Media and Information Literacy Repository – South Asia

This study investigates Media Architecture (MA) as an emerging discipline within Media and Information Literacy Cities (MIL Cities), which aim to integrate Information and Communication Technologies (ICTs) into urban environments to promote digital inclusion, access to information, and citizen participation. While smart cities have already explored the use of ICTs for the benefit of citizens, Media Architecture remains underexplored in the Brazilian urban context. This study is justified by the need for a public space open to democratic debate, which is essential to engage a plural and informed society. The study will employ narrative review to explore how Media Architecture can strengthen the bond between city and citizens, enhancing civic participation and enriching urban life.

This is a book on Global Citizenship in a Digital World

Internet has become a new way of communication leading the transformation of the use of conventional communication though digital platforms, bringing a new paradigm in human interaction (Saputra et al., 2020) but having Internet access does not mean that citizens are using Internet effectively and successfully, at least for participating in public decision-making. The disruption of information and technology development without creating a media and information literacy as part of the digital education, create a phenomenon that is worrying for the sustainability of society. In critical areas for society such as entrepreneurship, this phenomenon is critical and highly determining. This paper analyses the Media and Information literacy applied to citizen participation theoretical framework through a quantitative Bibliometric Overview of the most important studies in the field. The main objective is to present a general overview of the selected research areas, determining which of both areas is more explored from the point of view of how these literacies are used to reach citizen participation in public decisions, with a clear link to business decisions linked to entrepreneurship

Internet has become a new way of communication leading the transformation of the use of conventional communication though digital platforms, bringing a new paradigm in human interaction (Saputra et al., 2020) but having Internet access does not mean that citizens are using Internet effectively and successfully, at least for participating in public decision-making. The disruption of information and technology development without creating a media and information literacy as part of the digital education, create a phenomenon that is worrying for the sustainability of society. In critical areas for society such as entrepreneurship, this phenomenon is critical and highly determining. This paper analyses the Media and Information literacy applied to citizen participation theoretical framework through a quantitative Bibliometric Overview of the most important studies in the field. The main objective is to present a general overview of the selected research areas, determining which of both areas is more explored from the point of view of how these literacies are used to reach citizen participation in public decisions, with a clear link to business decisions linked to entrepreneurship.

This paper discusses the representation of information literacy and media literacy in the Singapore education discourse as part of its twenty-first century competencies framework. Through examining the conceptual definitions, purposes/aims, and means of these two significant twenty-first century competencies in the global context and the Singapore education policy, the authors argue that despite both information literacy and media literacy have been widely recognized as crucial skills in the knowledge based economy, they are perceived as separate concepts, given differentiated emphasis, and implemented using similar approaches by various governmental and educational agencies in Singapore. To facilitate the acquisition of these critical competencies, this paper argues that an overarching framework featuring the seamless integration of information and media literacy in school curricula and public education needs to be in place to clarify conceptual concerns and guide its practical implementation.

This study reports the findings of qualitative and quantitative research designed to assess the impactof different types of instructional practices involving media literacy education across the curriculum.Teachers in a small school district participated in a staff development program in media literacy anddeveloped unique approaches for integrating media literacy concepts into language arts, history, mathand science at the ninth grade level. The work of four different teams of ninth grade teachers isdescribed by examining the instructional practices, motivations and philosophy behind teachers'application of media literacy concepts into the curriculum. In addition, students exposed to thesedifferentforms of media literacy education were tested on specific media analysis skills, including theability to identify main ideas, the message's purpose, point of view, and various structural featuresof a news broadcast. Students who received a balance of media analysis and media productionexperiences, who used film and video frequently in the classroom and who did not rely exclusively onoff-the-shelf prepared media literacy curriculum performed better in measures of media analysis whichinvolved the deconstruction of a segment of television news programming. Results also showed thatclassrooms which engaged in more extensive and comprehensive approaches to integrating medialiteracy skills into existing curriculum had students with higher levels of information processing skillsincluding recall and comprehension of ideas presented in a video

The article examines intercultural film literacy education as a response to cultural misrepresentation in audiovisual media and its implications for democracy. The study highlights the importance of expanding film literacy to video-based social media and addressing the lack of diverse teaching materials.

This systematic literature review examines the growing influence of social media influencers over traditional media in shaping public opinion. Analyzing 26 Scopus-indexed studies published between 2020 and 2025, the review finds that influencers build strong trust and engagement through parasocial relationships, emotional storytelling, and niche relevance, often outperforming traditional media in influencing attitudes and behavior. While influencers act as powerful cultural intermediaries in digital communication, the study also highlights ongoing challenges such as misinformation, ethical concerns, and commercialization, offering important implications for research, marketing practice, and media policy.

The article reflects on the need to integrate emerging literacies into contemporary pedagogy to better prepare teachers for the demands of the 21st-century information society. It emphasizes the teacher’s evolving role in addressing multiple platforms, languages, and data-rich environments. Focusing on film literacy, the study highlights its interdisciplinary and multicultural character and its importance as both an independent field and a teaching practice.

This article explores how social media influencers have become key drivers of contemporary activism, reshaping traditional concepts of leadership. By using their platforms to raise awareness, build communities, and mobilize followers, influencers can transform online engagement—such as hashtag activism—into offline action and real social impact. Focusing on case studies from Morocco and grounded in theories of digital activism and leadership, the study shows how influencers enable grassroots mobilization, democratic participation, and the amplification of marginalized voices. It also examines ethical challenges, including authenticity, backlash, and the tension between advocacy and commercial interests, highlighting both the potential and limitations of influencer-led social movements in driving social change.

