media literacy research paper topics

ORIGINAL RESEARCH article

Research on the integration of media literacy innovative concept and entrepreneurship education and digital dynamic creative expression talents.

$\r\nJie Zhang,$

1 Department of Digital Media Arts, School of Design, Jiangnan University, Wuxi, China
2 Graduate School of Management, Management and Science University, Shah Alam, Malaysia

The rapid development of digital technology has created a variety of forms of digital media. In these emerging media, with the support of high-performance computers, increasingly dynamic performance has become possible, and the public has cultivated a preference for dynamic content cognition. This study, based on the basic characteristics of visual perception to the cognition of motion form, aims to cultivate the cognitive literacy of pan-digital media with innovative concepts and entrepreneurship education and to explore the cognition and innovative expression methods of dynamic language in digital design. The research leads the static oriented morphological exploration and expression to the dynamic expression and thinking of the same concept object. The basic thinking steps for students from “static” to “dynamic” are established, and students are encouraged to use “Synesthesia,” “metaphor” and other methods to carry out a “dynamic expression” level of emotional association. In the experiment, two different ways of design expression, static and dynamic, are required to design and evolve graphics. In this study, 50 freshmen were selected as the training objects for the planning and training of design thinking and performance means. In the visual elaboration and expression of the inner emotion of the same content with innovative concept and entrepreneurship education, not only should the changes and combinations of the graphics be innovated, but the emotional characteristics of the more abstract graphics should be explored as well. The feedback data of students’ thinking and cognition differences in the two stages of expression were obtained through a questionnaire and analyzed and compared. The experimental results show that after the training, students’ ability to develop innovative concepts and entrepreneurship education through dynamic expression, consciousness and perception were significantly improved. This research also provides a new vision and specific implementation method for the future training of digital dynamic innovation expression ability and the cultivation of innovative concepts of digital media literacy and entrepreneurship education.

Introduction

Motion practice and holistic educational thinking in the basic education system of bauhaus.

At the Bauhaus Week and Bauhaus exhibition in 1923, “Art and technology-a new unity” was declared a slogan, and “The combination of art and technology (machine)” became the most important ideology. The rise of constructivism (art) had a great influence on Bauhaus design, and constructivism (art) emphasized movements in space and broke the original single static way of expression ( Birringer, 2013 ). Under the influence of both art and technology, later in a series of educational practices, painting, sound, music and other data are subsequently imported into a computer to explore the whole expression formed by multimedia and multichannels to construct a comprehensive synthetic art work ( Chen and He, 2013 ). The concept of motion was originally carried out in Bauhaus’s paintings; through the use of the dynamic composition and dynamic perspective of visual features in painting, the static image becomes more vivid and energetic. As a “moving image” with an element of time, László Moholy Nagy’s work is outstanding. We can find his thoughts and practice in “Malerei, Photographie, Film (1925)” and “Vision in Motion” (1947). His experiments in synthetic art and motion led to a new kind of artistic literacy ( Foster et al., 2006 ). Due to the rise of multimedia today, Moholy Nagy has introduced new creative techniques in the fields of art and education ( Nelson, 2006 ). In addition, holistic educational thinking in Bauhaus basic design education also emphasizes the integration of “body and mind” into innovative basic art education, which compensates for the shortcoming “lack of practical experience” in works produced by digital technology without using physical materials in the aspect of multimedia expression ( Gropius, 1992 ). Guided by this kind of thinking, multimedia artwork requires the creator to have a rich experience in generating ideas, planning, finding materials, assembling and editing his target image.

Characteristics of Contemporary Digital Media and the Basic Education of Art Design

