Relevant bibliographies by topics / Media literacy

Academic literature on the topic 'Media literacy'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Media literacy"

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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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Starenko, Michael. "Media Literacy." Afterimage 20, no. 4 (November 1, 1992): 5. http://dx.doi.org/10.1525/aft.1992.20.4.5.

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

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

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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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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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Dissertations / Theses on the topic "Media literacy"

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Shchіpak, Darya Dmytrivna, and Дар’я Дмитрівна Щіпак. "Media literacy." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/51597.

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1.Social Media and Literacy / Shakuntala Banaji – International Encyclopedia of Digital Communication & Society, – p. 6 2.Медиаграмотность - средство от манипуляции [Electronicresource]. – accessmode:WWW.UNESCO.ORG 3.Leveraging Social Mediafor Literacy [Electronicresource]. – accessmode:https://www.lexialearning.com/blog/leveraging-social-media-literacy
A great number of people spend on social networks more than 2 hours per day. And in general its content raises great concerns from a security point of view. As a new tendency, information usually provokes (especially among adolescents and young people) the destruction of universal values, personal models of behavior, undermine the idea of morality and ethics. Using social networks people face with inaccurate information which forms incorrect knowledge and perceptions in the audience. This risk is one of the most common on social media. This can be any information: from distortion of news to incorrect indication of the author of any quotation. What is more, people with a lack of media literacy can be endangered with mind influence, especially in political and social spheres.
Велика кількість людей проводить в соціальних мережах більше 2 годин на день. І в цілому їх зміст викликає великі побоювання з точки зору безпеки. Як нова тенденція, інформація зазвичай провокує (особливо серед підлітків і молоді) руйнування загальнолюдських цінностей, особистісних моделей поведінки, підриває уявлення про мораль і етику. Використовуючи соціальні мережі, люди стикаються з недостовірною інформацією, яка формує у аудиторії невірні знання і уявлення. Цей ризик є одним з найпоширеніших в соціальних мережах. Це може бути будь-яка інформація: від спотворення новин до невірного зазначення автора будь-якої цитати. Більш того, люди з недостатньою медіаграмотності можуть наражатися на небезпеку впливу на свідомість, особливо в політичній і соціальній сферах.
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Pond, Greg. "Promoting information literacy through media literacy." Thesis, Gonzaga University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537870.

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Mass media messages have overwhelmed modern culture. Many of these messages are not created with the best interest of the recipient in mind (Potter, 2008). The Mass media does not operate as a public service. It's big business. Good daily decision making has become increasingly dependent on the ability to be "information literate" - to effectively evaluate the accuracy, currency, and completeness of media messages. But these critical information literacy skills are surprisingly lacking today (Asher & Duke, 2012). One recent study suggests that information literacy skills can be effectively developed through training in media literacy (Van De Vord, 2010). This thesis has replicated this study in an effort to validate the correlation between information literacy and media literacy. Aside from the Van De Vord study, the communications theory of Media Ecology, as proposed by McLuhan, and developed by Postman is foundational to this work. Also referenced are McCombs and Shaw's agenda setting and Noelle-Neumann's spiral of silence theories. Additionally, the work of Potter in media literacy; of McChesney in media economics; and of Duke & Asher in information literacy are also foundational. Quantitative research for this thesis was conducted using an internet-based survey. The gathered empirical data was used in a statistical correlation analysis between information literacy and media literacy. The test results validated that the two variables were weakly correlated in a positive direction with evidence of statistically significant probability. The weakness of the correlation and the limitations inherent in the testing methods suggest that additional study is needed - perhaps utilizing alternate testing methods. Further comparison between the differing methods that are traditionally used in teaching the two different literacies is also suggested.

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Lopez, Antonio R. "Greening the Media Literacy Ecosystem| Situating Media Literacy for Green Cultural Citizenship." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587572.

