341:, and behavior. In two recent nationally-representative surveys of U.S. residents, media literacy competencies were associated with health-related decision making in the context of COVID-19, and the study found that media literacy skills promote the adoption of recommended health behaviors. Health interventions have also explored issues such as media violence, stereotypes in the representation of gender and race, materialism and consumer culture, and the glamorization of unhealthy behavior, including smoking. Research shows that media literacy is associated with increased resilience in children and youth that is effective in a wide variety of contexts and learning environments.
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critically analyze news, advertising, or entertainment. Media literacy programs that focus on political attitudes and behavior are thought to provide the cognitive and social scaffolding needed for civic engagement. Research on high school students has shown that participation in a media literacy program was positively associated with information-seeking motives, media knowledge, and news analysis skills. Experimental research has shown that young people ages 15 â 27 who had received media literacy education in schools were better able to evaluate the accuracy of political content, even when it aligned with their existing political beliefs.
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technology in the classroom, a distinction that is exemplified by the difference between "teaching with media" and "teaching about media." In the 1950s and 60s, the âfilm grammarâ approach to media literacy education developed in the United States. Where educators began to show commercial films to children, having them learn a new terminology consisting of words such as: fade, dissolve, truck, pan, zoom, and cut. Films were connected to literature and history. To understand the constructed nature of film, students explored plot development, character, mood and tone.
63:
190:, and, eventually, make sound decisions when electing their leaders. People who are media literate can adopt a critical stance when decoding media messages, no matter their views regarding a position. Likewise, the use of mobile devices by children and adolescents is increasing significantly; therefore, it is relevant to investigate the level of advertising literacy of parents who interact as mediators between children and mobile advertising.
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inside the context of formal education; (2) it generally relies of partnerships with media industries and media regulators; and (3) there is a robust research community who have examined the needs of educators and obstacles to future development. Although progress around the world was uneven, all respondents realized the importance of media education, as well as the need for formal recognition from their government and policymakers.
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of educators began to not only acknowledge film and television as new, legitimate forms of expression and communication, but also explored practical ways to promote serious inquiry and analysisâ- in higher education, in the family, in schools and in society. In 1976, Project
Censored began using a service learning model to cultivate media literacy skills among students and faculty in higher education.
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decoding and lateral reading, which entails looking at multiple perspectives in assessing the quality of a particular piece of media. Media literacy also includes the ability to create and share messages as a socially responsible communicator, and the practices of safety and civility, information access, and civic voice and engagement are sometimes referred to as
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Then, during the 1970s and 1980s, attitudes about mass media and mass culture began to shift around the
English-speaking world. Educators began to realize the need to "guard against our prejudice of thinking of print as the only real medium that the English teacher has a stake in." A whole generation
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ignited the North
American educational movement for media literacy in the 1950s and 1960s. Two of Canada's leaders in Media Literacy and Media Education are Barry Duncan and John Pungente. Duncan died on June 6, 2012. Even after he retired from classroom teaching, Barry had still been active in media
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was the first country in North
America to require media literacy in the school curriculum. Every province has mandated media education in its curriculum. For example, the new curriculum of Quebec mandates media literacy from Grade 1 until final year of secondary school (Secondary V). The launching of
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Studies have been done to test levels of media literacy among
Chinese-speaking students in Taiwan. Beginning in the 2017 school year, children in Taiwan study a new curriculum designed to teach critical reading of propaganda and the evaluation of sources. Called "media literacy," the course provides
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initially offered curricular materials and other resources for educators who taught U.S. students in grades 6â12 (middle school and high school), focusing primarily on helping students learn to sort fact from fiction in the digital age. (In 2020 NLP expanded its work to include audiences of all ages
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frameworks. Additionally, an increasing number of school districts have begun to develop school-wide programs, elective courses, and other after-school opportunities for media analysis and production. Media education for teachers, as of 2015, represented 2% of all study programs in teacher training.
