Media and Information Literacy Repository – South Asia

Targeted advertising is big part of the modern marketing. Almost every consumer on the internet have come across an ad that had been targeted to them. Can targeted ads be too intrusive to the point of changing your purchasing decisions to the better or worse. It also sparks a conversation about oneself privacy and how much there are information floating about that are being used without your knowledge. This thesis looks at how consumer behaviour and ethical issues in the digital age are affected by targeted advertising and how people perceive targeted ads. The thesis also examines how different ways of approaching and looking at targeted ads can effect on your perceived intrusiveness of said ad. This study uses a qualitative research method to examine how consumers' privacy concerns and decision-making processes are impacted by targeted advertising. The findings suggest varied consumer responses to targeted advertising, with interesting insights into their decision-making processes and privacy concerns. The findings indicated that

The importance of the study is determined by the necessity to develop effective methods for detecting fake news to ensure societal information security, as misinformation can be used to harm at various levels, including engaging in hybrid warfare. The aim of this work is a comparative analysis of the use of digital literacy as a tool for detecting fake news in European and Kazakhstani media to determine the most effective mechanisms of counteraction. Programs and strategies for using digital literacy tools to improve media literacy among the population were analyzed. The study showed that in European countries, fact-checking and media education tools are actively used, while in Kazakhstani mass media, this approach is still in the early stages of development. It was also determined that effective cooperation between government agencies, mass media, and educational institutions plays an important role in detecting fake news, and only comprehensive interaction can lead to the formation of a truly effective mechanism for countering misinformation. The practical significance of the study lies in the fact that the obtained results can be used to develop recommendations for increasing the effectiveness of using digital literacy as a tool to combat misinformation. Keywords: disinformation, media ecosystem, journalism, social networks, communication.

This paper reviews related research since the early 1990s on the information and digital divides. It shows that, despite their shared concerns with illustrating social inequality through the lens of information resource distribution, the two areas in effect represent two overlapping research communities. The research focus and discourse of the former were primarily shaped by three different theoretical perspectives and were inspired by a fairly strong sense of ethical principles; those of the latter, on the other hand, were shaped primarily by four different political standpoints and were imbued with a fairly strong concern for political and economical interests. The co-existence of multifarious perspectives and standpoints has produced divergent, and sometimes contradictory, research findings and policy recommendations, which inevitably perplex researchers and policy makers. The paper concludes with some suggestions for future research and policy making.

Background: Breast cancer is the leading cancer in terms of incidence and mortality among women in France. Effective organized screening does exist, however, the participation rate is low, and negatively associated with a low socioeconomic status and remoteness. Objectives: To determine the cost-effectiveness of a mobile mammography (MM) program to increase participation in breast cancer screening and reduce geographic and social inequalities. Methods: A cost-effectiveness analysis from retrospective data was conducted from the payer perspective, comparing an invitation to a mobile mammography unit (MMU) or to a radiologist’s office (MM or RO group) with an invitation to a radiologist’s office only (RO group) (n = 37461). Medical and nonmedical direct costs were estimated. Outcome was screening participation. The mean incremental cost and effect, the incremental cost-effectiveness ratio, and the costeffectiveness acceptability curve were estimated. Results: The mean incremental cost for invitation to MM or RO was estimated to be V23.21 (95% CI, 22.64-23.78) compared with RO only, and with a point of participation gain of 3.8% (95% CI, 2.8-4.8), resulting in an incremental cost per additional screen of V610.69 (95% CI, 492.11-821.01). The gain of participation was more important in women living in deprived areas and for distances exceeding 15 km from an RO. Conclusion: Screening involving a MMU can increase participation in breast cancer screening and reduce geographic and social inequalities while being more cost-effective in remote areas and in deprived areas. Because of the retrospective design, further research is needed to provide more evidence of the effectiveness and cost-effectiveness of using a MMU for organized breast cancer screening and to determine the optimal conditions for implementing it.

