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Journal articles on the topic 'Digital media'

To see the other types of publications on this topic, follow the link: Digital media.

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Verständig, Dan, and Jens Holze. "Understanding Digital Media." Jahrbuch Medienpädagogik 15: Erziehungswissenschaftliche und medienpädagogische Online-Forschung: Herausforderungen und Perspektiven 15, Jahrbuch Medienpädagogik (March 6, 2020): 121–45. http://dx.doi.org/10.21240/mpaed/jb15/2020.03.06.x.

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Ausgehend davon, dass digitale Medien konstitutiv für soziale und kulturelle Räume sind, thematisiert der Beitrag thesenartig zwei zentrale Aspekte der erziehungswissenschaftlichen Online-Forschung. Zum einen wird die Bedeutung von onlineethnografischer Forschung im Horizont digitaler Medialität diskutiert, die als eine Methodologie den Blick auf die Formstrukturen von digitalen Medien und deren kulturellen und sozialen Rahmungen ermöglicht. Zum anderen erfordert der Umgang mit digitalen Daten eine methodische und methodologische Reflexivität hinsichtlich ihrer strukturellen Einbettung und Beschaffenheit. Hierbei wird gezielt auf die Frage abgezielt, wie man mit den technologischen Infrastrukturen überhaupt umgeht und welche Rolle nicht nur Daten, sondern auch digitale Methoden für die Erziehungswissenschaft spielen. Beide Thesen stehen in einer Wechselbeziehung. Es geht im Beitrag darum, die Verschränkungen deutlich zu machen und für einen reflexiven Umgang mit digitalen Daten, Methoden und Methodologien zu plädieren.

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2

Hartanto, Arief. "KHALAYAK MEDIA DIGITAL." Jurnal Sosioteknologi 19, no. 3 (December 31, 2020): 482–85. http://dx.doi.org/10.5614/sostek.itbj.2020.19.3.14.

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Tulisan ini mengulas buku yang berjudul Khalak MediaÂ (Identitas, Ideologi, dan Perilaku Pada Era Digital). Pembahasan mendalam berupa; Pertama, identitas khalayak media. Kedua, ideologi khalayak media. Ketiga, bisnis media dan pasar potensial khalayak.Â Secara keseluruhan buku ini menyajikan secara lengkap tentang teoriâ€“teori dan perkembangan isu khalayak media padaÂ era media digital.

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3

Earnshaw, R. "Digital media." IEEE Computer Graphics and Applications 21, no. 1 (January 2001): 14–17. http://dx.doi.org/10.1109/mcg.2001.895125.

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4

S, Sreyas Krishna, and Dr Febin Prakash. "Digital Footprint in Social Media." International Journal of Research Publication and Reviews 5, no. 3 (March 2, 2024): 1015–19. http://dx.doi.org/10.55248/gengpi.5.0324.0646.

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5

Sugiura, Lisa. "Digital media ethics. Digital media and society series." Information, Communication & Society 17, no. 8 (January 30, 2014): 1048–49. http://dx.doi.org/10.1080/1369118x.2014.882965.

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6

Umarova, Zakhro Abdurakhim qizi. "DIGITAL MEDIA EDUCATIONAL ENVIRONMENT: MEDIA RESOURCES AND THEIR ROLE." Journal of Central Asian Social Research 01, no. 01 (August 15, 2020): 66–74. http://dx.doi.org/10.37547/jcass/volume01issue01-a7.

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In digital era using the media resources and digital technology is not only necessary, but also vital. That is why it is recognized by many countries as one of the priorities of education reform. Today in educational process, teachers are using digital technologies and media resources to conduct lesson. In a result, the traditions of teaching and learning are changing and evolving. This article discusses the pedagogical opportunities of using digital technologies and media resources in education and the issues of their effective use in learning and teaching process. In this study examined the effectiveness and opportunities of teaching and learning through media resources. In addition, the issues of effective integration of digital technologies and media resources into the independent learning process of students were studied. The results showed that media resources increase students' motivation and interest in subjects and ensure learning efficiency. This is because the effectiveness of the learning process is directly related to the interest and motivation of learners to learn. Considering that media is interesting and attractive for everyone, the use of media in an educational process based on educational goals can be one of the best solutions to increase the motivation of students to learn. Due to media resources in the educational process, a new innovative method of teaching and learning practice was created, which will achieve the effectiveness of education by the fact that students learn at an individual pace, interact with the teacher when they need it, actively and willingly participate in the educational process.