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In North
America, the beginnings of a formalized approach to media literacy as a topic of education is often attributed to the 1978 formation of the Ontario-based Association for Media Literacy (AML). Before that time, instruction in media education was usually the purview of individual teachers and
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is one example of an international collaboration in media literacy education: it is a digital learning platform that relies on crowdsourced examples of contemporary propaganda shared by educators and learners from around the world. For educators who are developing media literacy programs, the study
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Goals might include developing the habits and skills to access, analyze, evaluate, create, and act using all forms of communication. Education about media literacy can begin in early childhood by developing a pedagogy around more critical thinking and deeper analysis and questioning of concepts and
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Frau-Meigs, D. 2008. Media education: Crossing a mental rubicon." It will also benefit generations to come in order to function in a technological and media filled world. In
Empowerment through media education: An intercultural dialogue, ed. Ulla Carlsson, Samy Tayie, Genevieve JacquiÂŹnot-Delaunay
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Media literacy competencies are frequently measured using self-report measures, where people rate or agree with various statements. These measures are easy to administer to a large group of people. Some researchers use performance- or competency-based measures to examine people's actual ability to
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set an ambitious objective for Europe to advance its knowledge economy while being more culturally inclusive. Empirical research on media literacy education is carried out by social science researchers generally falls into three major categories, focusing on (a) health outcomes; (b) curriculum and
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method to find and compare multiple sources of information on the same topic or event. The method they suggest is called 'SIFT.' 'S' is for stop and reflect, especially before sharing or acting on the information. 'I' is for investigate the source. Looking at the source's
Knowledge (XXG) page, for
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Media literacy education provides tools to help people develop receptive media capability to critically analyze messages, offers opportunities for learners to broaden their experience of media, and helps them develop generative media capability to increase creative skills in making their own media
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has worked on spreading the concepts and skills of positive interaction with the media and tools of communication technology and digital media, and to reduce their disadvantages. An academy in Beirut, Lebanon opened in 2013, called the Media and
Digital Literacy Academy of Beirut (MDLAB) with the
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Media literacy education began to appear in state
English education curriculum frameworks by the early 1990s, as a result of increased awareness in the central role of media in the context of contemporary culture. Nearly all 50 states have language that supports media literacy in state curriculum
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has investigated which countries were incorporating media studies into different schools' curricula as a means to develop new initiatives in the field of media education. Relying on 72 experts on media education in 52 countries around the world, the study identified that (1) media literacy occurs
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and challenges media messages that reproduce oppression and discrimination. Proponents of media literacy education argue that the inclusion of media literacy into school curricula promotes civic engagement, increases awareness of the power structures inherent in popular media and aids students in
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Media literacy education is the process used to advance media literacy competencies, and it is intended to promote awareness of media influence and create an active stance towards both consuming and creating media. Media literacy education is taught and studied in many countries around the world.
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Media literacy education is not yet as widespread or as advanced in Asia, comparative to the U.S. or Western countries. Beginning in the 1990s, there has been a shift towards media literacy in East Asia. In recent years, media literacy education is growing in Asia, with several programs in place
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In Ukraine, media education is in the second stage (2017â2020) of development and standardization. Main centres of media education include the Ivan Franko University of Lviv (led by Borys Potyatynyk), Institute of Higher Education of the National Academy of Pedagogical Sciences of Ukraine (Hanna
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In the Netherlands media literacy was placed in the agenda by the Dutch government in 2006 as an important subject for the Dutch society. In April, 2008, an official center has been created (mediawijsheid expertisecentrum = medialiteracy expertisecenter) by the Dutch government. This center is a
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The UK is widely regarded as a leader in the development of media literacy education. Key agencies that have been involved in this development include the British Film Institute, the English and Media Centre Film Education the Centre for the Study of Children, Youth and Media at the Institute of
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There is also an approach to media literacy that is rooted in media psychology and media effects. This is sometimes called a protectionist approach to media literacy because it aims to educate students about potential risks and harms of media use. This approach views children and young people as
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In the United States, education policy is decentralized, and reference to media literacy is growing, with 22 passed bills in 14 states since 2012. Most state policies do not allocate financial resources to promote media literacy education, with only a few providing staff positions or coaching.
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In Spanish legislation, digital competence is considered as an umbrella term that "includes information and data literacy, communication and collaboration, media education, digital content creation (including programming), security (including digital wellbeing and cybersecurity skills), digital
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In North America and Europe, media literacy includes both empowerment and protectionist perspectives. Media literate people can skillfully create and produce media messages, both to show understanding of the specific qualities of each medium, as well as to create media and participate as active
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In Russia, the 1970s-1990s brought about the first official programs of film and media education, increasing interest in doctoral studies focused on media education, as well as theoretical and empirical work on media education by O.Baranov (Tver), S.Penzin (Voronezh), G.Polichko, U.Rabinovich
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Media literacy education has been an interest in the United States since the early 20th century, when high school English teachers first started using film to develop students' critical thinking and communication skills. However, media literacy education is distinct from simply using media and
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Other theoretical approaches, like critical media literacy, emphasize the power relationships that are inherent in media systems in society. Critical media literacy aims to analyze and understand the power structures that shape media representations and the ways in which audiences work to make
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Educators have identified some important components that should be present in "quality" media literacy education programs. These include: (1) attention to teaching methods; (2) the training and preparation of educators; (3) the scope, structure, and coherence of the activities of instructional
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Examples of media literacy include reflecting on one's media choices, identifying sponsored content, recognizing stereotypes, analyzing propaganda and discussing the benefits, risks, and harming of media use. Critical analysis skills can be developed through practices like constructivist media
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Theoretical frameworks for media literacy are rooted in interdisciplinary work at the intersection of communication and media studies, education, and the humanities. Key concepts and core principles have been synthesized from the work of 20th century thinkers and scholars who have been called
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developed the AACRA model (access, analyze, create, reflect and act) and identifies three frames for introducing media literacy to learners: authors and audiences (AA), messages and meanings (MM), and representation and reality (RR), synthesizing the scholarly literature from media literacy,
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Digitalisation and the expansion of information and communication technologies at the beginning of the 21st century have substantially modified the media and their relationship with users, which logically modifies the basic principles of media education. It is no longer so much a question of
428:(Civic Online Reasoning). Assessments of students who have taken such programs and those who have not have shown that the students with media literacy training can more easily recognize false or misleading content and determine whether a source of information is credible.
