Search results

1

Media Literacy in Digital Games

100%

Škripcová L.

Media Literacy and Academic Research

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2022

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vol. 5

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issue 1

131-140

EN

The article focuses on aspects of media literacy in digital games and seeks to answer the question whether digital games can develop players' media competences and, if so, in which areas. The article points out the positive aspects of the player's immersion in digital games as a way to develop competencies without the player realizing it. Through a qualitative content analysis with a focus on media competences, it offers an extensive list of games and the competences found in them. The research included 32 digital games from 1997 to 2022. The decisive criterion was the presence of any media in the game (print, radio, television, internet, advertising, music, etc.) with which the player can interact – i.e. use them (read, listen, watch) or create other media products through them. At the same time it distinguishes between the use of media as a supplementary or entertainment element in games and media work as a direct determinant of the further development of the story or gameplay. The article concludes that digital games can indeed teach media competence without the player realising it, but that this has its limits.

2

The Promises, Challenges, and Futures of Media Literacy

88%

Kaňuková N.

Media Literacy and Academic Research

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2018

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vol. 1

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issue 2

82-83

EN

Nowadays initiatives in the fields of media literacy such as youth participation, teacher training and curricular resources, parental support, policy initiatives, and evidence base construction - are very successful in growing the level of the critical thinking of the participants. However, there are still a few areas which need to be guided. Authors Monica Bulger and Patrick Davison make five recommendations for the development of the future of media literacy programming for educators, legislators, technologists, and philanthropists. On the other hand the report also warns against the contemporary treatment of media literacy as a panacea - in the way of how to deal with fake news.

3

Educational Values in Digital Games

88%

Jukić D.

Media Literacy and Academic Research

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2023

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vol. 6

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issue 2

157-176

EN

The aim of the study is to research, analyse and explain the media values and educational values of digital games. The work is based on the philosophy of education according to Vuk-Pavlović and the semiotics of the media according to Barthes’ theory. The aspect of media pedagogy towards digital media is discussed, especially the context of adventures and interactive drama. It answers the question of what the hidden meanings of digital games are. The author starts from the hypothesis that digital games users receive media messages on a semiotic level, and by deconstructing symbols, educational values and media meanings are revealed. The context of media literacy was observed from the aspect of understanding the symbols of digital games in accordance with media competencies. Since digital games reflect social reality, at least in the context of messages, attitudes and values, media competences represent the ability to understand and compare cultural and media literacy. In this sense, digital games have a specific aesthetic, ideological, pedagogical, and symbolic impact on users, which results from the critical thinking of society. Kellner’s theory of media culture will help us to understand the reasons why certain content, symbols and myths become popular and to raise awareness of the social environment of media culture from which digital games emerge. The research results of this study confirm that the observed digital games have educational values and that media meanings are deconstructed through semiotic analysis. This is especially true of the archetypal roles of parents and guardians.

4

The Media Manipulation Initiative: It is Helpful to Clearly Differentiate Between Fake News Intended to Be Satire from Hyper-Partisan News Sites

88%

Kapec M.

Media Literacy and Academic Research

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2018

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vol. 1

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issue 2

80-82

EN

Most of us meet mass media almost every day. We search for information, accept and share them daily. In post-factual time, it is more difficult to focus on and choose from lot of available information, especially when there are various forms of fake news, which some of them are produced strategically and systemically. The Media Manipulation Initiative comes with research focused on the definition of fake news, categorization and strategies of intervention.

5

Investigating the Effect of the Media Literacy Family Education Program on the Media Literacy Levels of 48-60-Month-Old Children and Their Mothers

88%

Kadan G., Aral N.