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CENGİZ, Ömer Faruk. "Digital Religion: Understanding Religious Practice in Digital Media." Medya ve Din Araştırmaları Dergisi 6, no. 1 (April 6, 2023): 235–41. http://dx.doi.org/10.47951/mediad.1237539.

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İnternet ve kişisel elektronik cihazların kullanımının yaygınlaşmasıyla beraber dijital dünya daha önce hiç olmadığı kadar genişlemiş ve günlük hayattaki yerini sağlamlaştırmıştır. Dijitalin bu şekilde merkezi bir rol kazanması sosyal bilimlerin ilgisini çekmiş ve bu doğrultuda internet çalışmaları ya da dijitale yönelik araştırmalar son yıllarda hız kazanmıştır. İnternetin, kullanıma sunulduğu ilk yıllarda tartışıldığı gibi geçici bir safha niteliği taşımadığı artık açıktır. Dijital dünyaya dair ilginç bir karşılaşma noktası ise dijital dünyada yer alan dindir. Heidi Campbell ve Ruth Tsuria’nın editörlüğünü yaptığı Digital Religion: Understanding Religious Practice in Digital Media kitabı (Dijital Din: Dijital Medyada İcra Edilen Dini Pratikleri Anlamak), 20’den fazla yazarın katkı sunduğu, bu konuda yayımlanmış kapsamlı çalışmalardan biridir.

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8

Papattha, Chantana, Prachyanun Nilsook, and Namon Jeerungsuwan. "Characteristics of Digital Mass Media Officer in Media Convergent Age." International Journal of Modeling and Optimization 5, no. 4 (2015): 313–16. http://dx.doi.org/10.7763/ijmo.2015.v5.481.

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9

Smith, Rachael Craufurd. "Digital Media Law." Journal of Media Law 2, no. 2 (December 1, 2010): 326–28. http://dx.doi.org/10.5235/175776310794389382.

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10

Rozehnal, Aleš. "Digital Media Ethics." Law, Identity and Values 2, no. 1 (2022): 161–73. http://dx.doi.org/10.55073/2022.1.161-173.

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This paper provides an understanding of immediate and interactive standards of media ethics that should be applied to digital media. Digital media are partly based on amateur journalism, and most principles of media ethics were developed over the last century. The question then is whether it is possible to create media ethics whose standards apply to social and traditional media platforms or whether we will have different standards for different media platforms.

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11

Guthrie, Clifton F. "Digital Media Ethics." Teaching Ethics 10, no. 2 (2010): 101–3. http://dx.doi.org/10.5840/tej201010218.

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12

Mamber, Stephen. "Teaching Digital Media." Cinema Journal 36, no. 3 (1997): 117. http://dx.doi.org/10.2307/1225681.

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13

Eyl, Jacqueline V., and Margaret Pezalla-Granlund. "Digital Media Reviews." Journal of Museum Education 22, no. 1 (December 1997): 20–21. http://dx.doi.org/10.1080/10598650.1997.11510346.

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14

Bassett, C. "7 * Digital Media." Year's Work in Critical and Cultural Theory 18, no. 1 (January 1, 2010): 138–54. http://dx.doi.org/10.1093/ywcct/mbq012.

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Bassett, C. "17 * Digital Media." Year's Work in Critical and Cultural Theory 19, no. 1 (January 1, 2011): 367–86. http://dx.doi.org/10.1093/ywcct/mbr017.

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Bassett, C. "4 * Digital Media." Year's Work in Critical and Cultural Theory 20, no. 1 (January 1, 2012): 67–81. http://dx.doi.org/10.1093/ywcct/mbs004.

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Franklin, S. "11 * Digital Media." Year's Work in Critical and Cultural Theory 21, no. 1 (January 1, 2013): 219–27. http://dx.doi.org/10.1093/ywcct/mbt010.

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Franklin, S. "8 * Digital Media." Year's Work in Critical and Cultural Theory 22, no. 1 (January 1, 2014): 155–64. http://dx.doi.org/10.1093/ywcct/mbu008.

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19

Brown, Felicity Ann. "Digital Media Reviews." Notes 71, no. 1 (2014): 132–34. http://dx.doi.org/10.1353/not.2014.0105.