Our study stresses the importance of developing understandable and easily recognizable ad disclosures for adolescents as a specific target group of social media influencer (SMI) advertising. A comprehensive advertising literacy concept that includes a cognitive, performative, and attitudinal component builds the theoretical background of the present research. We examine the effectiveness of ad disclosure in the native language of adolescent Instagram users, explore their understanding of the economic mechanism behind SMIs’ advertising activities, and their skepticism toward sponsored content. Furthermore, we analyze the role that sponsorship transparency on Instagram stories plays in adolescents’ responses to advertising. A three-level between-subjects survey-based experimental design (manipulating the absence of ad disclosure versus ad disclosure in the participants’ native language versus standardized paid partnership ad disclosure in English) was conducted online with female adolescent participants (N = 241) in a European country. Findings showed that adolescents who understand the economic model behind SMI advertising have positive intentions toward the SMI and intend to spread online information about the promoted brand. However, even if ad disclosure made in the adolescents’ native language improved ad recognition, such knowledge did not result in more sophisticated defense mechanisms in the form of critical evaluations of the ads.

This paper provides research findings to support the case for media literacy as an aid to journalists and journalism educators in a disruptive age through the fostering of resilient media engagement by young citizens. It posits that encouraging media literacy in news consuming publics facilitates a more critically engaged civic society. Focused on trust, it shares the outcomes of a project funded by the US Embassy in London, which brought together leading researchers from the United States and UK with a range of key stakeholders, including journalists. Their collective aim: to devise a practical strategy for harnessing media literacy to develop young people’s understanding of and ability to withstand ‘fake news’.

In the context of rising misinformation across digital platforms, Media and Information Literacy (MIL) has become an essential educational tool for fostering critical engagement among university students. This study investigates the role of MIL in combating misinformation within a Pakistani university context. Employing a qualitative case study design, the research involved 30 undergraduate students from a public university in Punjab who participated in a two-hour MIL intervention workshop based on UNESCO’s curriculum framework. Data were collected through three semi-structured focus group discussions and analyzed thematically using NVivo. Findings revealed four key themes: increased awareness of misinformation tactics, enhanced confidence in source verification, emotional barriers to critical engagement, and a strong student demand for formal MIL curriculum integration. While students demonstrated improved analytical and verification skills, many continued to struggle with confirmation bias and emotional resonance tied to cultural and religious content. The results underscore the importance of embedding MIL into higher education in culturally responsive ways and suggest the need for sustained interdisciplinary instruction. This study contributes to the limited body of empirical MIL research in South Asia and offers practical recommendations for curriculum developers, policymakers, and educators aiming to counter misinformation through structured pedagogical strategies. It also highlights the value of localized, depth-oriented case studies in developing context-sensitive media education frameworks.

Media and Information Literacy (MIL) is one of the most important topics in today’s mediatized world. Under the leadership of United Nations Educational, Scientific and Cultural Organization (UNESCO), many international organizations in the world, as foreign donors, annually announce many projects and grants for the promotion and development of the field of MIL in the countries of the world. One of the main actors of this movement is DW Akademie with different media and MIL projects several countries of the world. This research paper delves into the role of DW Akademie’s MIL model in shaping a media-savvy generation. The study explores the theoretical underpinnings and practical applications of Deutsche Welle (DW) Akademie’s MIL model, analysing its effectiveness in fostering media literacy skills. The research employs a multi-faceted approach, incorporating case studies to assess the model’s impact across diverse demographics. The paper also considers the model’s alignment with global educational policies and proposes recommendations for its integration into broader frameworks. By investigating DW Akademie’s MIL model, this research contributes to the ongoing discourse on media literacy education, providing valuable insights for educators, policymakers, and researchers. The findings offer a nuanced understanding of the model’s position in cultivating a media-savvy generation poised to navigate the complexities of the information age.

Society changes, but certain democratic principles remain true. Among them is the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers as proclaimed in Article 19 of the UN Universal Declaration of Human Rights. Freedom of expression implies respect for the universality of the right to communicate.