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media education in Canada came about for two reasons. One reason was the concern about the pervasiveness of American popular culture and the other was the education system-driven necessity of contexts for new educational paradigms. Canadian communication scholar
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The media arts education tradition focuses on creative production of different media forms by learners. This approach is one of the oldest approaches to media literacy education and was pioneered by educators and artists in Rochester, New York who developed
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adapt an approach to fact checking as a type of media literacy, suggesting that information seekers emphasize lateral reading, including starting some searches on Knowledge (XXG). Instead of "vertical reading" of a single website, "lateral reading", is a
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In recent years, a wide variety of media literacy education initiatives have increased collaboration in Europe and North America, Many cultural, social, and political factors shape how media literacy education initiatives are believed to be significant.
160:. By building knowledge and competencies in using media and technology, media literacy education may provide a type of protection to children and young people by helping them make good choices in their media consumption habits, and patterns of usage.
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Karpenko, Olena. (2017). Media education as a component of reforming higher education in Ukraine/ Đ. Đ. Karpenko Media4u Magazine: Proceedings of 10th International Research Electronic Conference Media and Education 2017. Special Issue, pp. 59â63.
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citizens. Media literacy can be seen as contributing to an expanded conceptualization of literacy, treating mass media, popular culture and digital media as new types of 'texts' that require analysis and evaluation. By transforming the process of
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18 states have enacted media literacy standards in K-12 education as of 2023, including Texas, New Jersey, Delaware, Florida and California. In 2021, Illinois became the first state to require high school students to take a news literacy class.
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Montenegro became one of the few countries in the world that have introduced media education into their curriculums, when in 2009 âmedia literacyâ was introduced as an optional subject for 16 and 17-year-old students of Gymnasium high schools.
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Hobbs, R. (2005). Media literacy and the K-12 content areas. In G. Schwarz and P. Brown (Eds.) Media literacy: Transforming curriculum and teaching. National Society for the Study of Education, Yearbook 104. Malden, MA: Blackwell (pp. 74 â
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texts. As students age and enter adulthood, the use of learning media literacy will be impactful in identifying ethical and technical standards in media as well as understanding how media ties to their cognitive, social, and emotional needs.
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that includes the ability to access and analyze media messages as well as create, reflect and take action, using the power of information and communication to make a difference in the world. Media literacy applies to different types of
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Education for media literacy often encourages people to ask questions about what they watch, hear, and read. Some examples of media examined include, but are not limited to television, video games, photographs, and audio messages.
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into an active and critical process, people gain greater awareness of the potential for misrepresentation and manipulation, and understand the role of mass media and participatory media in constructing views of reality.
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Austin, E. W., Austin, B. W., Willoughby, J. F., Amram, O., & Domgaard, S. (2021). How media literacy and science media literacy predicted the adoption of protective behaviors amidst the COVID-19 pandemic.
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Meta-analysis of a large number of these studies has found that the average effect size was strong and positive for outcomes including media knowledge, criticism, perceived realism, influence, attitudes,
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Third and Fourth graders in Kuwait are learning to address visual stereotypes surrounding the Middle East through media literacy education, in part to be better able to challenge representation.
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Alexandria, Contact Us National Arts Education Association 901 Prince Street; Star, VA 22314 Telephone: +1800 299 8321 +1703 860 8000 Fax: fax +1703 860 2960 Email: infoarteducators org Guide.
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Robayo-Pinzon, O., Rojas-Berrio, S., NĂșñez-GĂłmez, P., MiguĂ©lez-Juan, B., & GarcĂa-BĂ©jar, L. (2022). Parentsâ literacy on mobile advertising aimed at children: a cross - cultural approach.
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messages. Critical analyses can include identifying author, purpose and point of view, examining construction techniques and genres, examining patterns of media representation, and detecting
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Digital and Media Literacy: A Plan of Action. A White Paper on the Digital and Media Literacy Recommendations of the Knight Commission on the Information Needs of Communities in a Democracy
172:, propaganda and media bias. A growing body of research has begun focusing on the impact of media literacy on youth. In an important meta-analysis of more than 50 studies, published in the
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has taught film from the inception of the medium, but it has only been recently that conferences and media courses for teachers have been organized with the inclusion of media production.
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practice; (4) the presence and appropriateness of underlying theories of media literacy; and (5) the originality of the programs in relation to available resources and community needs.
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gaining necessary critical and inquiry skills. Media can have a positive or negative impact on society, but media literacy education enables the students to discern inescapable risks of
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Lin, Tzu-Bin; Mokhtar, Intan Azura; Wang, Li-Yi (20 December 2013). "The construct of media and information literacy in Singapore education system: global trends and local policies".
1390:, (pp. 169 â 180). Goteborg University, Sweden: The International Clearinghouse on Children, Youth and Media, Nordicom in cooperation with UNESCO, Dar Graphit and Mentor Association.
