Media and Information Literacy Repository – South Asia

Librarians regularly encounter students who struggle to understand and apply information literacy concepts. A qualitative survey administered to information literacy practitioners asked about troublesome content and analyzed results using the threshold concepts pedagogical framework first described by Jan Meyer and Ray Land. A threshold concept transforms the learner’s view of content and helps integrate previously learned material; threshold concepts are portals that, once traversed, bring insight into how to think and act like a practitioner within a discipline. This project uses the data collected to propose seven threshold concepts for information literacy.

Introduction. Information literacy and critical thinking are discussed as distinct concepts by authors in different disciplines. This paper seeks to analyse their conceptions to determine the extent to which they overlap, and identify areas for collaboration across disciplinary lines. Method. A hermeneutic literature review was conducted, followed by a content analysis of information literacy papers discussing content evaluation, and critical thinking papers from key authors. Analysis. Proportions of identified themes represented within the two groups of papers were compared. Similarities and differences were assessed in conjunction with findings from the hermeneutic literature review. Results. Though divergent in their basic underpinning skills, critical thinking and information literacy conceptions pertaining to content evaluation were found to be strongly overlapping in their broader conceptions. Modern pressures giving rise to content evaluation concerns such as the ‘fake news’ phenomenon suggest a need for strong sense conceptions, and an avenue for integration between information literacy and critical thinking when evaluating information. Conclusion. Taken in their strong sense, information literacy and critical thinking conceptions show a high degree of overlap. Engagement across disciplinary lines could offer an enrichment to both concepts

This study aimed to collect input for the definition of a conceptual framework of digital competence for information literacy to be developed in the context of doctoral programs in Education. A systematic literature review methodology was adopted, and several steps were developed that included: preliminary readings and initial mapping, which allowed to define the search terms and expressions; the definition of inclusion and exclusion criteria; the research in databases and aggregators; the pre-selection of articles; and the selection of the corpus of analysis, which included seven articles published in scientific journals with peer review. The studies are mainly focused on information literacy. The two concepts are addressed simultaneously in only three articles. Digital competence is related to the mastery of digital tools, namely to search for information in databases or to define alert strategies. We infer that this competence seems to be closer to more operative concepts, such as digital skills. Information literacy requires the effective use of information involving information search, selection, evaluation and communication. We conclude that it is necessary to crossreference and triangulate existing studies in order to define the digital competences for information literacy that doctoral students in Education should develop. This is the object of an ongoing doctoral project.

The culture of assessment in higher education requires academic librarians to demonstrate the impact of information literacy instruction on student learning. As a result, many librarians seek to gain knowledge about the information literacy assessment approaches available to them. This article identifies three major assessment approaches: (1) fixed-choice tests, (2) performance assessments, and (3) rubrics. It maps the theoretical and educational assumptions on which these options are grounded and charts the dangers and opportunities of each assessment approach.

What do we teach when we teach information literacy in higher education? This paper describes a pedagogical approach to information literacy that helps instructors focus content around transformative learning thresholds. The threshold concept framework holds promise for librarians because it grounds the instructor in the big ideas and underlying concepts that make information literacy exciting and worth learning about. This paper looks at how this new idea relates to existing standards and posits several threshold concepts for information literacy.

Despite the prominence of the concept of the information ecosystem (hereafter IE) in information literacy documents and literature, it is under-theorized. This article proposes a general definition of IE for information literacy. After reviewing the current use of the IE concept in the Association of College and Research Libraries (ACRL) Framework for Information Literacy and other information literacy sources, existing definitions of IE and similar concepts (e.g., “evidence ecosystems”) will be examined from other fields. These will form the basis of the definition of IE proposed in the article for the field of information literacy: “all structures, entities, and agents related to the flow of semantic information relevant to a research domain, as well as the information itself.”

Over the last three decades, promotion of information literacy has become one of the main goals of librarians and academics. As the emergence of information technologies has raised new challenges and roles for users, information literacy has shifted from the concept of simple training to the provision of the skills and competencies that are critical to the improved use of information. A terminological, conceptual and statistical analysis of the main subjects related to information literacy, as well as its evolution over the last 30 years, is provided with the aim of illustrating how information literacy has been progressively incorporated into the library and academic fields.