Media Literacy and Academic Research

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2024

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vol. 7

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issue 1

5-25

EN

The research aimed to examine the effect of the media literacy family education program on the media literacy levels of 48-60-month-old children and their mothers. The research was conducted as distance education with 48-60-month-old children and their mothers attending independent kindergartens affiliated with the Çankırı Provincial Directorate of National Education during the 2019-2020 academic period. In this context, 18 mothers and children formed the experimental group and 22 mothers and children formed the control group. The quantitative part of the study, which was carried out with a convergent parallel mixed method model, consisted of a 2 x 3 mixed plot semi-experimental design with experimental and control groups consisting of pretest-post-test-permanence-test, and the qualitative part consisted of interviews with mothers after the program. In the study, the “General information form”, “Media literacy scale parent form”, “Media literacy scale child form” and “Semi-structured interview form” developed by the researchers were used as data collection tools, and the “Media literacy family education program” was prepared within the scope of the study. As a result of the research, a significant difference was found in the post-test scores of mothers and children in the experimental and control groups in favor of the experimental group. No significant difference was found in the comprehension dimension in the post-test-permanence-test scores of the mothers in the experimental group. In the interview held after the program, the mothers stated that there was a change in themselves and their children after the program, and that they found the training program effective. Based on the results obtained from the research, it can be recommended that parents act consciously about media and implement a media literacy family education program.

6

Media Literacy And Mobilizing Children: The Image Of Child In Automobile Ads

88%

Pembecioğlu, N., Gündüz U.

Media Literacy and Academic Research

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2021

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vol. 4

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issue 1

145-164

EN

The image of the child raises questions that need to be analyzed and discussed, particularly in the visual messages of the advertisements. The presence or absence of children and the characteristics of their reflections in the media, specifically in the context of television commercials, put forward controversial issues. Due to the easy positioning of the child image, different narratives aim to place the child as a family member, a cute object, or a potential future user. The paper discusses how children´s image is used in the frame of the automobile ads. As the main source of data, internet commercials were given priority. Also, a focus group of 20, and a sample group of 100 children were questioned regarding their reflections on ads and sample actions practiced in the ads. The findings indicate that car ads containing children´s images tend to take precedence. In the ads, the concept of family is portrayed and associated with happiness, comfort, freedom, and trust, etc. While the samples provide examples from all segments of society, representations of white and blond kids in well-off families are more frequent. Childish purity and sensitivity are exhibited and emphasized in the context of car ads: their quality, performance, features, and capacity are always within the limits of the interests of children. If not real cars, the toy versions are enough to set the agenda as long as they are accessible to children to use, touch, and feel.

7

Media Literacy Web Challenges During Five Digital Parliamentary Campaigns in Bulgaria (2021–2023)

88%

Raycheva L., Metanova L., Velinova N., Tomov M.

Media Literacy and Academic Research

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2023

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vol. 6

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issue 2

64-78

EN

Since 2021 the Bulgarians had to go to the polls for five national parliamentary votes (one regular - April 4, 2021 and four early – July 11 and November 14, 2021, October 2, 2022, and April 2, 2023). Internet platforms, social media and especially social networks became increasingly popular channels for politicians to communicate with voters. The aim of the study focuses on the media literacy web challenges during the digital Parliamentary pre-election communication between politicians and society. The object is the specifics of the one-month campaigns. The subject refers to the digital election messages of political parties’ leaders presented in their Facebook profiles. The study is interdisciplinary and it uses mixed research methods. The results are indicative for those interested in digital political communication. The structured and analyzed information can be utilized into patterns for policy support for decision makers, academia, media, telecommunications, media literacy experts, general publics and private sector.

8

Trust Me

88%

Odziomková J.

Media Literacy and Academic Research

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2018

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vol. 1

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issue 2

86-88

EN

In the digitalization period projects to support the development of critical thinking are needed to maintain political and societal balance. Rapid changes in technology and information leave a space wherein can form many harmful groups or individuals to influence their respondents with false messages and hoaxes. It is necessary to develop the critical thinking of people from a young age, so the project Trust Me has been created. The aim of the project is to support the education of pupils of primary and secondary schools in the field of media literacy and critical thinking. Through two specialized curriculums students can understand the ways of manipulation with information and learn how to distinguish trustworthy contents on the Internet.

