Media and Information Literacy Repository – South Asia

This article criticises the role the mass media has played in constructing an idea of the Other, that is, people outside the national mainstream or other nationalities. It explains how the media promote or hinder a positive outlook on cultural diversity. Based on a review of the scholarly debate on media representations of Others, it identifies current obstacles to fair representations in media production, content and reception. This analysis results in a set of concrete strategies that overcome these problems and that stipulate a rethinking of the relationship between media and cultural diversity. The central argument is that culture should be understood as a dynamic process as opposed to being static and essential. Therefore, the media have to be situated as institutions that allow for cultural development: the media have to be positioned as enablers and not simply as preservers of cultural diversity.

This chapter examines gender as constructed, represented and reproduced in mass media texts of print, television, film, and popular music. We examine gender representations and stereotypes in popular western mass media. Production practices that create gender positioning and audience choice of media texts and their response to gender representations are also examined alongside. Importantly, we look at the complexities of engaging with media literacy and the deeper notions of critical media literacy. The questions we ask are: Is media literacy an act of critical reading of print and audiovisual texts, critical viewing of television, films, or advertising? Or, does it encompass all of the above and also move toward a critical, reflective, indeed, autonomous stance, so that viewers and readers can gain greater control over the complex ideological and discursive influences exerted by media? The chapter begins with a brief definition and history of media literacy, proceeds to examine stereotypes in the media, and concludes by highlighting the importance of a critical reading practice.

This study critically examines the media representation of gender-based violence against women (GBVAW) in Nigeria. Using feminist critical discourse analysis (FCDA), it analyzes 30 discourses which are referred to as news articles and editorials from leading Nigerian newspapers namely the Sun, the Guardian, and, the Punch newspapers, published between 1st January and 31st December 2022. The study reveals that the media often perpetuate patriarchal norms, victim-blaming, and implicit biases, and also identify potential transformative representations that advocate for justice and gender equality. The research underscores the urgent need for ethical and gender-sensitive reporting that prioritizes survivor voices and challenges stereotypes

This study addresses how, under the guise of “The War on Terror,” the United States uses media discourse to frame Muslim women in tautological narratives and images of key figures such as Bibi Aisha and Sharbat Gula. By “saving” Aisha and Gula, the media representations of Muslim women start to be used as a rhetorical weapon, leaving a wide-open playing ground to biopolitically manage narratives, create more violence, and engender more extremism in the Muslim region. By addressing how those committed to the interests of the United States have used such discursive rhetoric to deploy Orientalist discourse, I demonstrate how the United States frames Muslim women for its own political gain, raising ethical concerns about media responsibility and representation.

Gender equality in the media is a significant societal concern that affects how individuals perceive themselves and others. Media, as a powerful tool of communication and cultural expression, plays a critical role in shaping public understanding of gender roles. Despite progress in recent years, women and marginalized gender groups continue to face underrepresentation, stereotyping, and exclusion from leadership positions in media industries. This article explores the multifaceted nature of gender inequality in media, including both on-screen representation and behind-the-scenes participation. It also discusses the consequences of such inequality on societal attitudes and offers insights into ongoing efforts and initiatives aimed at achieving a more equitable media landscape. The analysis reveals that while some strides have been made, systemic challenges remain. Addressing these issues requires intentional change across media institutions, policy-making, and audience engagement.

This narrative review explores the current state of gender representation across traditional and digital media platforms. The study aims to synthesize existing literature to understand how gender roles are portrayed, how structural systems influence representation, and what strategies can mitigate disparities. Employing a narrative method, this review analyzed peer-reviewed articles and grey literature sourced from Scopus, Web of Science, and Google Scholar, using a combination of Boolean search strategies to ensure a comprehensive dataset. Findings show that traditional media continues to depict women in stereotypical roles, while non-binary identities remain underrepresented or mischaracterized. In digital media, influencers reinforce aspirational gender norms, yet also create opportunities for visibility and activism. Intersectional research reveals that individuals with overlapping marginalized identities face compounded misrepresentation. Structural barriers—such as media ownership, editorial bias, and algorithmic filtering—sustain these portrayals. Comparative studies underscore the influence of national policy and cultural context on gender narratives. This study concludes that integrated interventions are essential to promoting authentic and diverse gender representations. Media literacy education, inclusive regulatory frameworks, and algorithmic reforms are key to disrupting entrenched inequalities. Further research should focus on longitudinal impacts and explore culturally specific media contexts to enrich global understanding.

Gender, Race and Media Representation” examines how mass media constructs and circulates meanings about gender and race through cultural representations. It argues that media texts—such as films, television programs, advertisements, and news—do not simply reflect reality but actively shape social understandings of identity, power, and difference. The chapter emphasizes that representation is deeply connected to social hierarchies and ideological structures, often reinforcing dominant perspectives while marginalizing minority groups.