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20

Van Gorp, Jasmijn, Sonja De Leeuw, Justin Van Wees, and Bouke Huurnink. "Digital Media Archaeology." Archaeologies of Tele-Visions and -Realities 4, no. 7 (September 9, 2015): 38. http://dx.doi.org/10.18146/2213-0969.2015.jethc080.

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In this article, we will contribute to a methodological discussion in the Digital Humanities by uncovering the digital tool AVResearcherXL as a form of Digital Media Archaeology. AVResearcherXL enables to search across, compare and visualise the metadata of Dutch television and radio programmes and a selection of newspaper articles of the Dutch Royal Library. Media archaeology provides a fruitful framework to reflect on the tool as method for Television History Research. First, the tool in itself functions as a new way of media archaeology. The tool, as it is, is double-sided and enables comparison, shedding an unusual, data-driven light on the television, radio and newspaper archives by providing different 'slices of' and 'search lights on' the metadata, thus contributing to a 'variantology of the media.' At the same time, we approach our own reflection on the tool as a form of media archaeology: we will uncover the tool, digging in its architecture and its functionalities, and offer an approach to a meaningful use of the tool. In other words, this very article is a form of ‘doing media archaeology’, in the sense of becoming 'an active archaeologist of knowledge'. Digital media archaeology, therefore, is always two-fold and a matter of interaction of user and tool. In this article, we first dissect the tool as archaeological site, before exploring its usage. Taken together, the article provides methodological strategies to cope with a digital tool such as AVResearcherXL and thus aims to further enhance an understanding of Digital Media Archaeology as an opening to media historical inquiry.

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21

Bulatovic, Lj Lj, G. Bulatovic, and O. Arsenijevic. "Digital media convergence." Kultura, no. 135 (2012): 140–51. http://dx.doi.org/10.5937/kultura1235140b.

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22

Westby, Carol. "Evaluating Digital Media." Word of Mouth 30, no. 4 (March 2019): 10–12. http://dx.doi.org/10.1177/1048395019833703c.

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23

Mitrea, Mihai, Françoise Prêteux, Touradj Ebrahimi, and Giovanna Carofiglio. "Networked digital media." annals of telecommunications - annales des télécommunications 68, no. 3-4 (February 17, 2013): 115–17. http://dx.doi.org/10.1007/s12243-013-0357-8.

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24

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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25

Finnemann, Niels Ole. "Digital Humanities and networked digital media." MedieKultur: Journal of media and communication research 30, no. 57 (December 19, 2014): 21. http://dx.doi.org/10.7146/mediekultur.v30i57.15592.

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<p class="p1">This article discusses digital humanities and the growing diversity of digital media, digital materials and digital methods. The first section describes the humanities computing tradition formed around the interpretation of computation as a rule-based process connected to a concept of digital materials centred on the digitisation of non-digital, finite works, corpora and oeuvres. The second section discusses “the big tent” of contemporary digital humanities. It is argued that there can be no unifying interpretation of digital humanities above the level of studying digital materials with the help of software-supported methods. This is so, in part, because of the complexity of the world and, in part, because digital media remain open to the projection of new epistemologies onto the functional architecture of these media. The third section discusses the heterogeneous character of digital materials and proposes that the study of digital materials should be established as a field in its own right.</p>

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26

Karapanagiotis, Nicole. "Of Digital Images and Digital Media." Nova Religio 21, no. 3 (February 1, 2018): 74–102. http://dx.doi.org/10.1525/nr.2018.21.3.74.

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This article is a theoretical and ethnographic investigation of the role of marketing and branding within the contemporary ISKCON movement in the United States. In it, I examine the digital marketing enterprises of two prominent ISKCON temples: ISKCON of New Jersey and ISKCON of D.C. I argue that by attending to the vastly different ways in which these temples present and portray ISKCON online—including the markedly different media imagery by which they aim to draw the attention of the public—we can learn about an ideological divide concerning marketing within American ISKCON. This divide, I argue, highlights different ideas regarding how potential newcomers become attracted to ISKCON. It also illuminates an unexplored facet of the heterogeneity of American ISKCON, principally in terms of the movement’s public face.