9

Exploring Adolescents’ Notions and Perceptions of Citizenship and Media Literacy in Formal Education Settings through the Creation Of Digital Narratives

88%

Oliveira A. F.

Media Literacy and Academic Research

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2022

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vol. 5

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issue 1

53-75

EN

Critical thinking, media literacy (MIL) and digital and creative competencies are essential for young people to thrive. School can play a fundamental role in raising awareness towards conscientious and creative media usage, particularly considering today’s adolescents – Gen Z. This is not only the generation most exposed to online contents, but also the one that makes the most use of mobile media to connect, learn, express and actively engage in causes. This research conducted media production activities based on secondary school curricula to explore and promote discussions about citizenship and MIL topics. Digital narratives (DNs) creation activities were co-designed with teachers of various subjects and carried out in two Portuguese schools, involving about 190 students aged between 15 and 18. The results of the exploratory questionnaire to students and the DNs’ content analysis point out that the creation of DNs acts as a lever to promote discussions about citizenship in formal settings and that, despite difficulties related to tools and basic literacies, students appreciate activities that engage them in critical reflection and transformative learning. However, the findings suggest that young people don’t believe that using these languages contributes to making a change or to their voices being heard by adults and institutions.

10

One Literacy and Multiple Intelligences? The Case of Media Literacy

75%

Belvončíková E., Čiderová D.

Media Literacy and Academic Research

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2022

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vol. 5

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issue 2

54-70

EN

Acceleration of globalisation and the Fourth Industrial Revolution expanded opportunities for intercultural interaction, facilitated by more accessible and affordable information and communication technologies (ICT). Media literacy as framed by UNESCO is to be interpreted as “[u]nderstanding and using mass media in either an assertive or non-assertive way, including an informed and critical understanding of media, the techniques they employ and their effects. Also the ability to read, analyse, evaluate and produce communication in a variety of media forms” (alias “the ability to decode, analyse, evaluate and produce communication in a variety of forms”). Furthermore, media and information literacy “refers to the essential competencies (knowledge, skills and attitude) that allow citizens to engage with media and other information”. Dynamic developments in the contemporary world brought about by the post-factual era and the COVID-19 pandemic reinforced the exposure of the public to misinterpretation. Being conscious of variable and increasingly multidimensional presentation in academic literature of what it takes to be literate, in our paper we reflect on media literacy alias a synergy of literacy and multiple intelligences. Since on 12 April 2022 UNESCO launched a global survey “Learning from the COVID-19 crisis to write the future: National policies and programmes for youth and adult literacy” addressed to all 193 UNESCO Member States to fill in the gap and collect information on the impact of the COVID-19 crisis on youth and adult literacy, our online questionnaire is complementary in terms of scope (media literacy) and outreach (higher education students). The aim of this paper is to investigate awareness, understanding and interpretation of literacy as such, and media literacy in particular, within the cohort of native and international students at the University of Economics in Bratislava, Slovakia. The findings revealed a higher ratio of the general understanding of communication and its role in the society, but a lower ratio of awareness about literacy and media literacy. In the context of Bloom’s taxonomy of educational objectives our main suggestion, therefore, is to reinforce the media literacy curriculum in terms of experiential learning in line with the so-called learner-centred approach to education when the needs/aspirations of individuals are placed at the centre and focus is on the experiences they bring to the learning situation.

11

From Literacy to Skills Discussing Media Education and Its Goals

75%

Oggolder C., Krakovsky C.

Media Literacy and Academic Research

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2023

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vol. 6

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issue 2

55-63

EN

Digital media and accompanying forms of communication also affect risks and opportunities regarding media-related competencies. Since a broad basis of knowledge is required to understand the increasingly complex contexts in both mediatized and interpersonal communication, media literacy and media education must be considered crucial to meet these current challenges. However, media education is noticeably limited to digital skills aimed at preparing citizens primarily for the world of work. Understanding media literacy in this way means degrading the acquirement of competencies for democratic participation and debate to a mere nice-to-have. This paper aims to critically discuss the ongoing move of media literacy education and programs toward acquiring digital skills primarily. Therefore, we assessed Austrian governmental decrees and curricula in terms of their focus on both the promotion of citizens’ employability and media education concerning democratic participation and deliberative communication. In addition, we conducted interviews with two leading Austrian experts in media education to gain insights from different perspectives.