This course impact study explores students’ views on the importance of Disinformation Literacy (DL) at the undergraduate level at a Canadian university, the challenges of developing DL, and the best approach to develop it. Two surveys were administered during a Disinformation and Media course in a Communication Department: the first focused on eliciting the cohorts’ viewpoints on DL, and the second focused on the impact of the course on their prior views on disinformation in media. Findings shed light on the change in participants’ conceptual understanding of disinformation as they challenge their pre-existing perceptions through investigating real-life disinformation cases of their choice. Students developed disinformation detection competencies, using fact-finding tools mapped out over a series of scaffolded assignments. We recommend giving DL pedagogy importance in the undergraduate curricula by considering it a co-literacy of, rather than a sub-literacy, subject matter, or theme within, ML and MIL.

This scoping review contributes an overview of recent research on effective media literacy interventions and recommendations relevant to cultivating critical mis/disinformation literacies for adults. The review examines articles published between 1 January 2016–22 November 2021 that report on or provide recommendations for media literacy interventions for adults suited to the emerging challenges of disinformation. Our findings reveal diverse intervention formats and evaluation methods including course-, web-, or game-based interventions, public events, and visual resources. Experts recommended teaching about emotion targeting and regulation, algorithmic governance, lateral reading, visual technology, and using interactive formats. Studies of evaluated interventions outside of formal education were scarce. Our review reveals significant debates around the usefulness of checklists and how to address politically sensitive issues, skepticism, and authority in programing. Future research and programing must attend to the needs of adult populations outside of formal education, and draw particularly upon librarians’ integral role in delivering community-based mis/disinformation literacy programing.

This article explores what critical thinking might mean in a media and information literacy (MIL) context by investigating how critical thinking is expressed in three reports that relate MIL to radicalization awareness and counter extremism. The purpose is to engage with recent debates about MIL and research on critical thinking and contribute to a grounded and theoretically informed foundation for discussing MIL competence. Findings indicate a primitive use of the term critical thinking, often bundled up with concepts such as democracy, creativity, and citizenship. More detailed and concrete descriptions about what to expect from critical thinking in a MIL framework display what can be described as a Gnostic impulse: critical thinking as a skill to reveal hidden meanings, to see through propaganda and flawed arguments. In other words, a critical thinking that asks people to doubt what they see. This notion is problematized in relation to writings on media literacy and critical thinking, focusing on the importance of acknowledging reflexivity and identity in the definition of critical thinking.

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

Fake news impacts individuals' behavior and decision-making while also disrupting political processes, perceptions of medical advice, and societal trends. Improving individuals' ability to accurately assess fake news can reduce its harmful effects. However, previous research on media literacy interventions designed for improving fake news credibility assessments has yielded inconsistent results. We systematically collected 33 independent studies and performed a meta-analysis to examine the effects of media literacy interventions on assessing fake news credibility (n = 36,256). The results showed that media literacy interventions significantly improved fake news credibility assessments (Hedges' g = 0.53, 95% confidence interval [0.29–0.78], p < 0.001). Gaming interventions were the most effective intervention form. Conversely, the intervention channel, outcome measurement, and subject characteristics (age, gender, and country development level) did not influence the intervention effects.

Teacher educators, teachers, and K-12 learners today are immersed in multiple media environments, some of which are beset with dangerous information and deliberate falsehoods. In the age of misinformation and disinformation, critical media literacy must become an essential dimension of teacher education. Current and future teachers need to develop critical media literacy skills to think deeply and critically about the media they use for teaching (e.g., YouTube videos, websites, podcasts, books) and the media they and their students are exposed to on a regular basis (e.g., social media, news, TV, movies), and then begin envisioning how they will support students in becoming critical readers, viewers, and listeners of the media they interact with daily. In this article, we will discuss the role that teacher education plays in generating a more media literate society that is able to respond to and prevent crises of disinformation that threaten democracy and social justice.

Older adults are especially susceptible to fake news online, possibly because they are less digitally literate compared to younger individuals. Interventions for older adults have emerged to improve digital literacy, although there has been little evaluation of their effectiveness in improving older adults’ resilience to fake news. We report the results of a digital literacy intervention for older adults administered during the 2020 U.S. election. The intervention was a 1-hour, self-directed series of interactive modules designed to teach concepts and skills for identifying misinformation online. Consistent with our pre-registered hypothesis, older adults (Mage = 67) in the treatment condition (N = 143) significantly improved their likelihood of accurately discerning fake from true news from 64% pre-intervention to 85% post-intervention. In contrast, older adults in the control condition (N = 238) did not significantly improve (from 55% to 57%). The treated older adults were also more likely to employ strategies for identifying misinformation online compared to pre-intervention and the control group.

