Media and Information Literacy Repository – South Asia

This study examines how the growth of social media has transformed information access, communication, and democratic participation, highlighting both its benefits and challenges. It explores the relationship between social media use and media literacy, focusing on user engagement, opinion formation, and online dialogue. Findings show that while most users engage with social media daily—primarily for entertainment—few feel comfortable expressing opinions openly. Social media influences political and social participation, though its impact on opinion change varies. Overall, low media literacy awareness underscores the need for education to combat disinformation, strengthen critical thinking, and promote responsible digital citizenship.

Social media has taken many sectors including the higher education by storm. However, with wide spread fears that social media may be a distractor to pedagogy, this paper investigated how social media facilitates teaching and learning. Unlike most prior studies which relied much on soliciting mere views from students and lecturers about their intentions to use or not to use social media, this study incorporated Twitter and blogs into two undergraduate courses offered in the Department of Library and Information Science at Mzuzu University which is a public university in Malawi. Data were collected in two ways: first, analysis of blog and Twitter posts by students and second, a questionnaire was sent to 64 students to find out their perception towards the use of blogs and Twitter in a classroom environment. Results suggest that if appropriately deployed, Twitter and blogs are catalysts for the much hyped learner-centred approach to teaching because using these technologies, it emerged that students shared and discussed course materials, posted their course reflections and interacted amongst themselves and with their lecturer 24/7. Challenges faced include cost of internet data bundles, inaccessible Wi-Fi, poor bandwidths and insufficient computers.

The paper attempted to analyses the critical thinking and media literacy in connection to Global citizenship have become essential skills for responsible global citizenship leading to the transformation of the knowledge to generate novel ideas creative thinking securitized media through govern world. This philosophical inquiry explores the intersection of critical thinking, media literacy, and global citizenship, arguing that the cultivation of these skills is crucial for navigating complex global issues and promoting informed, empathetic, and engaged citizenship. Through a critical analysis of philosophical perspectives on knowledge, truth, and power, this paper examines the ways in which critical thinking and media literacy can be developed and applied to foster global citizenship. The importance of critical thinking and media literacy in promoting critical consciousness, cultural competence, and global responsibility. The paper concludes by proposing a philosophical apparatus for integrating critical thinking and media literacy into education and civic engagement initiatives, with the aim of empowering individuals to navigate the complexities of global citizenship.

Global Citizenship Education (GCE) is a framing paradigm which encapsulates how education can develop the knowledge, skills, values and attitudes learners need for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable. It represents a conceptual shift in that it recognizes the relevance of education in understanding and resolving global issues in their social, political, cultural, economic and environmental dimensions. It also acknowledges the role of education in moving beyond the development of knowledge and cognitive skills to build values, soft skills and attitudes among learners that can facilitate international cooperation and promote social transformation.

Digital Media: New Learners of the 21st Century takes viewers to the frontlines of what is rapidly becoming an education revolution. The film, targeted at parents, teachers, and anyone concerned about education in America, explores how exceptional educators are increasingly using digital media and interactive practices to ignite their students' curiosity and ingenuity, help them become civically engaged, allow them to collaborate with peers worldwide, and empower them to direct their own learning.

New Media, Old Media is a comprehensive anthology of original and classic essays that explore the tensions of old and new in digital culture. Leading international media scholars and cultural theorists interrogate new media like the Internet, digital video, and MP3s against the backdrop of earlier media such as television, film, photography, and print. The essays provide new benchmarks for evaluating all those claims; political, social, ethical, made about the digital age. Committed to historical research and to theoretical innovation, they suggest that in the light of digital programmability, seemingly forgotten moments in the history of the media we glibly call old can be rediscovered and transformed. The many topics explored in provocative volume include websites, webcams, the rise and fall of dotcom mania, Internet journalism, the open source movement, and computer viruses.

This paper is an exploratory investigation on Information Literacy and Sustainable Development GoalsImplementation: The Role of Libraries and Librarians. It is imperative to note that libraries andlibrarians can help streamline services that encourage the participation and acceptance of stakeholdersthrough its sharing, collaboration and facilitation platforms and services. The familiarity of users totheir respective libraries avails the library the opportunity to sensitize, recognize and make visibleprospects and challenges recorded with the implementation of SDGs. As it was pointed out that everysector depends on the library, it could be concluded that the library has all that is required to supportthe sustainable development goals to be achieve because of its characteristic dependability andinclusiveness. This paper recommended that management of libraries should not see the libraries asavenue of enriching themselves as there have been situations where fund released by government hasbeen misappropriated and embezzled at the detriment of effective service provision. There should bein a existence a body with integrity whose responsibility should be to monitor and audit every libraryproject and anyone found culpable punished accordingly. Furthermore, librarians and libraries shouldget involve in advocacy programmes such as road-walk, distribution of informative flyers, radio jinglesand social media campaign with a view to intimating the public on the SDGs.

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.

This study aims to determine the responses and competencies of teachers in digital media literacy. This research is a descriptive study using survey methods. The study sample was 112 Indonesian language teachers in West Sumatra. The instrument of this study used a questionnaire. The results of the study show that most teachers have used digital media to assist in the learning process. However, the digital media used is still limited and not yet diverse. The use of digital media in learning has positive and negative effects. In order for maximum positive effects to be obtained and negative effects to be avoided, teacher competence is needed to make it happen. Based on the results of this study it is recommended that teachers can keep up with the times by utilizing digital media in learning, both to obtain material so that the use of learning media, or support the learning methods used.