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Media literacy is touted as a necessary life skill for cultural citizenship, yet as it is generally practiced there is little engagement with sustainability issues. In order to gain insights into why this is the case, this research investigated how media literacy practitioners use metaphors to frame both the role of media education in the world and how it affects green cultural citizenship. This involved analyzing web site documents and teacher resources of seven North American media literacy organizations as well as interviewing nine key practitioners within a bounded system called the media literacy ecosystem. Drawing on an ecocritical framework, I analyzed the discourses of the media literacy ecosystem by using multi-site situational analysis, qualitative media analysis and critical discourse analysis. This research explored how media literacy practitioners participate in meaning-making systems that reproduce pre-existing environmental ideologies. The findings show that media literacy education is grounded in a mechanistic worldview, thereby perpetuating unsustainable cultural practices in education. By problematizing the mechanistic discourses of media literacy education, the aim of this research was to raise awareness and to offer potential solutions for changing the nature of those same discourses. As such, I theorized a model of media literacy that incorporates green cultural citizenship, called ecomedia literacy, and outlined a path forward so that sustainability becomes a priority for media literacy educators.

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RobbGrieco, Michael. "Media for Media Literacy: Discourses of the Media Literacy Education Movement in Media&Values Magazine, 1977-1993." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/307368.

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Media & Communication
Ph.D.
This dissertation contributes to the history of media literacy by tracing the emergence and development of media literacy concepts and practices in Media&Values magazine (1977-1993), which spoke across discourse communities of scholars, teachers, activists and media professionals to build a media literacy movement in the United States. Media literacy evolved in changing contexts of media studies and education discourses as well as changes in media technologies, industries, politics, and popular culture. Taking a genealogical approach to historical inquiry, this study uses discourse analysis to describe how Media&Values constructed media literacy as a means for reform, as a practice of understanding representation and reality, and as pedagogy of social analysis and inquiry. These constructions position media literacy as interventions in power, articulating agency through addressing institutions, demystifying ideology, and negotiating identities. This history provides perspective on debates across diverse strands of practice in the current field of media literacy education.
Temple University--Theses
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Chapman, Robert Timothy. "Media literacy in public schools." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2949.

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This study investigates media literacy curricula in upper-income and lower-income public schools. Twelve principals participated in a telephone survey by answering fifteen questions about their schools and districts.
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Calles, Giraud Indira Liz. "How people become media literate and their media habits." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=4006.

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Thesis (M.S.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains iii, 71 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 48-53).
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Jacucci, Carlo. "Media literacy in responsive physical environments." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/4373.

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This thesis addressed the production of media literacy practices in physical environments. It reflects a specific trajectory through a design space. The work is founded on four studies including design sessions and expositions in primary schools and in an art museum. The focus is on how to devise practices and make sense of media literacy tasks. the thesis addresses research problems of interaction design and media studies by:(a)configuring interactive tangibles and audiovisual media, to give different perspectives on media literacy within the same physical environment; (b) developing a set of practices which are attuned to how participants collaborate when accessing and producing media texts; (c) developing the design method by employing practical knowledge from theatre practices. The thesis tackles some specific design problems. One is that the qualities of the practices and qualities of the tools need to be addressed at the same time. Also, aesthetic and technical aspects often are indistinct. The thesis seeks help in some specific traditions in the performing arts. Some terms such as 'participatory theatre' and 'masked performance' are redefined in order to address both aspects of practices and tools. Terms such as 'gendre', 'framing', 'packaging', 'authoring', 'deconstruction', 'media agenda setting' are also redefined frm literature on media studies, through the production and study of collective activities. The thesis aims to contribute to the integration of findings in interaction desugb abd nedua stydues by (1) applying advances from interaction design for the support of new media literact practice in the physical environment; (2) applying the perspectives on media literacy which emerge from these integrations in order to contribute to current reesearch on interaction design. The thesis applies practices from the performing arts in order to enable a participatory design of physical environments for media literacy. The focus is on the role played by audience groups when they adopt media contents and artifacts.
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Watkins, Sean Edward. "Media Literacy and the Digital Age." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1242223666.