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In Singapore, the Media Development Authority (MDA) defines media literacy and recognizes it as an important tool for the 21st century, but only from the reading aspect of the term.
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saw theoretical publications on media literacy in the 1970s and 1980s, with a growing interest for media education inside and outside the educational system in the 80s and 90s.
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In Vietnam, the Young Journalists Group (YOJO) was created in 1998 in collaboration with UNICEF and the Vietnamese National Radio to combat false accounts by the media.
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While most policies make reference to resources for media literacy education, these generally refer to lists of curriculum materials or sample instructional material.
252:. 'T' is for trace the claim to its original context, whether an image or a quote to help make sure it was not taken out of context or comes from a reliable source.
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and stresses the significance of "new media literacies"âa set of cultural competencies and social skills that young people need in the new media landscape.
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In the Nordics, media education was introduced into the Finnish elementary curriculum in 1970 and into high schools in 1977. The concepts devised at the
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onwards, the promotion of media literacy was reduced to a matter of market research â what Wallis & Buckingham have described as an âundead' policy.
178:, media literacy interventions were found to have positive effects on knowledge, criticism, perceived realism, influence, behavioral beliefs, attitudes,
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Kahne, J., & Bowyer, B. (2017). Educating for democracy in a partisan age: Confronting the challenges of motivated reasoning and misinformation.
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Wallis, Richard; Buckingham, David (2013-10-01). "Arming the citizen-consumer: The invention of 'media literacy' within UK communications policy".
919:"Book Review: Teaching students to decode the world: Media literacy and critical thinking across the curriculum (Chris Sperry & Cyndy Scheibe)"
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are the 2002 registration of a new âMedia Educationâ (No. 03.13.30) specialization for the pedagogical universities, and the 2005 launch of the
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in news and public affairs programming (and the reasons for these). Media literacy education may explore how structural featuresâsuch as
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Onkovych), Institute of Social and Political Psychology of the National Academy of Pedagogical Sciences of Ukraine (Lyubov Naidyonova).
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2259:"A Case for the Common Good: How Training in Faith-based Media Literacy Helped Teachers Address Social Justice Issues in the Classroom"
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in virtual and hybrid environments. Media education currently incorporates phenomena such as social networks, virtual communities,
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457:. After an initial burst of activity, however, Ofcom's work in this regard was progressively reduced in scope, and from the
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Lazer, David; Baum, Matthew; Grinberg, Nir; Friedland, Lisa; Joseph, Kenneth; Hobbs, Will; Mattsson, Carolina (2017-05-02).
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proposed: Production, Language, Representation, and Audience. Elaborating on the concepts presented by David Buckingham,
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Lim, Sun Sun; Nekmat, Elmie (2008). "Learning through "Prosuming": Insights from Media Literacy Programmes in Asia".
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particularly vulnerable to cultural, ideological or moral influences, and needing protection by means of education.
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Media literacy education is sometimes conceptualized as a way to address the negative dimensions of media, including
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449:. The âpromotion' of media literacy also became a UK Government policy under New Labour, and was enshrined in the
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780:"Intervening in the Media's Influence on Stereotypes of Race and Ethnicity: The Role of Media Literacy Education"
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example, can sometimes a give a sense of their reliability. 'F' is for find better coverage, such as a reputable
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and made all of its resources free of charge.) Similar programs for students and adults are also offered by the
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Hazard, P. and M. Hazard. 1961. The public arts: Multi-media literacy. English Journal 50 (2): 132â133, p. 133.
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citizenship issues, privacy, intellectual property, problem solving, and computational and critical thinking".
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Other approaches focus on positioning media literacy in relation to "reading," "writing," and "relevance."
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1621:"Quality Media Literacy Education. A Tool for Teachers and Teacher Educators of Italian Elementary Schools"
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of propaganda has become increasingly important, especially with the rise of fake news and disinformation.
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2710:"Approaches to Learning with Media and Media Literacy Education â Trends and Current Situation in Germany"
1303:"Empowerment and protection: Complementary strategies for digital and media literacy in the United States"
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In India, the Cybermohalla program started in 2001 with the aim to bring access to technology to youths.
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Silver, A. (2009). A European approach to media literacy: moving toward an inclusive knowledge society.
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This pedagogical project questions representations of class, gender, race, sexuality and other forms of
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3017:"Field-Based Teacher Education in Elementary Media Literacy as a Means to Promote Global Understanding"
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Verified: how to think straight, get duped less, and make better decisions about what to believe online
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Jeong, S. H., Cho, H., & Hwang, Y. (2012). Media literacy interventions: A meta-analytic review.
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Finland has been cited as one of the leading countries that invests significantly in media literacy.
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Martens, H., & Hobbs, R. (2015). How media literacy supports civic engagement in a digital age.
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DiGiacomo, Daniela Kruel; Hodgin, Erica; Kahne, Joseph; Alkam, Samia; Taylor, Caitlin (2023-05-01).