The French scholar Marco Diani once stated “In postmodern society, one of the main characteristics of the dominant structure that dominates people’s work is the ubiquity and adaptability of new technologies. From the development of human work to machine work, and then developed to computer work, during which technological changes have taken place rapidly, which led to the changes of individuals and groups to adapt to their special working environment. Design has become a more complex and multidisciplinary activity than it was not long ago” ( Wang, 2016 ). Since the twenty-first century, China has new requirements for the development of ideology on a certain economic basis. In addition, innovative entrepreneurship education in universities is an educational model that is compatible with socioeconomic development and education reform, which should reflect the integration, innovation, and application of knowledge ( Dieser and Christenson, 2017 ). The professional and basic ability of the emerging digital media art design is the most intuitive in assessing the impact of the changes in new media and new technologies. In the traditional sense, plane composition, three-dimensional composition and color composition are static forms in a specific space. In digital media design, there are few static forms, and any form of composition will add a feature of the time dimension. The appearance of this characteristic directly causes continuous change in the interrelationship among single elements in a specific space. If the form change in a plane space or three-dimensional space is regarded as a frame on the time axis, then the expression of a period of movement is a space-time matrix composed of a plane or three-dimensional space. In this matrix, a single element that used to only have a relationship with adjacent elements in space will now have a relationship with “itself” before and after this moment. The visual psychological impression generated by this change is obviously more intuitive and stronger than that expressed in the form of static space ( Hayles, 2012 ).

Image as a means of communication and vision as a means of understanding the world are particularly prominent in the lives of contemporary young people. Today’s students grow up in an environment saturated with images, and their communication and practice often use vision as a medium ( Brumberger, 2019 ). Artistic media literacy includes an understanding of the characteristics of the medium and comprehensive ability to effectively create and express intentions using image media ( Motomura, 2003 ). In the image age, people’s visual literacy reflects the possibility of receiving and cognition of external information. Media art, including product design, packaging, painting, sculpture creation, architecture and landscape design, require visual imagination and thinking. The expression of motion seems to be promoted by the development of the media that is spawned by the development of information technology, but from the perspective of people relying on vision to obtain information, it coincides with an improvement in people’s visual literacy. Artistic media literacy includes the understanding of media characteristics and the comprehensive ability to use image media to effectively create and express intentions. Visual literacy is directly related to the behavior of reading images. When it was first defined, it crossed disciplines and backgrounds in the practice of higher education ( Kędra, 2018 ). When people see a certain thing, they form a “posture” by the visual perception of the thing, and this “pose” and “build momentum” are actually determined by people’s visual imagination and thinking. Graphic images under media art have become the most important expression tool for interpreting and disseminating culture, and text has become the annotation and supporting role of image symbols. Visual temptation and interpretation have never been more important. In the context of contemporary digital media visual communication, the training of digital media art design must be geared to the increasing visual literacy of the masses and meet the expression needs of emerging media ( Messaris, 2012 ). In this way, the visual expression of digital media can be comprehensively considered and interpreted from a dynamic perspective and integrated into the fundamental teaching of basic elements and design forms. Visual literacy skills are learnable, teachable, and can be developed and improved, conscious visual literacy training can help improve learners’ visual literacy. Through the training of coping with characteristics, students will open the door to digital media art design expression and cultivate them to adapt to a new visual habit. In the current information age, the education forms of Chinese universities have also changed, and research on the cultivation of digital dynamic creative expression literacy with the concept of innovation and entrepreneurship education is actively attempted under this background ( Sun, 2020 ).

Materials and Methods

The purpose of this research is to discuss the cultivation of talents for digital dynamic creative expression in the context of the practice of visual literacy education, especially for students majoring in digital media art, and to provide relevant professional educators with methods and reference significance in future curriculum design. For this reason, in the early stage, I designed the overall framework of the course based on the characteristics of digital media art professionals and the new media needs, and transformed the dynamic needs of students’ visual literacy into basic course training, and accompanied the course. During the process, 50 freshmen were used as the training objects, 30 of them participated in every link of the course training, and they were trained by means of content selection and form application; the other 20 were the control group, they only received the regular plane composition, color composition and other composition training, did not receive relevant dynamic expression exercises, and at the end of the course, through questionnaire surveys and interviews, the different impressions of the two groups of students on dynamic expression were explored and compared.

The basis for the overall framework design of the course stage and the evaluation results of students’ dynamic expression effect are as follows.

To Develop the Basic Design Capabilities of Digital Media for New Media Needs and Characteristics

Digital Media Art was established with the emergence of new media and the formation of digital industries. Its main purpose is to integrate design thinking and artistic expression into new digital media Similar to the Bauhaus basic education system, which revolves around the urgent needs of machine production after the second industrial revolution. The fourth industrial revolution is also the formation of the information age, which has given birth to a series of digital media surrounding social and technological changes, such as digital communication, digital expression, and digital art. In such a medium, design is an innovative driving force; it can change and optimize a series of systemic relationships in the physical world and establish and optimize system relationships for digital products and digital artistic expressions in the digital world. With the development of the information age, the digital world will become a mirror image of the real world and has more possibilities than the real world. Therefore, design as a systematic way of thinking will inevitably become an important attitude in the development of the digital world ( Sevaldson, 2014 ).