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Redmond, Theresa Anne. "Media literacy at the middle level." Thesis, Boston University, 2011. https://hdl.handle.net/2144/31998.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The experience of children and adolescents is increasingly mediated by information and communication technologies. Yet, the trajectory for literacy education in U.S. schools continues to prioritize print literacy. As a result, students often lack the knowledge, skills, and expertise needed to ‘read and write’ in the digital world of the twenty-first century. Concerned by the influence of media to empower or exploit young people, educators at many levels are discovering media literacy as an augmentation to traditional literacy. The purpose of this research was to investigate how teachers implemented media literacy in practice. The following subquestions were also examined: (1) How do teachers define 'media literacy'? (2) Why do teachers teach media literacy? (3) What are the outcomes of media literacy teaching? (4) What are the challenges, limitations, and opportunities teachers experience when implementing media literacy? To answer these questions, a case study was conducted of three teachers as they collaborated in implementing a media literacy curriculum at the middle level. The results suggest that teachers who implement media literacy were motivated by awareness and knowledge of childhood and adolescent development, particularly related to increases in media use and the extent to which media shape the choices of children and teens. Media literacy practice was constructivist, embodying a student-centered approach where teachers served to guide students' media literacy learning, facilitating active learning, co-viewing , critical inquiry and reflection in a classroom climate where students' analysis and interpretations of media messages were respected and valued. Teachers worked to preserve students' enjoyment of media, acknowledging popular media as a valuable part of adolescent culture and identity, while encouraging critical inquiry. Media literacy activities consisted of viewing, labeling, and discussing commercial media that was relevant, accessible, and meaningful for students . Learning outcomes included: (a) increased awareness of all media messages as constructed; (b) the development of vocabulary to analyze and deconstruct media messages; (c) skill building in critical inquiry; and (d) empowerment via video production as assessment. Despite findings related to effective teaching practices, the results also indicate that curricular placement for media literacy continues to be a challenge for interested teachers and administrators.
2031-01-02
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Chang, Xue. "An analysis of relations between media literacy and media participation." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2120007.

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Books on the topic "Media literacy"

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Potter, W. James. Media literacy. 4th ed. Los Angeles: Sage Publications, 2008.

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Potter, W. James. Media literacy. 2nd ed. Thousand Oaks, Calif: Sage, 2001.

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Potter, W. James. Media literacy. 5th ed. Thousand Oaks: SAGE Publications, 2011.

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Potter, W. James. Media literacy. 4th ed. Los Angeles: Sage Publications, 2008.

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Project, Write-It-Right, Literacy in industry (Research project), and Education for the Socially and Economically Disadvantaged., eds. Media literacy. Erskineville: Disadvantaged Schools Program Metropolitan East Region, NSW Department of School Education, 1994.

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White, Trevor. Media education, new media and media literacy. Birmingham: University of Central England in Birmingham, 2004.

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Cubbage, Jayne. Critical Race Media Literacy. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003182252.

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Gaines, Elliot. Media Literacy and Semiotics. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230115514.

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Waterloo Region Roman Catholic Separate School Board (Ont.), ed. Review of media literacy. [Kitchener, Ont.]: Waterloo Region Roman Catholic Separate School Board, 1990.

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Enright, Eliceiri Ellen M., ed. Dictionary of media literacy. Westport, Conn: Greenwood Press, 1997.

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Book chapters on the topic "Media literacy"

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Grummell, Bernie. "Media Literacy." In Encyclopedia of Quality of Life and Well-Being Research, 3960–63. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1769.

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Weninger, Csilla. "Media literacy." In From Language Skills to Literacy, 34–52. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2018. http://dx.doi.org/10.4324/9781315223100-3.

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Morrell, Ernest. "Media Literacy." In Encyclopedia of Cross-Cultural School Psychology, 601–2. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_243.

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Hobbs, Renee. "Media Literacy." In The Routledge International Handbook of Children, Adolescents, and Media, 475–82. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003118824-60.

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Grummell, Bernie. "Media Literacy." In Encyclopedia of Quality of Life and Well-Being Research, 4273–76. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_1769.

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McCannon, Robert. "Media Literacy/Media Education." In Children, Adolescents, and the Media, 507–58. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc, 2014. http://dx.doi.org/10.4135/9781071934197.n12.

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Kashani, Tony. "Critical Media Literacy." In The SAGE Handbook of Critical Pedagogies, 1115–25. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781526486455.n101.

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Fang, Wei-Ta. "Outreach Media." In Envisioning Environmental Literacy, 299–331. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7006-3_12.

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Livingstone, Sonia. "Media Literacy and Media Policy." In Medienbildung in neuen Kulturräumen, 33–44. Wiesbaden: VS Verlag für Sozialwissenschaften, 2010. http://dx.doi.org/10.1007/978-3-531-92133-4_2.

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Powell, Pamela, and Jennifer Prior. "Language and Literacy." In Media Rich Instruction, 69–82. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00152-4_5.

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Conference papers on the topic "Media literacy"

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Kazachonak, Viktar, and Alexander Rusakov. "Media Literacy and Media Education." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482592.