Using unique data from 609 parent–daughter (8–16 years of age) dyads, in an online experiment we studied two pivotal antecedents of young viewers’ cognitive advertising literacy: influencer-generated sponsorship disclosure (written and/or spoken) and parental mediation style (active or restrictive). A between-subjects, single-factor design was applied with three experimental conditions: written disclosure, spoken disclosure, and both written and spoken disclosure, and a control condition—no disclosure. Variance-based partial least squares structural equation modeling in Smart-PLS 3.0 shows that policy makers’ and parental measures to safeguard young consumers from negative consequences of sponsored vlogs can lead to unanticipated effects. While the combination of written and spoken sponsorship disclosure information as well as an active parental mediation style increase cognitive advertising literacy, restrictive parental mediation negatively affects cognitive advertising literacy. In addition, cognitive advertising literacy negatively affects young viewers’ evaluation of the vlogger and positively affects the attitude toward the sponsored brand. Our findings provide important insights for parents, practitioners, and regulators and contribute to the discussion of how to make influencer marketing more effective and ethical.

In the modern digital environment, where social networks represent a key communication channel, influencer marketing is growing into one of the dominant forms of advertising. Its ubiquity brings numerous advantages in terms of reach and perception of authenticity but at the same time raises a number of ethical issues, especially related to transparency and accountability to consumers. Influencers, as modern opinion leaders, have transformed the relationship between brands and audiences, especially among younger generations—Generation Z and Generation Alpha—who increasingly trust influencer recommendations, as opposed to traditional forms of marketing. The central challenge of this form of promotion lies in ensuring a clear distinction between sponsored content and personal recommendations. Covert advertising, or unmarked commercial cooperation, can erode user trust and result in the perception of manipulation. Although legal frameworks in many countries prescribe mandatory labeling of sponsored content, their implementation remains uneven. Additional complexity to the ethical and communication challenges is introduced by artificially generated influencers (so-called AI influencers), who are becoming increasingly present thanks to their popularity on platforms such as TikTok. Their use further blurs the lines between real and simulated messages, especially in the perception of younger users, thus creating a need for new regulatory and educational approaches to protecting digital consumers.

This research investigated the impact of media and information literacy (MIL) on education faculty students’ acquisition of the skills needed to detect fake news. A one-group experimental design was employed with a randomly selected sample of 100 Jordanian undergraduate students. The participants completed one pre-test and two post-tests, each of which consisted of 10 closed-ended questions and one open-ended question on how to detect fake news. The results indicated that studying MIL has an impact on students’ acquisition of the skills needed to detect fake news. The findings also suggested that the methods students employed to identify and detect fake news after studying the MIL course were scientific and well-reasoned. Based on the results, several recommendations are made that will be of value to researchers and workers in this field.

This paper explores the multifaceted intersection of media literacy (ML) and inter-cultural communication (IC) within the rapidly shifting digital landscape. ML/IC overlap with the socio-cultural, economic, political, and socio-political tendencies, dimensions, and discourses of the globalized interconnected world. In these fluid digital ecosystems, understanding their synergy is essential for navigating complex media environments, where media users necessitate a guiding “orientation”, as conceptualized by Stegmaier, due to high, ubiquitous media exposure throughout individuals, social structures, and cultures. Employing a semi-systematic narrative review and the matic coding, this study introduces a Four-Dimensional Framework—comprising access and participation, representation and identity, interpretation and meaning-making, and ethical engagement—that illuminates the convergence of ML and IC and their implications in the digital era. Building on these dimensions, a Three-Layer Model is proposed, integrating foundational capabilities, interpretive competencies, and ethical-collaborative practices into a cohesive whole.Reframed through Stegmaier’s orientation philosophy, orientation is elevated to a cross-cutting meta-dimension, empowering media users to navigate—and shape—complex socio-cultural, economic, and political discourses on the global stage. Thus, this paper advocates are flective,“alternative-thinking” approach to IC within fluid cultural contexts, highlighting the need for critical self-awareness and deeper inter-, intra- and cross-cultural understanding in a media-saturatedworld.