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27

Pangrazio, Luci, and Julian Sefton-Green. "Digital Rights, Digital Citizenship and Digital Literacy: What’s the Difference?" Journal of New Approaches in Educational Research 10, no. 1 (January 15, 2021): 15. http://dx.doi.org/10.7821/naer.2021.1.616.

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Using digital media is complicated. Invasions of privacy, increasing dataveillance, digital-by-default commercial and civic transactions and the erosion of the democratic sphere are just some of the complex issues in modern societies. Existential questions associated with digital life challenge the individual to come to terms with who they are, as well as their social interactions and realities. In this article, we identify three contemporary normative responses to these complex issues –digital citizenship, digital rights and digital literacy. These three terms capture epistemological and ontological frames that theorise and enact (both in policy and everyday social interactions) how individuals learn to live in digitally mediated societies. The article explores the effectiveness of each in addressing the philosophical, ethical and practical issues raised by datafication, and the limitations of human agency as an overarching goal within these responses. We examine how each response addresses challenges in policy, everyday social life and political rhetoric, tracing the fluctuating uses of these terms and their address to different stakeholders. The article concludes with a series of conceptual and practical ‘action points’ that might optimise these responses to the benefit of the individual and society.

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28

Milenković, Vesna. "Media literacy in the digital environment: The importance of digital media." Megatrend revija 20, no. 3 (2023): 203–17. http://dx.doi.org/10.5937/megrev2303203m.

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Developing the ability and different skills of using the media are important in forming a critical approach to media content, but also in strengthening the ability to use the media to create and distribute messages. This is especially true for the young net generation due to their proper information and active involvement in social, political, cultural life in line with global challenges in the age of the media. In the modern, networked world, it is difficult to survive without using the achievements of information and communication technologies. The issue of media pedagogy is one of the most important challenges of the modern education system. In recent years, the positive influence of digital games has been observed in this area. Using the descriptive-explanatory method and the method of theoretical analysis, the paper examines the importance of digital media in the context of raising the media literacy of young generations in the digital world. It is concluded that information and communication technologies as a new concept in education in combination with traditional learning enables the formation of new choices and decisions in the process of mastering media literacy.

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29

Bekh, Alona. "METCALFE’S LAW IN THE DIGITAL MEDIA MARKET." Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu. Serìâ: Ekonomìka 11, no. 22 (2021): 68–72. http://dx.doi.org/10.34079/2226-2822-2021-11-22-68-72.

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The article describes network effects as one of the features of digital media markets. It reviews prior research in this area, demonstrating that a few concepts are supported by empirical evidence. One of the most accurate concepts, Metcalfe’s law, which was developed in the early 1980s, states that the value of a network is proportional to its squared size. The present research validates the accuracy of this law using Meta and Netflix data from 2011 to 2020. Both companies have differences in revenue, user acquisition, business model and technology. However, both of their data fit Metcalfe’s law well.

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30

Casemajor, Nathalie. "Digital Materialisms: Frameworks for Digital Media Studies." Westminster Papers in Culture and Communication 10, no. 1 (September 15, 2015): 4–17. http://dx.doi.org/10.16997/wpcc.209.

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31

Wei, Zhu. "Digital Media Technology’s Application in Digital Dance." Journal of the Korea Entertainment Industry Association 12, no. 4 (June 30, 2018): 345–54. http://dx.doi.org/10.21184/jkeia.2018.6.12.4.345.

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32

Yuniarti, Anisyah, Titin Titin, Fannisa Safarini, Ita Rahmadia, and Sinta Putri. "MEDIA KONVENSIONAL DAN MEDIA DIGITAL DALAM PEMBELAJARAN." JUTECH : Journal Education and Technology 4, no. 2 (December 20, 2023): 84–95. http://dx.doi.org/10.31932/jutech.v4i2.2920.