12

A Qualitative Study On People's Experiences Of Covid-19 Media Literacy

75%

Jormand H., Bashirian S., Barati M., Khazaei S., Jenabi E., Zareian S.

Media Literacy and Academic Research

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2021

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vol. 4

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issue 1

38-52

EN

The coronavirus disease (COVID-19) outbreak has been associated with many psychological and social effects, followed by a rise of fake news and false information about the condition.This study's main aim was to deeply understand people’s experiences and precise opinions about social media information on COVID-19. This qualitative study was conducted to examine the COVID-19 social media literacy using the content analysis. Participants in the study were 20 people from Hamadan Province, Iran. Data were analyzed using the MAXQDA software version 2010. Considering the results for the volume of social media literature about COVID-19, 21 subcategories and five categories were obtained. The five categories included purpose with three subcategories such as „sales for economic gain“, constructedness with five subcategories such as profiteering „advertising companies“, audience with one subcategory such as „all people“, format with five subcategories such as „highlighting the disease consequences“, and lifestyles with seven subcategories such as „drinking alcohol“. Familiarity with individuals' views based on culture and context for designing and planning educational literacy programs for media skills and competence in the new media age for distinguishing between fake and credible COVID-19 media messages and critically evaluating media content for all people is essentialespecially in the new media infodemic ecosystem. The themes obtained in the study can be used for designing educational interventions and appropriate assessment tools as well as promoting health media literacy in the field.

13

Crossing Steam and Media Literacy at Preschool and Primary School Levels: Teacher Training, Workshop Planning, its Implementation, Monitoring and Assessment

75%

Tomé V., S. De Abreu B.

Media Literacy and Academic Research

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2022

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vol. 5

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issue 1

161-177

EN

Seventeen workshops on STEAM and Media Literacy, involving 500 children aged 3-10, their families and other community members, in a pandemic context, was the end result of the third phase of the ‘Digital Citizenship Academy’. This community-based action research project began in early 2015, in a Lisbon neighbourhood of Portugal. The workshops were planned, implemented, monitored and assessed by 29 teachers during an online training initially planned to be developed on site. Despite the Covid-19 outbreak, teachers implemented strategies to overcome the lack of resources and autonomy of many students, especially younger ones, and the training focus remained on the production of scientific, artistic, technological, but also media content. The workshops allowed the creation of media and STEAM products primarily focused on the arts, but in which science, technology, engineering and mathematics were present. Results point to the fact that STEAM projects gain in relevance when associated with Media Literacy activities, and vice versa. Although there is a general feeling that the situation resulting from the pandemic prevented the achievement of more significant results, the training course was suitable to pedagogical practices, provided an opportunity for sharing of experiences, practices and ideas, fostered cooperation and interdisciplinary, and resulted in useful resources.

14

Holocaust Reminiscenses in Digital Media Culture and Cultural Institutions (Development of Critical Thinking and Media Literacy)

75%

Moravčíková E., Jakubovská K., Jakubovská V., Hudecová I.

Media Literacy and Academic Research

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2023

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vol. 6

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issue 1

139-154

EN

The authors of the article analyse the problem of individual and collective memory through the prism of The Holocaust reminiscence. They are aware that we are living in a time when living memories of the grave crimes and catastrophes of the 20th century are fading away, as well as the complex political, social and cultural processes, taking place at present, are becoming intensified in the context of the War in Ukraine. These events and processes once again highlight the social importance of individual and collective memory and the need for its conscious formation through media and intercultural education. The aim of the authors’ endeavour is to explore four forms of The Holocaust reminiscence, : 1/ reminiscence in the form of reconstruction (authentic representation of the past); 2/ reminiscence as (re)interpretation (remembrance that refers to the past but is interpreted in the context of current findings); 3/ reminiscence as prevention and civic engagement (education and educational programmes that promote tolerance and moral qualities); 4/ reminiscence as a tool for cultural identity formation (forming collective identities and promoting social inclusion). The study will include interpretations of selected works from the field of performing arts and case studies from media culture. Attention will also be focused on particular proposals for media-educational and cultural-pedagogical activities which can be used in cultural institutions and in media education in order to develop media literacy and critical thinking.

