancing quality of life for this part of the population include mapping the current state and the increasing level of digital literacy. The aim of this paper is to view digital literacy in the context of social and digital integration for people with disabilities in the society of the Slovak Republic and especially present results of social research in digital literacy of this minority in Slovakia. The study involves a quantitative type of social research. The techniques of data collection for the research included an electronic questionnaire form. The technology for developing the questionnaire involved Google forms. The results of this research show how people with disabilities could adapt to the information society.

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