Literacy was once thought to be well-understood and well-defined. However, it has been argued that the digital world has disrupted any notions of literacy, supplanted with “new” forms of literacies in various new literacy studies and now, in the library and information science (LIS) scholarship as they apply to information literacy (IL). But, do the old forms of literacy in fact hold LIS back, and, do the critiques of conceptions of literacy fully represent that foundational scholarship? Are the “new” literacies really that different from traditional notions of literacy? A review of: concepts of literacy and IL that have been critiqued; core ideas of foundational scholarship on the shift from orality to literacy that stand at the center of the scholarly debate over literacy in general; and identifying conceptual foundations of critical reflexivity which underwrite “new” literacies is undertaken to inform the scholarly assumptions and claims of LIS and IL

It examines the Information Literacy in an Information Society

A conceptual analysis is undertaken of information literacy by investigating some leading definitions and delineations of the concept. These are analyzed with the intention of exploring chronological extensions in the meaning of the concept. The range of skills and knowledge required for information literacy has. expanded over the last two decades in order to accommodate the continually developing requirements for effective information handling, and the article notes how the library and information science (LIS) profession is responding to these requirements. The review concludes by identifying three main trends in information literacy which are evident from the literature of the early 1990s.

This paper aims to foster the debate on Media Literacy (ML) projects with a focus on disinformation. We analyse initiati ves carried out locally in Portugal, considering the principles of ML, the necessary development of skills and competen ces, as well as the importance of the journalistic action and the consequences of platformization on professional practi ces. Mixed methods are applied to collect and analyse quali-quantitative data from ML projects and trainings involving multiple stakeholders. Inquiring three independent samples (editors-in-chief, journalists trained in ML, teachers trained by journalists in ML) the research questions address the importance of journalists’ participation in ML within different roles, as well as the training quality and projects’ assessment. Findings show a lack of specialised knowledge, practical tools, and continuous training as well the need for more tailor-made programs and evaluation resources that allow for the creation and promotion of more effective ML training programs. This contribution is therefore two-folded: a) it aims to enhance the operational aspects of media training in the field, based on a continuous improvement logic and b) it explores a specific evaluative example on how the feedback from training can help improve research efforts in the media literacy field. Conclusions systematise the assumptions, stemming from an articulation of ML stakeholders’ perspectives, that guide the implementation, improvement, and assessment of training: collaboration, continuity, and sustainability. These inductive categories allow for the development of theoretical-practical dimensions of the processes for evaluating innovative training against disinformation which may in turn have an inoculation role in the wider public sphere. We suggest improvements to the methodological-operational processes to involve journalists, to do follow-up, assessment, and implementation of wider training projects, contributing to applied research.

Purpose: This study investigates the relationship between media trust and verification behaviours among Malaysian youth in the context of increasing misinformation and digital fragmentation. Design/Methodology/Approach: A mixed-methods approach was employed, including surveys of 200 university students aged 18–25 and focus group interviews, to explore their perceptions of media credibility and verification practices. Findings: Results reveal a gap between media consumption and critical verification. Social media remains the most-used platform, despite being the least trusted. Verification practices are inconsistent, often shaped by peer networks and platform familiarity. Implications: The study suggests the need for structured media literacy education that emphasizes source evaluation and critical thinking, especially within academic and youth-focused institutions.

With individuals increasingly acting as independent agents in the new media landscape, their online behavior has become critical in shaping the information environment. This study employs the Knowledge-Attitude-Practice (KAP) model, a behavioral framework often used in public health communication, to examine how New Media Literacy (NML) influences information verification behavior through risk perception of fake news, using structural equation modeling (SEM). Consistent with the KAP framework, the combination of knowledge (NML) and attitude (risk perception) significantly enhanced individuals’ tendency to verify information. Moreover, within NML, critical consumption skills exerted both direct and indirect effects on information verification through risk perception, whereas critical prosumption skills showed only a direct effect. These findings suggest that media consumption skills may play a comparatively greater role in shaping individuals’ information verification behavior. By adapting a public health communication framework to the context of digital media use, this study contributes to theory-building in media effects research and offers practical insights for designing targeted media literacy interventions in response to the evolving dynamics of new media technologies.