The concept of media literacy, like that of literacy itself, has long proved contentious(Luke, 1989). The hugely significant skills of reading and writing have been augmented by the also-significant skill of ‘reading’ audiovisual material from the midtwentieth century onwards. Today, as we witness a further major shift in information and communication technology (ICT), a new form of literacy is emerging, uneasily termed computer literacy or internet literacy. This new form of literacy, if its is indeed ‘new’, and if it is appropriately labeled ‘literacy’, lies at the heart of a series of lively debates intersecting the academy, the policy community, and the public. A casual search of bookshops makes plain the explosion of academic interest in questions of literacy, with titles exploring literacy in the electronic era (Snyder, 1998), the information age (Kubey, 1997), the digital era (Warnick, 2002), the digital world (Tyner, 1998) or even cyberliteracy (Gurak, 2001). These volumes draw together a multidisciplinary mix of specialistsin literacy, culture, media education, human-computerinteraction, and social studies of technology (Kellner, 2002; Kubey, 1997; Poster, 2001; Tyner, 1998). Meanwhile, policy makers are determining regulatory frameworks required to produce an ICT-literate population, at times turning to the academy for guidance.

With the advent of digital technologies, awareness of media is acquiring crucial importance. Media literacy, information literacy and digital literacy are the three most prevailing concepts that focus on a critical approach towards media messages. This article gives an overview of the nature of these literacies, which show both similarities to and differences from each other. The various contexts of their functioning are outlined and additional literacies are mentioned. Especial attention is given to the question of the blurring line between media consumers and producers.

Rapid advancements in media and information technology have led to an increasingly complex and interconnected information landscape. Navigating this digital age requires critical thinking skills and a comprehensive understanding of media and information literacy (MIL). However, the definitions of MIL vary across contexts, disciplines, and cultures. This qualitative study described and analysed diverse definitions of MIL through an in-depth analysis of existing literature to shed light on nuanced perspectives within the field as well as the peculiarities and similarities of the terms ‘media literacy’ and ‘information literacy.’ By delving into qualitative dimensions, the article contributes to a comprehensive understanding of the evolving landscape of media and information literacy. Study findings will contribute to the development of a unified and comprehensive understanding of MIL and facilitate the design of educational programs and policies to enhance media literacy skills among individuals across societies and age groups. This theoretical study was devoted to analysing theoretical and conceptual definitions of Media and Information Literacy to uncover the wideranging aspects of the umbrella term.