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DiGiacomo, Daniela Kruel; Hodgin, Erica; Kahne, Joseph; Alkam, Samia; Taylor, Caitlin (2023-05-01).
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Martens, H. (2010). Evaluating media literacy education: Concepts, theories and future directions.
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Supsakova, Bozena (April 2016). "Media Education of Children a Youth as a Path to Media Literacy".
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and other journals, and a robust global community of media literacy scholars has emerged since the
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Hobbs, R. (2017). Measuring the digital and media literacy competencies of children and teens. In
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Education, London, and the DARE centre (Digital Arts Research Education), a collaboration between
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1254:"Teaching Truth, Lies, and Accuracy in the Digital Age: Media Literacy as Project-Based Learning"
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became the standard nation-wide in 2016. Finland also offers education for older adults as well.
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Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism
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education. Pungente is a Jesuit priest who has promoted media literacy since the early 1960s.
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Hobbs, Renee; Cabral, Nuala; Ebrahimi, Aghigh; Yoon, Jiwon; Al-Humaidan, Rawia (June 2011).
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One ranking of media literacy efforts had Finland #1, Canada #7 and the United States #18.
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Hobbs, R.; Jensen, A. (2009). "The past, present and future of media literacy education".
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Confronting the Challenges of Participatory Culture: Media Education for the 21st Century
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network organization consisting of different stakeholders with expertise on the subject.
2484:"'There's nothing more critical': California makes schools teach kids to spot fake news"
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Opportunities for Media and Information Literacy in the Middle East and North Africa
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Culver, S., Hobbs, R. & Jensen, A. (2010). Media Literacy in the United States.
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Ramos-Soler, Irene; LĂłpez-SĂĄnchez, Carmen; Torrecillas-Lacave, Teresa (2018-07-01).
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Ability to navigate various types of media and see their claims in a broader context
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Some theoretical frames make reference to the key elements of human communication.
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2004:"Research Guides: Critical Media Literacy: Critical Media Literacy Research Guide"
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Media Literacy is Elementary: Teaching Youth to Critically Read and Create Media
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1642:
1605:
1596:
1437:
1402:"Online risk perception in young people and its effects on digital behaviour"
1369:
1279:
1270:
1253:
1072:
1039:
942:
893:
854:
813:
726:
703:
186:. Media literacy enables the populace to understand and contribute to public
3770:
3602:
1882:
1701:
Exploring the Roots of Digital and Media Literacy through Personal Narrative
1556:
918:
187:
1956:
1767:
1696:
1586:
1570:"EducaciĂłn para los medios, alfabetizaciĂłn mediĂĄtica y competencia digital"
1504:
934:
229:
3079:
2767:
2750:
2003:
1970:
1302:
828:
296:
meaning through dominant, oppositional and negotiated readings of media.
3795:
3684:
3352:
1620:
1322:"Critical media literacy, democracy, and the reconstruction of education"
845:
804:
199:
195:
34:
2726:
1633:
1418:
1401:
1200:
779:
3830:
3825:
3810:
3386:
3083:
1428:
795:
727:"Four Fundamental Challenges in Designing Media Literacy Interventions"
477:
2797:"Exploring the Media Literacy of Taiwanese Elementary School Students"
2541:"Illinois Is The First State To Have High Schools Teach News Literacy"
1803:"Don't believe everything you see and hear about Israel and Palestine"
961:"Lateral reading: The best media literacy tip to vet credible sources"
238:
With the growing problem of so-called "fake news," Mike Caulfield and
2296:
2169:(pp. 253â274), edited by F. Blumberg & P. Brooks. Academic Press.
989:"The 'Sift' strategy: A four-step method for spotting misinformation"
551:
501:
493:
471:
386:
353:
232:, such as Paolo Freire, Marshall McLuhan, Stuart Hall, and others.
72:
2612:
2569:
2517:"Recognizing fake news now a required subject in California schools"
194:
educating critical receivers as of training citizens as responsible
2830:"Schoolkids in Taiwan Will Now Be Taught How to Identify Fake News"
1658:"Assessing the state of media literacy policy in U.S. K-12 schools"
1016:"Assessing the state of media literacy policy in U.S. K-12 schools"
868:
Cho, Hyunyi; Cannon, Julie; Lopez, Rachel; Li, Wenbo (2022-01-16).
829:"Review of Mind over media: Propaganda education for a digital age"
3694:
1857:
Media education : literacy, learning and contemporary culture
1055:
Digital and media literacy : connecting culture and classroom
454:
333:
instruction; and (c) political attitudes, media use and behavior.
71:(Yearbook 2016), a training program on media literacy promoted by
61:
2593:
2437:"Learning to evaluate: An intervention in civic online reasoning"
42:
and is seen as important skills for work, life, and citizenship.
3088:
2581:
2404:"These Students Are Learning About Fake News and How to Spot It"
2241:
3325:
3092:
2986:
Abu-Fadil, Magda; Torrent, Jordi; Grizzle, Alton (2016). "3".
993:
682:
Potter, W. James (2010-11-30). "The State of Media Literacy".