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Wasana, Wasana, H. Hidayat, E. Meigalia, and R. Almos. "Comic as Literacy Media." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284885.

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Ciochina, Ingrid Cezarina-Elena, and Daniel Mara. "MEDIA LITERACY – ROMANIAN EXPERIENCES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0930.

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Strazdina, Eva. "Visual Literacy in the Context of Digital Education Transformation." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.82.

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The evolution of digital technologies and the use of visual media in our everyday life highlights the necessity to educate visually literate individuals. The Organisation for Economic Co-operation and Development (OECD, 2018) has launched the Future of Education and Skills 2030 that emphasizes that due to the digitalization into all areas of life, digital and data literacy are considered to be core foundations and being literate in this context requires the ability to comprehend, interpret, use and create textual and visual information in various formats, contexts and for diverse purposes (making meaning based on encoding and decoding signs/sign systems). The concept of visual literacy has been studied for several decades, however, it is a relatively new study area within a digital environment in Latvian media and education context. By bringing attention to the practice and reporting students comprehension and competency within the domain of digital visual literacy, the author reports the findings of a study that examined the competence of the sub-domain of visual literacy, applying Inquiry Graphic (IG) as a framework for the analysis. The purpose of this paper is to contribute quantitative and qualitative data to the domain of visual literacy amongst the Riga Art and Media school final year students and conceptualize visual literacy in the process of digital education transformation, proposing further research on academic practice and pedagogical tools to improve a person’s visual literacy and visual media competence in a digital environment.
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Escoda, Ana Pérez. "Introducing media literacy at school." In the First International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2536536.2536628.

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Rusakov, Alexandr, Viktor Kazachenok, and Natalya Kobylinskaya. "Criteria for Assessing Media Literacy and Media Competence." In 2022 2nd International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2022. http://dx.doi.org/10.1109/tele55498.2022.9800949.

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Velasquez, Andrea, Catalina Mier, Diana Rivera, and Isidro Marin-Gutierrez. "Media consumption and media literacy in university students." In 2017 12th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2017. http://dx.doi.org/10.23919/cisti.2017.7975777.

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the Efficiency, Evaluating, and Sustainability of a two-part Training Concept. "Imparting Media Literacy to the Elderly." In Human Interaction and Emerging Technologies (IHIET-AI 2022) Artificial Intelligence and Future Applications. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100841.

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Elderly people often feel overstrained by the increasingly fast progress of digitization. Due to the strongly informal learning behavior of the elderly, particular concepts for improving their media literacy are needed to reduce existing barriers. Numerous concepts for this have already been developed, but their success has not yet been comprehensively evaluated.This study examines the suitability of an existing, two-part training concept consisting of seminars and supportive consultation hours for the sustainable teaching of media literacy in dealing with smartphones, tablets, or PCs. For this purpose, a quantitative study is conducted among participants of a corresponding offer (N=100). This work confirms that seminars in small groups combined with supportive consultation hours are very well suited to impart the media literacy of elderly people in the long term. 82% of respondents stated that their media literacy had improved after taking part in a seminar (n=74), and 86% now claim to use at least one digital device more often (n=74).
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Pralica, Dejan. "(MULTI)MEDIA LITERACY - PERSPECTIVES IN SERBIA." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-151.

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The aim of this paper is to analyze the effects of media literacy in Serbia five years after "The Strategy for the Development of the Public Information System in the Republic of Serbia" came into force. Among other things, the "Strategy" proclaimed the introduction of new ICTs in order to contribute to better informing and education for children and youth. "Medijska koalicija" ("Media coalition") and US Agency for International Development (USAID), with the help of Serbian Ministry of Education and Science, started the project in order to encourage and support the democratization of the society via promotion of media literacy and responsible journalism in the Republic of Serbia. The target groups of the project were both teachers and secondary school students, as well as journalists. The project resulted in many seminars as well as a web-site which provide permanent support for the establishment of critical understanding of media messages using the most up-to-date learning models such as webinars and other multimedia tools. The web site www.medijsapismenost.org has got specifically organized information for teachers ("UNECO guidelines for teachers", "Digital safety manual", "Net generation webinars", "Basic Media Literacy - teacher's book", "The Century of the Self" - Online Video, etc.) and students ("Video - Media Literacy ABC", "Basic Media Literacy - student's book", "Deconstruction of media messages - webinar for students", "Basics of digital safety","Look up" - 5 minute Video message for "online" generation etc.). This paper will also discuss the practical difficulties the teachers encounter if they want to introduce new learning methods, such as eLearning, into teaching process.
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Börner, Katy. "Data Visualization Literacy." In HT '16: 27th ACM Conference on Hypertext and Social Media. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2914586.2914604.