Many of the social issues of today have to do with digitization and, not least, the ongoing transformation of the media and communication culture. We are now at a point that may be described as ‘the end of the digital beginning’. Following a period of optimism about the potentialities offered by the internet – especially the hopes that it would increase citizen engagement and participation – problems have surfaced. Around the world, citizens are struggling to bring about an internet that is open, free and safe – that is, to abolish surveillance, control and censorship. In some instances, politicians and civil society organizations are calling for government measures to help them achieve these goals. In other countries, authoritarian regimes are using the internet and social media to justify repression, including measures to limit freedom of expression. Ideology, the powers of state and private interests combine to silence free speech. Clearly, internet can have quite different impacts on the social order. From the perspective of the Global North, many of the problems arise out of conflicts between the logic of the market and respect for the equal value of human beings, a core democratic value. Call for new policies to resolve these problems are being heard. Media and information literacy (MIL) is often emphasized in the face of technological breakthroughs, when policy and law-makers find themselves unable to tackle emerging problems. Therefore, MIL should be understood as part of a whole that includes legislation and reforms in media, education and other fields of relevance – as part of a democracy strategy. That is, a long-term benefit, not a short-term solution. This is a process that involves many different stakeholders in society, and combining extensive collaboration with proactive political leadership is a challenge. It can be said to be the starting point for this publication. The book consists of three parts. In the first part, a number of articles of a more general nature discuss media and information literacy (MIL) as well as courses of development on national, regional and global levels. The focus in the second part is on Sweden, the host the UNESCO Global MIL Week Feature Conference in 2019. The articles in this part present current research findings, policy decisions and political initiatives and some examples of ‘best practices’ in various areas. The third part presents a new approach to MIL in a context of social change and Agenda 2030. One issue I have wrestled with for many years is the dominance of ‘the Western world’. Media, and concepts connected to MIL, are often seen with eyes that have been conditioned by analytical categories developed predominantly within the Anglo-American sphere. These categories have then been applied to other, very different social, cultural, economic and political contexts. Such a hegemonic perception has become prevalent all over the world. So, researchers, experts and policy makers need to transcend cultural, political, ethnic and religious boundaries and to accommodate regional variations, to a much greater extent than is done today. This is an enormous challenge. Despite this reservation it is my hope that the articles presented here will contribute to knowledge development in the area as well as to discussions and reflections on the role of MIL in contemporary societies. It is also my hope that the examples from research, politics and practices in Sweden will stimulate initiatives and activities in other countries, and particularly exchanges of knowledge and experience between many countries all over the world. Finally, I am deeply indebted to all the contributors from far and near who have made this publication possible. Thanks for good work and engagement. I also wish to express my great appreciation for the support provided by Region Västra Götaland and the Swedish National Commission for UNESCO.

Entertainment narratives can substantially influence perceptions of stigmatized groups like people with disabilities. However, existing measures of exposure have not been implemented simultaneously to understand distinctions between self-reported exposure to specific titles of disability-related content and perceived frequency of exposure to disability-related content. In an online survey (N = 347), participants who reported seeing more titles had fewer negative attitudes toward and a decreased need to social distance from disabled people. However, participants who perceived more frequent exposure to disabled characters had lower satisfaction with disabled characters being played by people with those disabilities. This study has implications for communication scholar-activists addressing power inequities in society through supporting the empowerment and resilience of marginalized people like those with disabilities.

This paper serves as a comprehensive report on the need for and barriers to news literacy education in the United States. Current misinformation issues in the U.S. are introduced and the importance of news literacy among citizens of a democracy. Answers to these questions are sought: What are the current challenges regarding news literacy in the digital age and what are the implications? Further, can news literacy be taught? Based on measured practices, what are the best methods for news literacy education? Existing literature covers the topics of information disorder and news literacy, highlighting the importance of news literacy in informing citizens. Several factors challenge widespread news literacy, such as the overwhelming amount of information users are met with each day and the echo chambers on social media they operate in. Several existing news literacy curricula are outlined and their effectiveness in teaching students how to sort fact from fiction in digital news sources using critical thinking activities are evaluated. After demonstrating the need for news literacy among U.S. readers in the digital era and discussing existing news literacy pedagogy, I hold news literacy initiatives are but one solution in the complex fight against misinformation, and their success in educating students to access veracity is difficult to measure.

Disability representation in art and media plays an important role in shaping societal perceptions and values about disabled individuals. This paper examines the evolution of disability portrayals across various art forms and media platforms, from historical depictions rooted in stereotypes to modern, inclusive narratives. It highlights challenges such as “inspiration porn” and other reductive tropes while celebrating emerging examples of authentic and intersectional representations. Furthermore, it investigates how art and media can challenge societal norms, promote empathy, and contribute to the empowerment of disabled communities. Through critical analysis, the study emphasizes the need for nuanced portrayals that honor the diversity and complexity of disabled identities.