2992:
The International Clearinghouse on Children, Youth and Media
1149:"Digital literacy: Can the republic 'survive an algorithm'?"
322:
The scholarly knowledge community publishes research in the
3321:
2242:
Mapping of media literacy practices and actions in EU-28.
2106:
Comunicar: Revista CientĂfica de ComunicaciĂłn y EducaciĂłn
1574:
Comunicar: Revista CientĂfica de ComunicaciĂłn y EducaciĂłn
778:
Scharrer, Erica; Ramasubramanian, Srividya (March 2015).
112:, or its funding modelâaffect the information presented.
1520:"Combating Fake News: An Agenda for Research and Action"
424:(MediaWise) and the Stanford History Education Group at
3067:
Voices of Media Literacy: International Pioneers Speak.
2385:
Contemporary Issues in Technology and Teacher Education
1456:
Mind Over Media: Propaganda Education for a Digital Age
529:
training in journalism in the new information society.
1471:"Media Literacy Interventions: A Meta-Analytic Review"
1231:. Peter Lang Inc., International Academic Publishers.
525:
across countries throughout the Asian Pacific region.
2348:. New York/Oakland: Seven Stories Press. p. 11.
1206:
The National Association for Media Literacy Education
2927:"Jordan making progress in media literacy â experts"
2030:"Educating Students to be Critical of Violent Media"
3763:
3535:
3489:
3458:
3405:
3359:
3298:
3282:
3251:
3226:
3175:
3126:
1728:. Chicago London: The University of Chicago Press.
1568:GutiĂ©rrez-MartĂn, Alfonso; Tyner, Kathleen (2012).
761:"What Is Media Literacy? What Parents Need to Know"
1881:
559:goal for students to be critical media consumers.
223:Theoretical approaches to media literacy education
2708:Tulodziecki, Gerhard; Grafe, Silke (2013-09-10).
2669:"Media literacy: the UK's undead cultural policy"
2667:Wallis, Richard; Buckingham, David (2016-09-12).
2572:. Englishandmedia.co.uk. Retrieved on 2011-12-21.
1859:(Reprinted. ed.). Cambridge : Polity Press.
1352:Fueyo, Aquilina; Andrés, Susana de (2017-12-28).
2344:Huff, Mickey; Roth, Andy Lee (October 7, 2014).
731:Media Literacy in a Disruptive Media Environment
453:as a responsibility of the new media regulator,
1843:Media literacy in action: Questioning the media
870:"Social media literacy: A conceptual framework"
500:academic journal, partly sponsored by the ICOS
3193:Manifest and latent functions and dysfunctions
2603:. Cscym.zerolab.info. Retrieved on 2011-12-21.
684:Journal of Broadcasting & Electronic Media
3337:
3104:
1201:"Core Principles of Media Literacy Education"
1147:Klepper, David; Valdes, Manuel (2023-03-20).
8:
2947:"Opinion: Critical minds for critical times"
2849:
2847:
2560:. BFI (2010-11-03). Retrieved on 2011-12-21.
1955:Kellner, Douglas; Share, Jeff (2019-05-09).
1258:Journalism & Mass Communication Educator
661:Digital and Media Literacy: A Plan of Action
2784:http://www.media4u.cz/mav/9788087570395.pdf
2297:International Media Literacy Research Forum
917:SEZGÄ°N BĂYĂKALACA, AyĆe Aslı (2023-07-31).
3344:
3330:
3322:
3111:
3097:
3089:
2584:. Film Education. Retrieved on 2011-12-21.
2211:
2209:
1911:"Critical media literacy is not an option"
2766:
2725:
2684:
2379:Share, Jeff; Mamikonyan, Tatevik (2020).
2240:European Audiovisual Observatory (2016).
2167:Cognitive development in digital contexts
1931:
1766:
1632:
1595:
1585:
1494:
1469:Jeong, S.-H.; Cho, H.; Hwang, Y. (2012).
1427:
1417:
1327:. In Macedo, D.; Steinberg, S.R. (eds.).
1269:
901:
844:
803:
2795:Chang, C.S.; Zhi-Feng Liu, Eric (2011).
2673:International Journal of Cultural Policy
2257:Tenorio de Azevedo, Maria (2019-04-15).
2090:CS1 maint: numeric names: authors list (
1703:, Temple University Press, pp. 9â36
1331:. New York: Peter Lang Publishing, Inc.
3476:National Council of Teachers of English
2967:"Media and Information Literacy Center"
2055:"NAEA Position Statement on Media Arts"
1749:Fielding, Jennifer A. (December 2019).
1176:. New York: Routledge. pp. 17â18.
1057:. Thousand Oaks, Calif.: Corwin Press.
644:
613:
2346:Censored 2015: Inspiring We the People
2080:
2070:
1909:Kellner, Douglas; Share, Jeff (2007).
1320:Kellner, Douglas; Share, Jeff (2007).
349:History and international applications
3069:2010-2011. Center for Media Literacy.