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Penelitian ini membahas mengenai media pembelajaran konvensional dan media pembelajaran digital. Tujuan utama penelitian ini adalah untuk memberikan gambaran tentang media pembelajaran konvensional dan media pembelajaran digital. Metode penelitian yang digunakan adalah studi kepustakaan. Penelitian dilakukan dengan membaca jurnal, buku atau sumber yang lain terkait media pembelajaran konvensional dan digital. Referensi yang digunakan mencakup 2 buku, 10 artikel ilmiah, dan 1 disertasi yang diterbitkan dalam rentang tahun 2014 hingga 2022. Studi kepustakaan ini dilakukan untuk memahami secara lebih mendalam mengenai media pembelajaran konvensional dan digital. Hasil penelitian dapat memberikan pemahaman yang lebih baik menyangkut jenis-jenis, kekurangan dan kelebihan, serta bagaimana media pembelajaran konvensional dan media pembelajaran digital dapat memengaruhi proses pembelajaran di kelas. Berdasarkan penelitian didapatkan bahwa media konvensional terdiri dari media grafis, media tiga dimensi, penggunaan lingkungan, dan media berbasis cetakan. Sedangkan media digital dapat berupa media pembelajaran jarak jauh, media digital, media pembelajaran terjemahan bahasa, dan media pembelajaran berbasis video audio visual. Kesimpulan dari penelitian ini adalah bahwa media pembelajaran konvensional dan digital masing-masing memiliki karateristik, kelebihan, dan kekurangan yang menjadi pembeda dari setiap media.

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Angelova, Luchia, and Bojidar Angelov. "Media and Digital (Media) Competences and Play." Education and Technologies Journal 9, no. 1 (August 1, 2018): 100–103. http://dx.doi.org/10.26883/2010.181.829.

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Boguslavskaya, V. V., and I. V. Boguslavskiy. "Media Text and Hashtags: Digital Media Transformation." Humanitarian Vector 12, no. 5 (2017): 51–58. http://dx.doi.org/10.21209/1996-7853-2017-12-5-51-58.

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35

Panić, Aleksandra. "Poetry in the age of digital (re)production: Digital aura in new media poetry." Reci Beograd 15, no. 16 (2023): 40–54. http://dx.doi.org/10.5937/reci2316040p.

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The paper "Poetry in the Age of Digital (Re)production: Digital Aura in New Media Poetry" explores the evolution of new media poetry from the 1990s to the present day, engaging with Walter Benjamin's concept of the aura of authentic art to analyze three forms of new media poetry and define the digital aura in this context. The following analysis is grounded in new media theories, particularly those of Lev Manovich and N. Katherine Hayles. The paper discusses how digital technologies have transformed the creation, distribution, and consumption of poetry and challenged notions of authenticity and originality. It emphasizes the interaction between poets and software, the blurring of boundaries between different forms of new media art, and the concept of materiality in the digital realm. The paper highlights the significance of the material aspects of digital art, drawing attention to the interplay between the physical and virtual dimensions and the sensory experiences they provide. The paper traces the development of new media poetry in different web eras - Web 1.0 helped launch e-poetry, Web 2.0 enabled poetry on social media platforms, and Web 3.0 engraved NFT poetry on blockchain technology. The analysis of three distinct forms of new media poetry - kinetic poetry, Instapoetry, and NFT poetry - demonstrates how each form engages with the digital aura and challenges traditional notions of authenticity and artistic presence. The paper concludes that the digital aura is not an inherent characteristic of artwork, but a continuous process realized through the interactions of artists and the audience with code, software, and interface.

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Bateman, John A. "What are digital media?" Discourse, Context & Media 41 (June 2021): 100502. http://dx.doi.org/10.1016/j.dcm.2021.100502.

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37

Clough, Patricia Ticineto. "Worldly Sensibility Digital Media." Cultural Critique 111, no. 1 (2021): 159–67. http://dx.doi.org/10.1353/cul.2021.0016.

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Sadílková, Zuzana. "Children and Digital Media." Pediatrie pro praxi 21, no. 6 (January 6, 2021): 391–94. http://dx.doi.org/10.36290/ped.2020.081.

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Taekke, Jesper, and Michael Paulsen. "Distraction and digital media." Tidsskriftet Læring og Medier (LOM) 12, no. 21 (May 20, 2019): 14. http://dx.doi.org/10.7146/lom.v12i21.111801.

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Research shows that multitasking implies that we use more time, remember less, learn less and perform worse than if we single-task.The article: ”Mobile Phones in the Classroom” (Kuznekoff et al. 2015) is worth highlighting as it is one of the most cited articles on multitasking. It shows how damaging written interaction is for learning in teaching situations. But does this mean that social media and written interaction should not be used in teaching? And that social media and written interaction only can harm learning? In this paper we provide a critical review of Kuznekoff et al. (2015). We argue that their laboratory experiment is taken out of real educational context and that this distorts the results they achieve. With a background in medium theory and media didactics we analyze the laboratory experiment and point out its shortcomings. Based on a qualitative real-life action research project we demonstrate that it is possible to set up conditions that make written interaction (through social media like Twitter) beneficial to education. Furthermore, we clear up the issue theoretically by distinguish between and discuss teaching situations in the new medium environment in relation to different kinds of concentration: diffused concentration (multitasking), non diffused concentration (singletasking) on one axis and the use of only one medium (singleplexing) and the use of several media (multiplexing) on another ortigonal axis.