This paper analyses the major modifications created by the “social turn” i.e. the emergence of social media. It presents the drastic change of ecosystem created by the three “continents” of the Internet. This sets up the context of deployment for “information disorders” such as radicalisation and disinformation. The analysis then considers the risks and opportunities for Media and Information Literacy: on the one hand, the rise of fact-checking and the increasing interference of social media platforms; on the other hand, the augmentation of the Media and Information Literacy epistemology and the Media and Information Literacy paradigm shift entailed by information disorders. It concludes on an agenda for Media and Information Literacy in 21st century

The Paralympics is globally the largest and most significant sporting event that takes place for athletes with a disability. The 2020 Tokyo Games was heralded as significant in its extensive media coverage that served to promote the disability athletic movement, breaking all broadcasting viewing records from the number of broadcasters, viewers, and a number of events provided live. In the past, however, media reporting of the Paralympic Games has not been without controversy. Stereotypical representations of disability, for example, have often been cited). These involve representations such as framing disability as something to be overcome; where athletes ‘participate’ rather than ‘compete’; and for those with adaptive technology, being portrayed as ‘cyborgs’, rather than as competitive athletes. This article has been driven by the curiosity to determine if media depictions of Paralympic athletes have improved over time. We wished to explore the current representations of the print and television coverage in Australia of the 2020 Tokyo games. Our research found that media coverage did, for the most part, provide coverage of events where Paralympians were represented as athletes first and their disability second. Despite this positive outcome, stereotypes prevailed in both print and television reporting. These included minimalising a person's disability, often to the point of making the disability invisible; focussing on overcoming tragedy; using inspirational language to position athletes as advocates for the disability; the use of patronising language; and the positioning of athletes as needing to be grateful. We conclude that whilst the media in Australia has made significant steps towards representing Paralympians as elite athletes, continued attention and primary focus needs to be given to the athlete’s first narrative.

This article presents a systematic meta-review of the scientific literature discussing the concepts of information literacy, media literacy, and digital literacy. While carrying out a cross analysis of the way in which literature reviews specifically address these three concepts, this article identifies, and articulates a critical analysis of, the main findings from the reviewed texts regarding the conceptual landscape that they cover. This work highlights confusion between the constitutive dimensions of literacies, recurrent difficulties in establishing theoretical articulations between contributions, and operationalization problems in observing and assessing these literacies. These issues are the subject of a discussion grounded in the specific field of media education.

This essay critically interrogates how mainstream media constructs and perpetuates binary conceptions of gender, focusing on the broader cultural and societal consequences of these representations. Drawing on queer theory and critical cultural studies, it critiques how entrenched media narratives have historically reinforced rigid gender categories while marginalizing nonbinary and gender-fluid identities. Through selected case studies in film, television, and advertising, the analysis reveals both progressive efforts and persistent barriers in portraying gender diversity. While some texts offer meaningful departures from traditional gender constructs, many continue to exhibit superficial inclusivity or reinforce stereotypes. The essay argues for a paradigm shift in media practices, advocating for inclusive storytelling, restructuring creative leadership to amplify diverse voices, and promoting critical media literacy. Reimagining gender beyond the binary is not only a scholarly concern, but a necessary social imperative for fostering equity, visibility, and dignity for all identities.

The purpose of this study was to determine the influence of cooperative model two stay-two stray assisted by digital literacy to improve student’s metacognitive at MTs Muhammadiyah Sukarame Bandarlampung. The research conducted was quasi-experiment research with a non-equivalent control-group design. The method used was quantitative and the sampling technique used was the saturated sampling technique. The sample in this study was class VIII U1 as the experimental class that received the treatment of Two-Stay-Two-Stray assisted by digital literacy and class VIII U2 as the control class that was treated using the Group Investigation model. The results of this study revealed that the average metacognitive ability of the experimental class was 73,04 and the control class was 67,56. Based on the result of the t-test, Two Stay-Two Strays assisted by digital literacy affects the students’ metacognitive ability with the results of tobserved = 3,17 and tcritical = 1,66 which indicated that H1 is accepted. Thus, the Two Stay-Two Strays cooperative model assisted by digital literacy affected the metacognitive ability of MTs Muhammadiyah Sukarame Bandarlampung students. Increased metacognitive abilities affected the improvement of students’ learning outcomes.