2802:The Asia-Pacific Education Researcher
2197:American Educational Research Journal
1449:
1447:
1381:
1379:
1195:
1193:
1174:Active Literacy Across the Curriculum
1142:
1140:
1138:
1111:
1109:
982:
980:
759:Claybourn, Cole (November 14, 2023).
7:
2154:Journal of Media Literacy Education,
1697:"Historical Roots of Media Literacy"
954:
952:
650:
648:
632:e.g., Media Literacy Resource Guide.
318:Research on media literacy education
33:is an expanded conceptualization of
2714:Journal of Media Literacy Education
2327:Journal of Media Literacy Education
2263:Journal of Media Literacy Education
1625:Journal of Media Literacy Education
325:Journal of Media Literacy Education
3466:International Literacy Association
3413:List of countries by literacy rate
2059:National Art Education Association
546:According to the government-owned
466:Lycée franco-finlandais d'Helsinki
25:
2893:Asia Pacific Journal of Education
2857:Science, Technology & Society
2626:European Journal of Communication
2180:Atlantic Journal of Communication
1958:The Critical Media Literacy Guide
1118:"Finland: How to fight fake news"
1888:. Cambridge, MA: The MIT Press.
1487:10.1111/j.1460-2466.2012.01643.x
987:Ruggeri, Amanda (May 10, 2024).
148:of children, and concerns about
2828:Smith, Nicola (April 6, 2017).
2570:English and Media Centre | Home
2141:Journal of Health Communication
1801:Ohlheiser, A. W. (2023-10-12).
1783:from the original on 2019-12-31
827:Higdon, Nolan R. (2021-09-15).
725:Potter, W. James (2020-03-04),
3643:Occupational Safety and Health
3218:Two-step flow of communication
2751:"Media Literacy in Montenegro"
1116:BĂŒnz, Tilmann (4 March 2020).
582:Information and media literacy
230:grandparents of media literacy
1:
2686:10.1080/10286632.2016.1229314
2515:Jones, Carolyn (2023-11-10).
2453:10.1016/j.compedu.2019.103711
1674:10.1080/17482798.2023.2201890
1662:Journal of Children and Media
1032:10.1080/17482798.2023.2201890
1020:Journal of Children and Media
959:Hughes, Skylar (2023-07-20).
733:, Routledge, pp. 57â74,
285:discusses the emergence of a
77:UNITWIN Cooperation Programme
3167:Social aspects of television
3035:10.1080/01626620.2011.569313
2905:10.1080/02188791.2013.860012
2482:Buller, Robin (2023-12-05).
2435:McGrew, Sarah (2020-02-01).
2402:Tugend, Alina (2020-02-20).
1475:The Journal of Communication
1252:Friesem, Yonty (June 2019).
923:Turkish Journal of Education
696:10.1080/08838151.2011.521462
312:visual literacy in education
3022:Action in Teacher Education
2028:Reza, Raihan (2018-04-20).
1845:. Rowman & Littlefield.
1695:HOBBS, RENEE (2016-06-10),
622:Public service broadcasting
488:(Kurgan), Y.Usov (Moscow),
202:, artificial intelligence,
3893:
3471:International Literacy Day
2870:10.1177/097172180801300205
1855:Buckingham, David (2007).
765:US News & World Report
2441:Computers & Education
2275:10.23860/JMLE-2019-11-1-5
1933:10.1007/s11519-007-0004-2
1388:José Manuel Pérez Tornero
886:10.1177/14614448211068530
443:University College London
3481:No Child Left Behind Act
3311:Structural functionalism
3080:Media Literacy Resources
2749:Perovic, Jelena (2015).
2638:10.1177/0267323113483605
2123:Journal of Communication
1619:Felini, Damiano (2014).
1329:Media Literacy: A Reader
1271:10.1177/1077695819829962
784:Journal of Social Issues
620:See Corporate media and
175:Journal of Communication
58:Media literacy education
3877:Criticism of journalism
3134:Influence of mass media
2755:Media and Communication
2217:"UNESCO Media Literacy"
2008:guides.library.ucla.edu
2002:Monica Hagan, M. L. S.
1880:Jenkins, Henry (2009).
1557:10.1108/YC-05-2021-1331
874:New Media & Society
504:âInformation for Allâ.
451:Communications Act 2003
3655:Information literacies
2972:Jordan Media Institute
2613:The DARE Collaborative
1768:10.5860/crln.80.11.620
1587:10.3916/C38-2012-02-03
1172:Jacobs, Heidi (2017).
1053:Renee., Hobbs (2011).
935:10.19128/turje.1299712
556:Jordan Media Institute
447:British Film Institute
88:
3821:Post-literate society
3781:Children's literature
3660:Information and media
3382:Functional illiteracy
2768:10.17645/mac.v3i4.335
2247:. Strasbourg, France.
1971:10.1163/9789004404533
1454:Hobbs, Renee (2020).
1301:Hobbs, Renee (2010).
417:News Literacy Project
415:Founded in 2008, the
287:participatory culture
250:fact-checking website
236:Information Literacy.
210:Media literacy policy
65:
1227:Share, Jeff (2015).