This special issue of the Journal of Media Literacy Education explores the role of media literacy across the lifespan. Media literacy education interventions must be designed to meet the needs of individuals of different ages by understanding the life roles and goals that they have across the lifespan. Different pedagogical strategies are required to effectively address the media literacy competencies of young children, teens, adults, parents, and older adults. In old age, media literacy education may support cognitive functioning and social relationships and help people critically assess health-related information and services. Adopting a life course perspective enables the examination of media literacy competencies which unfold over time in response to changing historical conditions, social institutions and policies. This article reviews the literature to identify the current state of media literacy for different age groups, the present and future needs, and the media education content and instructional methods that have been used with children and adolescents, adult, and older people.

This study looks at high school video production classes and how they help students build digital and media literacy. It found that students are more likely to take part in civic activities (like being aware of society, news, and community issues) when they have a positive interest in news, current events, journalism, and reporting. Also, media literacy skills and hands-on video making activities in class are linked to better civic engagement.

This report offers a plan of action for how to bring digital and media literacy education into formal and informal settings through a community education movement. In this report, the author's define digital and media literacy as a constellation of life skills that are necessary for full participation in our media-saturated, information-rich society.

The book examines news literacy as a democratic practice, urging readers to move beyond simple fact-checking to critically analyze the structures, institutions, and routines of news media systems. It situates news literacy within critical media literacy, focusing on how news constructs social reality and how power, influence, and gatekeeping shape what becomes news.

This chapter explains how media has evolved from traditional formats like newspapers, radio, and television to digital media technologies such as social media, streaming platforms, smartphones, and online games. It highlights how this shift has changed not only the way we consume information and entertainment, but also how we spend our leisure time, communicate, and form opinions.

The article examines news literacy as an emerging yet conceptually fragmented field, situated at the intersection of media literacy, journalism education, and related disciplines. It discusses the core goal of citizen empowerment, emphasizing critical evaluation of news and informed civic participation.

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.

Misinformation on social media has emerged as a major societal concern, as false information often spreads faster than fact-based corrections. Previous studies indicate that fact-checks usually lag behind misinformation, limiting their effectiveness. Research analysing the diffusion of fact-checks on platforms such as Twitter highlights that their spread is influenced by factors including truthfulness ratings, source credibility, political orientation, and user engagement. Studies further reveal that fact-checks with clear and conclusive verdicts are shared more widely, suggesting that message clarity and credibility play a crucial role in countering online misinformation.

Previous studies on media and information literacy highlight the growing importance of social media information literacy (SMIL) in addressing challenges such as information overload and misinformation in digital environments. Scholars emphasise that SMIL is a multidimensional construct encompassing skills related to navigation, evaluation, comprehension, creation, and interaction on social media platforms. Research indicates that higher levels of education and frequent social media use contribute positively to the development of SMIL, while age shows limited influence. Existing literature further suggests that stronger SMIL reduces information overload, which in turn lowers news avoidance and conspiracy thinking, thereby contributing to positive civic engagement and democratic resilience.

The spread of disinformation in the digital environment, particularly after the COVID-19 pandemic, has emerged as a major challenge to democratic societies. Scholars note that this situation has increased the relevance of fact-checking and verification as essential journalistic practices. Existing literature emphasises that digital skills in journalism go beyond technical abilities and include critical thinking, ethical awareness, and scepticism toward information sources. Studies on journalism students reveal a strong awareness of disinformation and a positive attitude toward verification practices, though gaps remain in advanced technical skills such as data journalism and digital tools. Gender differences in digital competencies have also been observed, highlighting the need for improved journalism education and skill-oriented training.

This study examined the relationship between middle school students’ smart media competency and online learning outcomes in an inquiry-based mathematics and science environment. A total of 455 Korean students from grades 7–9 participated, and their smart media competency was measured using the Smart Media Literacy Quotient (SMLQ). Results showed that smart media literacy differed by gender, grade level, subject, and socio-economic status, with female, senior-grade, and non-minority students demonstrating higher competency. Higher smart media literacy was also associated with better inquiry-task performance, while low achievers and students who dropped out exhibited significantly lower smart media literacy and more negative beliefs toward smart media.

The study emphasizes the need for social studies teacher educators to address misinformation and fake news in democratic citizenship education. Guided by the Teacher Education Technology Competencies, it proposes a five-part framework for integrating media literacy into teacher education, including historical, ethical, and practical approaches to analyzing fake news. The study highlights that a comprehensive media literacy approach supports civic reasoning, understanding of political bias, and online civic participation, and stresses the importance of strengthening preservice teachers’ media literacy skills through teacher education programs.

The study examines factors influencing young people’s ability to evaluate online information, focusing on credibility awareness, evaluation practices, and assessment accuracy. Based on data from 2,747 internet users aged 11–18, the findings show that cognitive development, decision-making style, demographics, and digital literacy training all affect online information evaluation, with some unexpected results. The study highlights gaps in youths’ online information literacy and discusses implications for improving digital literacy education and intervention design.

The paper critiques current media literacy programs for focusing mainly on source accuracy and reliability while neglecting how marginalized groups are represented in media. It argues that traditional “objective” news sources often reinforce stereotypes and media injustices. The study proposes an alternative critical media education model that emphasizes representation, power, and social justice. Through pedagogical examples, it shows how combining critical media analysis with media production can help learners challenge biased representations and media injustice, beyond simply verifying factual accuracy.

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.

The study investigates how foundational literacy influences online fact-checking behavior among college students, with news literacy acting as a mediator. Findings show that stronger foundational literacy improves fact-checking through enhanced news literacy, but reliance on heuristic (shortcut) thinking weakens this effect. The study highlights the impact of cognitive biases in social media contexts and emphasizes the need for journalism education to integrate critical news literacy, reflective media engagement, and awareness of digital information environments to support responsible digital citizenship.