15

Capability of Monitoring Media Related Competences of the Public in Estonia

75%

Harro-Loit H., Lõhmus E., Loit U.

Media Literacy and Academic Research

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2023

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vol. 6

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issue 2

5-21

EN

The study provides a systematic summary of the available knowledge concerning media related competences in Estonia. The goal was to focus on four information-related research questions: (i) What information about media competences is collected? (ii) How is this information analysed? (iii) What knowledge is created and published? (iv) Where are the main information and knowledge gaps? For this study, a four-dimensional model was created, which enabled us to get an overview of those aspects of media-related competences that gain either more or less attention (and money) in Estonia. Four types of information sources were used: academic articles, reports, the bibliographical database produced by the Mediadelcom project, and web pages (for EU and national policy documents).The results show that, in Estonia, political as well as academic attention is focused on digital competences, both theoretically and empirically. Estonia’s research interest and knowledge production is biased towards children and young people; but parents, and parenting, the influence of home is also put in focus of the empirical research. EU-financed projects influence the research agenda. The EU has initiated reports on media literacy initiatives in Estonia and therefore descriptive knowledge on various activities and projects as well as the agents behind these projects is accessible.

16

Social Media Use and Adolescents’ Levels of Advertising Literacy

63%

Čábyová Ľ., Hudáková V.

Media Literacy and Academic Research

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2022

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vol. 5

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issue 2

147-163

EN

Advertising literacy is a set of knowledge, abilities and skills enabling one to identify and comprehend advertised messages. The theoretical part of the paper brings various points of view on advertising literacy (which we comprehend to be an element of media literacy), its classification and basic levels. The aim of the paper is to identify the level of advertising literacy among adolescents. The research has been conducted on a sample of 348 youngsters aged 13 to 17 years old. The authors of the paper investigated the influence of age on advertising literacy in the process of identifying intent of advertisement on the social network Instagram utilising new formats of digital communication such as reels, stories and memes. The authors of the paper tend to admit that the age of respondents may have an influence on adolescents’ advertising literacy but to finally claim so, further research with respondents from larger age groups would have to be conducted.

17

Beyond Media Education: Assessing News Media Literacy in Media Students of Public and Private Universities in Pakistan

63%

Ikram M., Hameedur Rahman B.

Media Literacy and Academic Research

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2023

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vol. 6

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issue 1

70-90

EN

Infiltration of mass media has increased the exigency of tools necessary for countering the hazardous effects of mass media. Media literacy is considered a tool essential in the 21st century for a democratic society that aims to empower the audience and provides autonomy over mass media messages. Media education plays a significant role in educating media students about theoretical and practical knowledge about media industries. The researcher has employed the “Cognitive Model of Media Literacy” proposed by Potter (2004) and seven skills of media literacy suggested by Potter (2019), particularly as related to news content. News media is supposed to be highly objective, but highlighting some news while neglecting others raises questions about the objectivity of news media. The study intends to explore the standard of media education in Pakistan in imparting news media literacy among media students enrolled in BS and Master’s degree programs. To analyze the level of theoretical and practical knowledge of media students regarding news media and their level of news literacy skills, the researcher has collected data using a cross-sectional survey of 300 students (N=300) enrolled in two public and two private universities in Pakistan, including 200 media students and 100 non-media students. Moreover, through content analysis of the curriculum of media studies mentioned in the prospectus of BS and Master’s degree programs, the standard of media education in Pakistan is also assessed. The study’s findings suggest that media students are more news media literate than non-media students, highlighting the significance of media education. Similarly, consciously and excessively consuming news media also positively affects the level of news media literacy in media students. Moreover, this study suggests that while performing information processing tasks, media students are equipped with skills to perform the task of news filtering comparatively better than meaning construction tasks. However, content analysis of the curriculum reveals that the majority of the courses related to news content focus on theoretical and practical knowledge while neglecting the significance of incorporating analytical courses crucial to harness critical thinking skills. The findings elucidate that universities offering analytical courses in their BS and Master levels scored higher in their news media literacy than those not offering analytical courses. Therefore, the study suggests the incorporation of analytical courses at BS and Master level media education curricula to develop essential skills for performing meaning construction tasks effectively.