846:10.14507/er.v28.3309
597:Postliterate society
459:Coalition government
271:and new literacies.
265:information literacy
3786:Composition studies
3502:Ruth Johnson Colvin
3367:Adolescent literacy
2727:10.23860/jmle-4-1-5
1722:Wineburg, Samuel S.
1634:10.23860/jmle-6-1-3
1419:10.3916/c56-2018-07
426:Stanford University
330:European Commission
48:digital citizenship
3290:Television studies
3213:Semiotic democracy
3208:Opinion leadership
3139:Mass communication
2994:. pp. 41â47.
2599:2010-03-28 at the
2547:. August 12, 2021.
2408:The New York Times
2302:2010-02-07 at the
2083:has generic name (
1841:Hobbs, R. (2021).
1825:Hobbs, R. (2010).
1524:Shorenstein Center
796:10.1111/josi.12103
204:cyber-surveillance
158:Internet predators
144:and violence, the
142:racial stereotypes
130:media manipulation
89:
3844:
3843:
3806:Media consumption
3372:Emergent literacy
3319:
3318:
3252:Notable academics
3001:978-91-87957-33-8
2245:Council of Europe
1980:978-90-04-40453-3
1735:978-0-226-82984-5
1720:Caulfield, Mike;
1597:20.500.12749/3093
740:978-0-367-81476-2
572:Critical literacy
490:Alexander Fedorov
422:Poynter Institute
184:democratic rights
122:media consumption
16:(Redirected from
3884:
3346:
3339:
3332:
3323:
3306:Media psychology
3274:Bernard Berelson
3269:Robert K. Merton
3235:The Lonely Crowd
3183:Culture industry
3176:Notable theories
3127:General concepts
3113:
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2219:. Archived from
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833:Education Review
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577:Digital literacy
548:The Jordan Times
392:Marshall McLuhan
279:David Buckingham
21:
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3883:
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3816:Oral literature
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3675:Multiliteracies
3531:
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3377:Family literacy
3355:
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3259:Paul Lazarsfeld
3247:
3242:The Power Elite
3222:
3198:Media democracy
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3061:Further reading
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2601:Wayback Machine
2594:at Zerolab.info
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363:Mind Over Media
351:
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269:visual literacy
225:
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150:loss of privacy
110:media ownership
60:
28:
23:
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18:Media Education
15:
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3890:
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3836:Writing system
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3776:Asemic writing
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3517:Griffith Jones
3514:
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3164:
3162:Public opinion
3159:
3158:New literacies
3156:
3154:Media literacy
3151:
3146:
3141:
3136:
3130:
3128:
3124:
3123:
3118:
3116:
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3108:
3101:
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3075:
3074:External links
3072:
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3029:(2): 144â156.
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1793:
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1687:
1668:(3): 336â352.
1648:
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1576:(in Spanish).
1560:
1551:(2), 255â281.
1536:
1510:
1481:(3): 454â472.
1461:
1458:. W.W. Norton.
1443:
1408:(in Spanish).
1392:
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1360:(in Spanish).
1344:
1337:
1312:
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1264:(2): 185â198.
1244:
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3392:Post-literacy
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3227:Notable works
3225:
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3203:Mediatization
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3149:Media ecology
3147:
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2955:. 2017-11-05.
2954:
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592:Multiliteracy
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339:self-efficacy
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154:cyberbullying
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3623:Geo-literacy
3548:Agricultural
3527:Brian Street
3507:Paulo Freire
3459:Institutions
3434:New Zealand
3240:
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3188:Echo chamber
3153:
3144:Mass society
3026:
3020:
3010:
2987:
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2952:Jordan Times
2950:
2941:
2932:Jordan Times
2930:
2921:
2896:
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2861:
2855:
2834:. Retrieved
2823:
2811:. Retrieved
2809:(3): 604â611
2806:
2800:
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2608:
2589:
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2524:. Retrieved
2520:
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2488:The Guardian
2487:
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2419:. Retrieved
2407:
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2320:
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2225:. Retrieved
2221:the original
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2112:(32), 19-20.
2109:
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2100:
2081:|first=
2062:. Retrieved
2058:
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2037:. Retrieved
2033:
2023:
2011:. Retrieved
2007:
1997:
1957:
1950:
1923:
1917:
1904:
1883:
1875:
1856:
1850:
1842:
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1827:
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1810:. Retrieved
1806:
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1785:. Retrieved
1758:
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1744:
1725:
1715:
1705:, retrieved
1700:
1690:
1665:
1661:
1651:
1624:
1614:
1577:
1573:
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1544:
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1528:. Retrieved
1523:
1513:
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1409:
1405:
1395:
1364:(2): 81â93.
1361:
1357:
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1315:
1306:
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1261:
1257:
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1210:. Retrieved
1204:
1173:
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1156:. Retrieved
1152:
1125:. Retrieved
1121:
1091:
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1048:
1023:
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998:. Retrieved
992:
968:. Retrieved
964:
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912:
877:
873:
863:
836:
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787:
783:
773:
764:
754:
744:, retrieved
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720:
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683:
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