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Coyne, Sarah M., Jenny Radesky, Kevin M. Collier, Douglas A. Gentile, Jennifer Ruh Linder, Amy I. Nathanson, Eric E. Rasmussen, Stephanie M. Reich, and Jean Rogers. "Parenting and Digital Media." Pediatrics 140, Supplement 2 (November 2017): S112—S116. http://dx.doi.org/10.1542/peds.2016-1758n.

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Vanko, T. R. "‘Digital Native Media’ Syntax." Вестник Московского государственного лингвистического университета. Гуманитарные науки, no. 3 (2022): 16–22. http://dx.doi.org/10.52070/2542-2197_2022_3_858_16.

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Topçu, Seda, and Tuğba Ayçiçek Dinçer. "Digital Media and Children." Journal of Pediatric Academy 3, no. 1 (April 26, 2022): 1–5. http://dx.doi.org/10.51271/jpea-2022-150.

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Today, digital media occupies an important place in human life and children live in this technological environment. Exposure to excessive and inappropriate digital media content, especially in early childhood, when brain development is important, has negative effects both in childhood and adulthood. Excessive and poor quality digital media use has been found to be associated with early effects such as sleep problems, negative self-regulation skills, cyberbullying, psychological disorders, and adult diseases such as obesity and cardiovascular disease. In the light of these data, the American Academy of Pediatrics does not recommend screen use for children before 18 months, except for video chat. It is important for parents to choose quality content in the use of digital media, to be a role model for their children, to guide them and to keep in touch with their children while using the screen.

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Topçu, Seda, and Tuğba Ayçiçek Dinçer. "Digital Media and Children." Journal of Pediatric Academy 3, no. 1 (April 26, 2022): 1–5. http://dx.doi.org/10.51271/jpea-2022-150.

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Today, digital media occupies an important place in human life and children live in this technological environment. Exposure to excessive and inappropriate digital media content, especially in early childhood, when brain development is important, has negative effects both in childhood and adulthood. Excessive and poor quality digital media use has been found to be associated with early effects such as sleep problems, negative self-regulation skills, cyberbullying, psychological disorders, and adult diseases such as obesity and cardiovascular disease. In the light of these data, the American Academy of Pediatrics does not recommend screen use for children before 18 months, except for video chat. It is important for parents to choose quality content in the use of digital media, to be a role model for their children, to guide them and to keep in touch with their children while using the screen.

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Hagen, Jamie J., and Annick T. R. Wibben. "Digital Media Team editorial." International Feminist Journal of Politics 23, no. 5 (October 20, 2021): 674–75. http://dx.doi.org/10.1080/14616742.2021.1993604.

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Meilani, Meilani. "Berbudaya Melalui Media Digital." Humaniora 5, no. 2 (October 30, 2014): 1009. http://dx.doi.org/10.21512/humaniora.v5i2.3210.

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Understanding and knowing the meaning of culture that shape the culture of a nation is the first step. Indonesia as a country that has various shades of different cultures from Sabang to Merauke, the diversity of cultural patterns is a matter of pride that should be preserved and passed on to generations of recipients so that its presence can be maintained. Do not let the culture of Indonesia is claimed by other countries simply because of ignorance and indifference to the Indonesian cultural heritage. Various means have been taken to promote the culture of the archipelago in conventional media such as magazines, books and even articles. Generations who have lived in abundance world of digital media technology is the next target of inheritance. So it would be nice if steps are taken to a great start to focus more on the spread of culture and passed it along the changing times and of course without losing the identity of the nation.

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Soebagio, Editha. "Kebenaran dalam Media Digital." Studia Philosophica et Theologica 20, no. 2 (September 23, 2020): 127–41. http://dx.doi.org/10.35312/spet.v20i2.209.