This paper theorizes news verification in Kenyan print journalism as a form of epistemic labour central to the construction of public truth. Drawing on Social Responsibility Theory and interpretive interviews with journalists supplemented by textual analysis of print media outputs, the study uncovers how weak pedagogical foundations, elite-driven news routines, routinized shortcuts, and thin verification cultures undermine accuracy in Kenya’s media ecosystem. The findings reveal that while journalists discursively endorse verification ideals, their ability to enact them is constrained by limited disciplinary literacy, organizational incentives that privilege access over scrutiny, and a misapplication of objectivity that normalizes transcription rather than interpretation. Unlike prevailing research that frames misinformation as a problem of fake content, this paper reframes inaccuracy as the outcome of knowledge-production failures embedded within journalism education, newsroom socialization, and professional identity. It advances a reconceptualization of news verification competence as an embodied disposition cultivated through training, relational capital, interpretive judgement, and exposure to tacit newsroom learning. In doing so, the study contributes a model of news verification as a socio-cognitive practice whose development is essential for the media’s normative responsibility and democratic function in contexts where digital and traditional media intersect.

In Indonesia, social media platforms such as YouTube, WhatsApp, and TikTok have become dominant news sources, surpassing traditional mainstream media. However, this shift has triggered a crisis of verification, further complicated by the rise of Artificial Intelligence (AI)-generated content, including deepfakes and AI-based news production, which blurs the boundary between fact and fabrication. Methods: This study employed a qualitative approach through library research and reflective theoretical analysis, supported by documentary observations of current phenomena involving viral social media content entering mainstream media channels. Analysis was conducted thematically, critically, and contextually, synthesizing previous scholarly findings with contemporary digital media practices. Findings: The results indicate that the flow of information from social media to mainstream media has dismantled traditional gatekeeping roles, replacing them with a decentralized and algorithm-driven ecosystem. AI technologies, while enhancing efficiency, introduce epistemological challenges by generating credible but potentially inaccurate content without ethical responsibility. Furthermore, the study highlights that traditional verification mechanisms are inadequate against the speed and complexity of digital information flows. Effective information verification today requires collaborative, technology-assisted, and participatory strategies, integrating innovations such as AI-supported fact-checking tools and blockchain verification. Simultaneously, media literacy must evolve to include algorithmic awareness and critical interpretation skills.

This article explores the impact of deepfake technology on photojournalism, highlighting its role in undermining trust in visual media. As deepfakes allow for the creation of highly realistic manipulated content, they pose significant challenges regarding the authenticity of journalistic imagery and erode the authority of visual truthfulness. The widespread use of deepfakes has led to a decline in public confidence in the credibility of news, raising concerns about the future of photojournalism in an era of digital deception. As a solution to regaining viewers’ trust, this article suggests a twofold approach: First, it emphasizes the importance of media literacy in combating disinformation, particularly for younger audiences, fostering critical thinking skills; and promoting media awareness. Educating an informed public, equipped with the tools to identify and question manipulated content, is essential for maintaining trust in media. Second, the article proposes the establishment of elaborate ethical zero-fake tolerance standards to be adopted by professionals in photojournalism so as to enhance resilience against deepfake-driven disinformation, thereby safeguarding the integrity of journalism in the age of artificial intelligence.

In a world of rising calls for limits on hate speech, international human rights law provides standards to govern State and company approaches to online expression. In the present report, submitted in accordance with Human Rights Council resolution 34/18, the Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression explains how those standards provide a framework for Governments considering regulatory options and companies determining how to respect human rights online. The Special Rapporteur begins with an introduction to the international legal framework, focusing on United Nations treaties and the leading interpretations of provisions related to what is colloquially called “hate speech”. He then highlights key State obligations and addresses how content moderation by companies may ensure respect for the human rights of users and the public. He concludes with recommendations for States and companies.

The article considers the explanation of the necessity of innovations in the processes of forming institutional forms of media education, the problem of the status of scientific knowledge caused by research of social communication. Overview of alternative practices of media education reflects the dynamics of social transformations, connected with the use of media in the field of education, art, media production and communication services.

Minors are active on social media, not only as consumers but also as content creators. This context has allowed kidfluencers—underage content creators prioritizing interacting with their communities of followers—to emerge. The present research seeks to describe and analyze the content prominent Peruvian kidfluencers generated in 2022 and 2023. To this end, the content of 500 Instagram and 500 TikTok posts was analyzed. Results show that kidfluencers base their popularity on showcasing their artistic talents and lifestyle and that their content heavily features brands. It is also relevant to reflect on the role of minors in social network environments because they are highly exposed and create even sexualized content that is not appropriate for their age.