18

Pseudo-Authorities As A Manipulation Tool In The News Coverage Of “Sputnik V”

63%

Teneva E.

Media Literacy and Academic Research

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2021

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vol. 4

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issue 2

148-165

EN

The present article is devoted to the issues of public opinion manipulation in the post-Covid era. Within the framework of the study, the author introduces the concept of “pseudo-authority” which is defined as a rhetorical strategy used by journalists with the aim of the manipulation of the Internet news reports that contain either appeals to non-experts' opinions or no indication of the authoritative source of knowledge so that the information is perceived by the audience as the truth and does not require evidence. The study is also focused on the distinction between appeals to authority and pseudo-authority, which is vital for developing skills of media literacy. Through the discourse analysis of the news stories about the Russian vaccine “Sputnik V” extracted from highly circulated British and American online newspapers, it is revealed that there are three main types of appeals to pseudo-authorities in Internet news discourse: appeals to “nominal” and “implicit” pseudo-authorities as well as appeals to “pseudo-visibility”. The study found that these appeals are used with the aim of political decision-making, enhancing or discrediting the image of the country as well as polarizing social groups in digital information warfare. The results of the research can be applied in the fields of linguistics, political and media studies.

19

„Am Ende hat es mir das Herz zerrissen“1. Polonskys Adaption des Tagebuchs der Anne Frank als Graphic Diary

51%

Kölker L.

Wortfolge. Szyk Słów

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2021

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issue 5

1-24

PL

Powieść graficzna autorstwa Ari Folmana i Davida Polonsky’ego jest pierwszą adaptacją dziennika autoryzowaną przez Anne Frank Fonds. Za wyborem takiego gatunku literackiego kryła się intencja zainicjowania dyskusji o historii Anne Frank wśród młodych ludzi, odbierających dzieło literackie za pośrednictwem mediów innych niż tradycyjne. Dziennik Anne Frank jest jednym z ważniejszych dzieł literackich poświęconych II wojnie światowej oraz jej skutkom, posiadającym wysokie walory literackie oraz charakteryzującym się złożonością i wieloaspektowością. Celem artykułu jest omówienie strategii, które zastosowali autorzy powieści graficznej w procesie adaptacji dzieła literackiego, oraz wskazanie na podobieństwa i różnice między oryginałem a adaptacją. Obok skrótów, mających umożliwić zrozumienie głównego wątku, przerysowanych i częściowo komicznych postaci adaptacja dziennika charakteryzuje się odniesieniami intra- oraz intermedialnymi. Te ostatnie są nośnikiem wielowarstwowych treści historycznych oraz informacji związanych z postaciami. Skoncentrowanie się na empatycznym ukazywaniu uczuć oraz skorelowanie grafiki z problematyką utworu ułatwiają młodym odbiorcom zapoznanie się z tematyką dzieła. Powieść może zostać wykorzystana w procesie kształcenia na poziomie szkolnym, jak i akademickim, gdyż otwiera przed odbiorcami nowe możliwości interpretacji kanonicznego dziennika.