This review explores the pivotal role of media literacy in combating misinformation, focusing on the effectiveness of media literacy programs in enhancing critical thinking skills and mitigating the spread of false information. As digital communication proliferates, so does misinformation, posing significant challenges to informed citizenship and democratic processes. Research indicates that media literacy equips individuals with the skills necessary to critically evaluate information sources, discern credible content, and navigate diverse media landscapes. Studies have demonstrated that structured media literacy programs significantly enhance individuals critical thinking abilities, enabling them to analyze and interpret media messages more effectively. Moreover, these programs foster resilience against misinformation by empowering participants to question narratives, identify biases, and recognize persuasive techniques. Evidence suggests that individuals who undergo media literacy training are less likely to share or believe false information, contributing to a more informed public. This review synthesizes findings from various studies, highlighting best practices in media literacy curricula, including interactive learning, real-world case studies, and collaborative discussions. The analysis underscores the need for educational institutions to incorporate comprehensive media literacy initiatives as a fundamental component of contemporary education, particularly in an era where misinformation can spread rapidly through social media and other digital channels. Overall, fostering media literacy emerges as a critical strategy not only for individual empowerment but also for the enhancement of public discourse and democratic engagement in the face of an increasingly complex information ecosystem.

aul G. Zurkowski was the first to introduce the term information literacy in 1974 to describe the techniques and skills necessary for utilizing “a wide range of information tools and primary sources”. It also included the ability to measure information value to “mold information to [meet] needs” and to create solutions to problems.1-2 Since then, media literacy and information literacy has gained a base in advanced countries. But UNESCO is now promoting the composite concept of media and information literacy (MIL). To promote MIL and MIL research, it has founded the MIL Alliance and the Media and Information Literacy and Intercultural Dialogue (MILID UniTwin) to enable people to use information critically, ethically and legally in quality decision-making. Other useful initiatives of UNESCO include “MIL MOOC; Media and Information Literacy: Critical-thinking, Creativity, Literacy, Intercultural, Citizenship, Knowledge and Sustainability (MIL CLICKS); MIL Policy and Strategy Guidelines; MIL Curriculum for Teachers; MIL Indicators; MIL Framework; and MIL Week Feature Conference and Youth Agenda Forum. The International Federation of Library Association and Institutions (IFLA) has its programme entitled 'Freedom of Access to Information and Freedom of Expression (FAIFE)' and developed the MIL Guidelines. IFLA/FAIFE' programme is committed to ensure freedom of access to information and freedom of expression to empower people to realize their “right to be.”3 There are many models and standards to promote information literacy and MIL but MIL is not yet effectively imbedded in the developing countries. Hence, to sensitize the stakeholders about the concept and practice of MIL in India, this theme issue of the DESIDOC Journal of Information Technology (DJLIT) has been planned.

Concerns about the spread of disinformation, information disorder, and fake news have grown to unprecedented proportions in recent years. This study aimed to explore how to mitigate this communication disorder and achieve a balance in the relationship among the public, the media, the dominant institutions, and the digital influencers in society. This study used the grounded meta-synthesis method, which relies on induction, to arrive at a new model according to the objective of the study. The process of open, axial, and selective coding included 101 studies, books, reports, and guides, starting with the Public Opinion by Walter Lippmann, issued in 1922, and ending with the 2022 Edelman Trust Barometer. The results led to the proposal of a new model to reduce communication dysfunction, in which media and information literacy (MIL) plays a crucial role in increasing an individual's ability to resist disinformation and enhancing their ability to monitor the performance of institutions, as well as expanding the circle of influencers in social media. To fulfil the three goals and contribute to achieving a degree of functional balance in communication within societies, the model recommends enhancing MIL. Other intervening variables, such as the fragility of political, cultural, and legal structures, should not be disregarded.

This paper set out to explore online users' perceptions, attitudes, and practices towards mis/disinformation on social networking sites and investigate how they engage with, identify, and evaluate information disorder on social networking sites. The correlation study provides empirical insights into the complex relationship between digital media literacy and online information processing. To this end, a web-based survey was administered to gauge Moroccan undergraduate students'digital media literacy skills, particularly in what regards their ability to identify and evaluate the credibility of information online. The data obtained are consistent with the hypothesis guiding this research that there is a significant relationship between digital media literacy skills (DMLS) and students' ability to identify information disorder online (IDO). Based on the empirical findings, important implications and strategies for higher education institutions are addressed to help students become more digitally media literate consumers of information.