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Abstraction : In just a decade, the truth that actually becomes a pillar in a life together turned out to be a lot of coloured falsehood and lies. The practice of manipulating the truth is rife because humans are in the post-truth era, an era where people are busy hiding the truth without making them feel dishonest. This situation is supported by the emergence of digital media which produces a lot of lies without going through the verification process. The claim of truth has been displaced by ‘believability’ and the institutionalization of lies is deliberately carried out to manipulate the truth. As a result the real news is a lie accepted as truth. And conversely the news that actually needs to be accepted as truth is considered a lie. This certainly brings harm to the people who should have the right to receive true news. In this situation, media literacy needs to be done so that people are responsible for promoting and spreading the right news based on the virtue of honesty. It requires hardwork and commitment, not just embrace the right for everyone to speak, but also to hear and listen, to discern which is the truth as best we can, not just for our present, but it will be very valuable for our future. Abstraksi : Dalam periode yang singkat, kebenaran yang sejatinya menjadi pilar dalam kehidupan bersama ternyata banyak diwarnai kepalsuan dan kebohongan. Praktek manipulasi kebenaran marak dilakukan dalam era post-truth, sebuah masa di mana orang ramai menyembunyikan kebenaran tanpa membuatnya merasa tidak jujur. Situasi ini didukung oleh munculnya media digital yang banyak memproduksi berita bohong tanpa melalui proses verifikasi. Kebenaran digantikan dengan kesesuaian dengan opini pribadi dan instusionalisasi kebohongan dengan sengaja dilakukan untuk memanipulasi kebenaran. Akibatnya berita yang sebenarnya merupakan kebohongan diterima sebagai kebenaran, dan sebaliknya berita yang sebenarnya perlu diterima sebagai kebenaran dianggap sebagai kebohongan. Hal ini tentu membawa kerugian bagi masyarakat yang seharusnya memiliki hak untuk menerima berita yang benar. Dalam situasi ini, literasi media perlu dilakukan agar orang bertanggung jawab mempromosikan dan menyebarkan berita yang benar berlandaskan keutamaan kejujuran. Hal ini membutuhkan kerja keras dan komitmen, bukan hanya mengupayakan agar setiap orang dapat menyampaikan pendapatnya, tetapi juga untuk mendengarkan dan memahami, serta berusaha sebaik mungkin untuk mengupayakan kebenaran, bukan hanya untuk saat ini saja, tetapi akan sangat berharga untuk masa depan kita.

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Pius Nedumkallel, Jose. "Interactivity of Digital Media." International Journal of Interactive Communication Systems and Technologies 10, no. 1 (January 2020): 13–30. http://dx.doi.org/10.4018/ijicst.2020010102.

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This study reviews the literature on interactivity, a concept which is widely discussed in the context of media, communication, and information systems research. Extant research in these areas suggests that the concept needs timely explication with changes in mediated technologies. In this context, this study reviews the theoretical definitions of interactivity and discusses their relevance and shortcomings in the current scenario. The study also reviews past research works in interactivity based on the type of digital media. The study has categorized the interactivity literature into news, politics, health, e-commerce, mobile communication, and social media. Finally, the study has given directions for future research in each of these areas.

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Romele, Alberto. "Entangled in Digital Media." Techné: Research in Philosophy and Technology 21, no. 1 (2017): 106–13. http://dx.doi.org/10.5840/techne20172111.

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Menrisal. "Digital Learning Media: Review." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 1, no. 4 (October 1, 2022): 131–39. http://dx.doi.org/10.56778/jdlde.v1i4.32.

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Digital learning media is the use of technology in the form of software to distribute information (transfer of knowledge) to students. The purpose of using digital learning media is so that students can receive knowledge, skills, more easily, without being constrained by space and time. Digital learning systems require infrastructure and technology support, such as computers, internet access, servers, television, interactive video, CD/DVD ROM, and so on. Digital learning can be done in two ways, namely fully digital or in combination with face to face (face to face). Face to face can also be done by involving technology, such as video conferencing or tele conferencing. The success of developing a digital learning requires a gradual design. Digital design is known as storyboarding and visual mapping (visual map). This design is specifically focused on the use of advanced methods in digital learning, especially on the aspects of design and its principles.

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Harrington, Hiram. "Digital Media Dossier Introduction." Film Matters 11, no. 1 (March 1, 2020): 139–41. http://dx.doi.org/10.1386/fm_00054_7.

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