This paper presents the results of e-MEL, a European project aiming at promoting the development, implementation and testing of training scenarios for pre- and in-service teachers’ training in the field of digital and media literacy education. The analysis of the results led the research team to identify the critical and successful aspects of the testing, and to draw some recommendations for the future implementation of teacher training interventions. The final goal is to reflect on sustainable models of media and digital skills training both in terms of teacher education and teachers’ professional development.

This study explores the representation of socio-cognitive components in Indonesian political multimodal news text using the framework of Systemic Functional Multimodal Discourse Analysis (SF-MDA). With the increasing prominence of multimedia in contemporary news production, understanding how socio-cognitive aspects are conveyed through multiple modes becomes essential. Drawing on SF-MDA, which combines systemic functional linguistics and multimodal analysis, the study examines how Indonesian political news texts incorporate social and cognitive elements to shape meaning and influence audience perceptions. This study was undertaken qualitatively involving three online news published by Indonesia’s publishers as the data. The result reveals that the visual and verbal modes merged in the news tend to highlight the good image of the political figures. It means that the meanings of visual and verbal components of the news persuasively work together to create the good impressions among readers to the human actor in the news. As the implication, multimodal resources are strategically employed to shape public opinion and promote specific political ideologies. Ultimately, this research aims to contribute to the development of critical media literacy and foster a more nuanced understanding of the socio-political dynamics in contemporary Indonesia

As the most obvious provision of social media in the individual world, „selfie“ is confronted ata point where self-confidence is increased or lost. Nowadays, the use of social media startsat a very early age, and self efficacy beliefs are also developing at an early age. However, themadness of selfie is becoming more of an „infantilized“ action. Thus, it can be argued thatit functions as a counterfeit of the self and serves as a mirror in the individual’s world. It isalso true that this „new or pseudo mirror“, which shows us both to ourselves and to others,also raises concerns about perceptual development, curiosity and visibility in the era of selfdiscovery throughout the developmental process. The concept of self-reflection and „selfie“in its social media term emerges at a point where the individual’s internal communication isbroken. It brings a „dual-dyadic“ concept on one hand and a „triad theory“ on the other. Thestudy aims to analyze „selfie“ madness in social media, providing examples and assumptionswithin the framework of these theoretical discussions. The study aims to add new dimensionsto the concept of self portrayals of individuals within national and international examples in thelight of current media scrutiny.

Research addressing non-binary identities and experiences across the media landscape—including the representation of non-binary individuals, but also production and reception processes—remains limited. This article aims to reflect on studying non-binary issues across the media while addressing the central challenges inherent in this work. It begins by situating media studies within the broader context of research on non-binary identities and highlighting the place of non-binary issues within LGBTI/Queer and Trans Media Studies. The article then hones into two main challenges when studying non-binary issues: defining non-binary identities, on the one hand, and non-binary or gender-neutral language, on the other. Following this, a comprehensive review of the existing literature provides a current overview of the research that explicitly engages with non-binary identities in media. Concluding remarks synthesize the main aspects of the article, and outline avenues for future research, aimed at consolidating existing efforts, and fostering a sense of cohesion within the scholarly community researching mediated non-binary identities.

Visualization in various aspects requires students to understand the meaning clearly, particularly through the skill of visual perception. This article examines how students' visual perception skills are applied in interpreting advertisements. The research method employed is a descriptive qualitative approach with multimodal analysis (linguistics, visual, audio, gestural, and spatial) to uncover the meanings behind advertisements. The respondents involved in this study are students from two universities in Indonesia. The results indicate that students tend to engage more with digital-based advertisements than non-digital ones, with a clear preference for video ads over static images. Additionally, Indonesian students successfully applied multimodal analyses to various types of advertisements. These findings have practical implications for educational practices, especially in enhancing visual literacy and developing critical skills for understanding and creating media. The significance of visual literacy in global educational contexts is highlighted, providing insight into its potential applications in curriculum development and advertising literacy.

This paper examines a critical approach to analyzing advertising media messages and describes a number of instructional activities meant to enhance students’ reading and discussion skills, enforce their inferential thinking and critical analysis skills. It also considers linguistic, extralinguistic and extracurricular reasons for integrating advertising media messages in the EFL classroom. The focus is on key media education concepts which rely on applying critical questions advertising media messages. Analysis of advertising messages can help EFL teachers encourage sociocultural interpretation of contemporary media texts and raise students’ media literacy in the EFL classroom.