MotivationIn a polarizing world, the spread of “fake news” and mis/disinformation is a cause of concern for young people's wellbeing, as they are at the forefront of the use and consumption of digital media. The article focuses on how young people view and respond to misinformation online, and the role of digital literacy interventions to mitigate this challenge.PurposeThe analysis aims to provide some initial insights on how young people view and respond to misinformation online, based on open-ended online consultations, and consider what their ideas and experiences imply for whether and how digital literacy interventions can help mitigate the impact of “fake news” and mis/disinformation on young people's wellbeing.

Sulafa Zidani and Rachel E. Moran in “Memes and the Spread of Misinformation: Establishing the Importance of Media Literacy in the Era of Information Disorder” aim to equip students with the skills to tackle misinformation and participate in online conversations critically and ethically. The lesson does so through introducing core concepts in media literacy and participatory culture, such as “user-generated content,” “memes,” and “information disorder,” and facilitated student activities to examine their everyday social media consumption. Students will learn to identify the characteristics of culture and technology, connect user-generated content with the spread of dis/misinformation, and apply learned theories by remaking a meme or a different form of user-generated content to serve a different informational purpose.

The COVID-19 pandemic heightened the urgency of working across lines of political difference to combat misinformation. This paper asks: Does having news literacy matter in reducing misperceptions, and importantly, for whom does having news literacy matter? Using a national survey of US adults (N = 1700) that included the largest set of COVID-19-related misperceptions examined to date (k = 84), we tested how the effects of news literacy on misperceptions vary across ideology and ideological media consumption. Although holding a higher level of news literacy is associated with fewer misperceptions in general, it helps conservatives less than it helps liberals. Moreover, although news literacy is associated with mitigating the misperception-inducing effect of ideological media consumption on both ends of the political spectrum, this potential benefit appears to be weaker for conservative media use than for liberal media use. Finally, the benefit of having news literacy is maximized among cross-cutting consumers of ideological media but dampened among like-minded consumers, particularly conservatives with heavy conservative media consumption. We discuss the implications of our findings for identifying subgroups for future news literacy interventions and understanding the potentials and challenges of using news literacy to combat misinformation in a polarized climate.

This paper focuses on the content features of intentional deceptive information in the news (i.e., fake news) and on social media. Based on an extensive review of relevant literature (i.e., political journalism and communication, computational linguistics), we take stock of existing knowledge and present an overview of the structural characteristics that are indicative of intentionally deceptive information. We discuss the strength of underlying empirical evidence and identify underdeveloped areas of research. With this paper, we aim to contribute to the systematic study of intentional deception in the news and on social media and to help setting up new lines of research in which intentionally deceptive news items can be operationalized in consistent ways.

During the past few decades, educators, advocates and researchers have developed initiatives to increase news media literacy. Recent surveys indicate that audiences combine agendas from various media to suit their own needs through group discussion. This process is called “agenda melding.” Agenda melding includes the “need for orientation” function in a social context that acknowledges that the perceived importance of news issues changes in relation to their discussions with others. Using an online survey instrument with a sample of young adults, this study measures the level of news media literacy in young adults and examines the relationship between news media literacy, mindfulness, locus of control, and agenda melding. This study sought to determine whether relationships exist between the agenda melding process and news media literacy. Findings suggest that participation in the agenda melding process is associated with increases in levels of news media literacy.

News media literacy competencies and motivation in teachers are critical to media education initiatives. This article draws on a survey of 97 primary and secondary school teachers conducted as part of the Australian Broadcasting Corporation and University of Tasmania’s national Media Literacy Project in 2018. The data reveals challenges in the implementation of media literacy in classrooms, highlighting a generational divide linked to Australians’ rising consumption of news from digital sources and social media platforms. While teachers overwhelmingly say critical thinking about media is very important for students, nearly a quarter of these teachers are not engaging with news stories in the classroom. The data suggests responses require new resources, a review of teacher training, curriculum support, wider community collaboration and further research in the field.

Researchers, educationalists, educational policymakers, and education technologists have recently focused much of their attention on what it means to be literate in a densely mediated society. Therefore, we have raised the following questions: what has the conception of literacy—once understood merely as the ability to encode and decode a text—developed into today? What aspects are considered most pertinent to literacy as a complex phenomenon in contemporary research? What is the rationale behind combining two concepts—information literacy and media literacy—into the complex notion of Media and Information Literacy (MIL)? The method applied in this research is a state-of-the-art review that addresses current matters in comparison with previous research. In this paper, we have drawn extensively on institutional definitions of media literacy and information literacy, particularly those adopted by UNESCO and the European Commission. The conceptual frameworks of these entities have been considered alongside academic research in the field of literacy. Skillfully filtering information and critically appraising its quality—in any kind of message and across any type of media—is vital. Synthesizing overlapping literacies has proved useful because overarching composite concepts like Media and Information Literacy reflect the complex nature of the mediated world and encompass the skills, knowledge, and attitudes needed to engage with diverse sources of information and evaluate their quality.