The article challenges narrow definitions of visual literacy by arguing that many visual conventions in film and television can be understood through general cognitive skills, even by viewers without formal media training. Using examples such as camera angles, point-of-view shots, and shot juxtaposition, it shows how viewers rely on everyday perceptual and social knowledge to interpret meaning.

This study explores the relationship between journalistic background, content creation experience, and self-reported information literacy among global content creators. Based on an online survey of 500 content creators in eight languages around the world, the study explains whether journalistic training or experience in content creation influences perceived information literacy, while controlling for education and economic development of the country. Results indicate that both having a journalistic background and content creation experience significantly predict perceived information literacy, with education of creators as a significant covariate. Economic development (Global South vs. Global North) is not a significant factor. Grounded in Flavell’s metacognitive theory, the findings suggest that content creators gain confidence in evaluating information through having a journalistic background and content creator experience, even if their actual ability remains untested. The implications of perceived information literacy compared to actual practice in information checking and information literacy training based on metacognition are discussed.

Kampung Giri Harja (Jelekong Village) is an art and painting village in Bale Endah District, Bandung Regency, founded by Asep Sunandar Sunarya. Formerly an unknown village, Jelekong transformed into Giri Harja Endah Village after his arrival and became widely recognized as an art village in southern Bandung. Most residents work as artists, especially wayang golek puppeteers and painters, with many streets lined with art and puppet shops. The PKM (community activity program) addresses the challenge of improving the quality of local content creators so they can support digital media literacy. Through socialization, training, counseling, consultation, and ongoing participatory assistance, the program aims to develop high-quality creative digital content that attracts audiences and strengthens digital literacy.

The study examines the role of emotion in news consumption, arguing that traditional news literacy education’s focus on facts and verification is no longer sufficient. It explores how emotion and emotion-analytics technologies shape the spread and impact of fake news in digital environments.

The article examines news literacy needs in K–12 education in the context of growing concerns about fake news. Drawing on the perspectives of in-service teachers and school librarians in California, it assesses students’ perceived news literacy skills.

The article addresses the growing concern over fake news and its threat to democracy and journalism in the contemporary media environment. It situates this problem within the emerging field of news literacy, arguing for the need to reconceptualize fake news both theoretically and practically.

This book is an introductory academic text that explains how digital games are not just entertainment, but an important part of new media culture, communication, identity, and everyday life.

The study focuses on strengthening the assessment of news literacy in response to growing concerns about fake news, misinformation, and changing digital news consumption practices. It aims to update existing news literacy measurement tools by introducing two new scales: the Headline Literacy Scale and the Hard News Standards Knowledge Scale.

The study examines which factors encourage early adolescents (12–15 years) to apply news literacy in practice, rather than merely possess it. The findings show that motivation, skills, and valuing (news) media literacy are more important than production knowledge, and that news consumption and news literacy application are strongly interconnected.

The article examines teenagers’ understanding of news and their news consumption practices. It explores how teens define news, encounter it—largely incidentally through social media or parents—and perceive its relevance to their lives.

This article investigates news literacy among early adolescents by foregrounding their own views and experiences with news. It shows that while adolescents recognize the importance of reliable news, their engagement remains mostly passive and weakly critical.

This article explores the influential yet underexamined role of media agencies in the digital media ecosystem, particularly within the news media sector. Media agencies shape the public sphere by directing advertising budgets toward specific platforms, thereby contributing to the platformization of media. Drawing on interviews and industry sources, the study shows that media agencies are heavily involved in digitizing, tracking, and commodifying audiences, while also recognizing the ethical concerns this creates. The article calls for greater political scrutiny and critical research into the democratic consequences of emerging value chains linking platforms, advertisers, media agencies, audiences, and news organizations.

This study explores news literacy from the perspective of young people’s everyday news use on social media, rather than formal educational models. The study highlights news literacy as a situated, practice-based process, shaped by users’ experiences, motivations, and perceived agency in digital environments.

Heritage institutions increasingly incorporate social media logic into their efforts to digitize archival sources. This study is based on an ethnographic exploration of the National Library of Israel’s (NLI) digitization endeavors, with the aim of understanding how the transition from analog to digital materials aligns with the principles of platformization. By conducting observations, examining reports, and interviewing NLI professionals, we shed light on the pervasive influence of social media logic within public sector institutions, such as the National Library. We argue that the digitization process of archival documents is a form of platformization, and its impact is evident even before the content is disseminated, exposed, and uploaded to social media platforms. Furthermore, our analysis underscores how social media logic is a guiding force behind the NLI’s digitization strategy, encompassing the selection of materials and the construction of a digital archive for future generations.

This study examined the role of a social network site (SNS) in the lives of 11 high school teenagers from low-income families in the U.S. We conducted interviews, talk-alouds and content analysis of MySpace profiles. Qualitative analysis of these data revealed three themes. First, SNSs facilitated emotional support, helped maintain relationships, and provided a platform for self-presentation. Second, students used their online social network to fulfill essential social learning functions. Third, within their SNS, students engaged in a complex array of communicative and creative endeavors. In several instances, students' use of social network sites demonstrated the new literacy practices currently being discussed within education reform efforts. Based on our findings, we suggest additional directions for related research and educational practices.