EN

Folman’s and Polonsky’s Graphic Diary based on the Diary of Anne Frank is the first adaptation authorised by the Anne Frank Fund. The rationale for the genre choice was the intention of instigating a discussion among young people about the story of Anne Frank by means of employing a medium more compatible with contemporary trends in the reception of literary works. Due to the diary‘s relevance for the examination of the devastating events of the Second World War and the difficulties inherent in adapting this multifaceted source of high literacy value, the article addresses strategies of adaptation as well as similarities and differences to the original text. The graphic diary is characterized by abbreviations, which facilitate a better understanding of the core plot, an exaggerated and sometimes comical depiction of characters as well as intra- and intermedial references. These transport multi-layered contents in terms of historicization and figure representation. A focus on the empathic portrayal of emotions, together with a graphic design that supports the content, makes accessing the subject matter easier for young recipients. Thus, the Graphic Diary also offers opportunities for use in schools and universities, where the original diary is part of the literacy canon. Here it can be used to enrich the original diary by, for example, creating new possibilities for interpretation.

DE

Folmans und Polonskys Graphic Diary zum Tagebuch der Anne Frank ist die erste vom Anne Frank Fonds autorisierte Adaption. Das Genre wird in der Intention gewählt, eine Auseinandersetzung Jugendlicher mit der Geschichte um Anne Frank infolge sich verändernder Rezeptionsmedien zu initiieren. Aufgrund der Relevanz, die das Tagebuch für die Auseinandersetzung mit den verheerenden Geschehnissen des Zweiten Weltkrieges besitzt, und aufgrund der Schwierigkeit, die mit einer Adaption der facettenreichen und literarisch hochwertigen Quelle einhergeht, widmet sich der Artikel Adaptionsstrategien sowie Gemeinsamkeiten und Unterschieden zum Prätext. Neben Kürzungen zum leichteren Erfassen der Kernhandlung, einer überspitzten und teils komischen Figurendarstellung kennzeichnen intra- und intermediale Bezüge das grafische Tagebuch. Letztere transportieren vielschichtige Inhalte in Bezug auf die Historisierung und Figurendarstellung. Ein Fokus auf die empathische Darstellung der Emotionen erleichtert zusammen mit einer den Inhalt unterstützenden grafischen Gestaltung den Einstieg junger Rezipierender in die Thematik. Somit birgt das Graphic Diary auch Möglichkeiten zum schulischen und universitären Einsatz, da es die Thematisierung des zum Literaturkanon gehörigen originalen Tagebuchs beispielsweise durch neu geschaffene Interpretationsspielräume bereichern kann.

Refine search results

Media Literacy in Digital Games

The Promises, Challenges, and Futures of Media Literacy

Educational Values in Digital Games

The Media Manipulation Initiative: It is Helpful to Clearly Differentiate Between Fake News Intended to Be Satire from Hyper-Partisan News Sites

Investigating the Effect of the Media Literacy Family Education Program on the Media Literacy Levels of 48-60-Month-Old Children and Their Mothers

Media Literacy And Mobilizing Children: The Image Of Child In Automobile Ads

Media Literacy Web Challenges During Five Digital Parliamentary Campaigns in Bulgaria (2021–2023)

Trust Me

Exploring Adolescents’ Notions and Perceptions of Citizenship and Media Literacy in Formal Education Settings through the Creation Of Digital Narratives

One Literacy and Multiple Intelligences? The Case of Media Literacy

From Literacy to Skills Discussing Media Education and Its Goals

A Qualitative Study On People's Experiences Of Covid-19 Media Literacy

Crossing Steam and Media Literacy at Preschool and Primary School Levels: Teacher Training, Workshop Planning, its Implementation, Monitoring and Assessment

Holocaust Reminiscenses in Digital Media Culture and Cultural Institutions (Development of Critical Thinking and Media Literacy)

Capability of Monitoring Media Related Competences of the Public in Estonia

Social Media Use and Adolescents’ Levels of Advertising Literacy

Beyond Media Education: Assessing News Media Literacy in Media Students of Public and Private Universities in Pakistan

Pseudo-Authorities As A Manipulation Tool In The News Coverage Of “Sputnik V”

„Am Ende hat es mir das Herz zerrissen“1. Polonskys Adaption des Tagebuchs der Anne Frank als Graphic Diary