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Reports on the topic "Media literacy"

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Vesga Pérez, O. Media literacy, through audiovisual production: three Colombian experiences. Revista Latina de Comunicación Social, September 2019. http://dx.doi.org/10.4185/rlcs-2019-1393en.

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Krylova-Grek, Yulia, and Mariya Shyshkina. Blended Learning Method for Improving Students' Media Literacy Level. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4467.

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The paper discusses the issues of improving students' media literacy skills to help them to navigate through an increasingly complex information so- ciety. It reports on a project aimed at applying the blended learning model to boost high school students' media literacy levels. The given model is recognized to have a number of advantages for both teachers (tutors) and learners (students). It is generally accepted that the blended learning method provides students with profound theoretical knowledge and retains the emphasis on practice. Besides, online classes offer a great opportunity to reach a wider audience. The purpose of the paper is to describe the authors' experience in introducing a new method for improving the learners' media literacy skills based on the blended learning model. The survey responses demonstrated that the accessibility, ease-of-use, and duration of the classes were deemed effective in terms of students' engagement and increases in their media literacy level. The course helped learners to develop their critical thinking and other media-related skills, to identify propaganda, ma- nipulation, and fake messages found in media streams.
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Neira Cruz, XA. Literacy media and social integration of the elderly prison population. Revista Latina de Comunicación Social, February 2016. http://dx.doi.org/10.4185/rlcs-2016-1091en.

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de la Fuente Prieto, J., P. Lacasa Díaz, and R. Martínez-Borda. Adolescents, social networks and transmedia universes: media literacy in participatory contexts. Revista Latina de Comunicación Social, January 2019. http://dx.doi.org/10.4185/rlcs-2019-1326en.

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Notley, Tanya. Misinformation won’t go away, but media literacy can help fight it. Edited by Reece Hooker and Andrew Jaspan. Monash University, February 2022. http://dx.doi.org/10.54377/4961-2f98.

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Notley, Tanya. Misinformation won’t go away, but media literacy can help fight it. Edited by Reece Hooker and Andrew Jaspan. Monash University, January 2023. http://dx.doi.org/10.54377/bb80-6d4d.

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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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Tucho, F., A. Fernández-Planells, M. Lozano, and M. Figueras-Maz. Media Literacy, unfinished business in the training of journalists, advertisers and audiovisual communicators. Revista Latina de Comunicación Social, November 2015. http://dx.doi.org/10.4185/rlcs-2015-1066en.

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Arévalo-Martínez, RI, R. Del Prado-Flores, and RT Ramírez-Beltrán. Institutional Education of Communication Researchers and Media Literacy. The case of the PhD in Communication Research. Revista Latina de Comunicación Social, September 2016. http://dx.doi.org/10.4185/rlcs-2016-1121en.

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Moreno-Castro, Carolina, Vania Baldi, Ana Azurmendi, Miguel Paisana, María Iranzo-Cabrera, Dafne Calvo, Miguel Crespo, et al. IBERIFIER Reports – Legal and Political Aspects of Disinformation in Portugal and Spain. Servicio de Publicaciones de la Universidad de Navarra, 2023. http://dx.doi.org/10.15581/026.004.

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In Portugal and Spain, disinformation is a severe concern for social and cultural reasons. Furthermore, it is a significant concern for politicians and policymakers (Wardle & Derakhshan, 2017; Lanoszka, 2019; Saurwein & Spencer-Smith, 2020; Tenove, 2020; Correyero-Ruiz & Baladrón-Pazos, 2022). According to McKay & Tenove (2021), disinformation can undermine trust in democratic institutions and influence election outcomes, harming the reputation of individuals or institutions (European Commission, 2021; Department of National Security of the Spanish Government, 2022). In Portugal, the Government established a task force to combat disinformation, promoted media literacy, and launched campaigns to raise awareness of the dangers of disinformation. Similarly, in Spain, the Government established a Strategic Communication Office to coordinate efforts to combat disinformation and launched campaigns to promote media literacy.
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