In the gradually forming digital world, new media are constantly appearing. The previous computer was the main interface from the real world to the digital world. With the development of software and hardware, the form of computers has gradually presented the trend of miniaturization, decentralization and implantation. The number of digital media is far greater than that of traditional media, and the form of digital media is far greater than that of traditional media. Due to the enhancement of computability, the expressible dimensions of digital media are broader than those of traditional media ( Osadcha and Baluta, 2021 ). Among them, the most important feature is that the communication channel of traditional media is single, while the communication channel of digital media is multidimensional. The expression of traditional media is static, and the expression of digital media has a time dimension, that is, it is dynamic. Focusing on this main difference, in contrast to the current basic courses of Digital Media Art Design in China, plane composition, three-dimensional constitution and color composition are employed as training of modeling, which to some extent disregards the important characteristics of contemporary digital media. Bauhaus’ basic education system of design introduced the study of “dynamics” earlier through the study of vision. In the process of the artist’s research and practice of motion vision, even in traditional medium, “vision in motion” was also shown (Itten, 1975). In the basic design courses for the new digital media, the needs and characteristics of the medium should be taken as a new aspect of design basic education, and more exploration and practice should be carried out to cultivate students’ cognitive literacy of pan-digital media with innovative ideas and entrepreneurial education, as shown in Figure 1 .

Figure 1. Dynamic form for dynamic demand.

Transform the Dynamic Demand Into the Concrete Basic Course Training

Selection of content.

The training of dynamic innovative expression is set in the latter stage of modeling training, and the cognition and training of static modeling in the previous stage of the course are utilized as a graphic basis of dynamic expression. To achieve the most fundamental training of dynamics, dynamic exercises are combined with abstract graphics, and emotion is expressed through the unified arrangement of and change in abstract elements of points, lines and planes. The training of the course is based on four basic stages, as shown in Figure 2 : The purpose of the first stage of training is to transform unconscious viewing into conscious viewing; the purpose of the second stage is to extract means based on conscious viewing; in the third stage, the establishment of dynamic expression thinking is carried out after having certain basic expression means; the final stage tries to integrate different emotions and feelings into the depiction of time, and uses the movement of abstract objects to express certain emotions.

Figure 2. Four basic stages of training.

The first stage: Reshape the observation method. In this stage, breakthrough training is carried out for the inertial visual observation method. Through the observation of natural objects from different angles, growth stages, and decomposition methods, new observation perspectives are cultivated, especially the perceptual cognition and description of the influence of time on form. Establish an internal perspective of “change” in the process of static depiction, as shown in Figure 3 .

Figure 3. Observation and reflection on morphological changes in time dimension.

The second stage: Through the training of graphic abstraction and simplification, understand the rules of formal beauty, learn the abstract extraction of concrete forms, achieve the ability to abstract the characteristics of concrete objects into a composition picture with certain emotional characteristics, and shape the total expression of the picture by using the emotional association and metaphor characterized by points, lines and planes, as shown in Figure 4 .

Figure 4. Abstract extraction of physical form.

The third stage: establish the thinking of dynamic expression. The motion of form is the sequential display of different form states on the time axis, and the position, mutual relations and changes of form are organized to constitute a display for a period of time. The course chooses the graphics composed of bones as the basis, simplifies the complex expression of movement by means of different analysis methods of bones, regulation of the change order of unit shape, setting of the initial state of movement, etc., and strengthens the application of number and order logic in expression by searching for the nature of dynamic change: time, position, and order.

The fourth stage: Based on mastering certain thinking methods, rhythm, direction, color, acceleration and deceleration and other motion elements are systematically combined to express a certain emotion.

Selection of Forms

Dynamic design is a broad concept, especially the mature of information technology and media technology, which makes people more inclined to obtain information from the media in a dynamic way. However, due to the ambiguity of the boundary in the area from animation to dynamic design, in the field of art design, dynamic design relies on the concept of pananimation expanded by the basic teaching of animation ( Song, 2021 ). However, as dynamic application subdivisions become increasingly mature, dynamic design needs to address the different characteristics and specific purposes of diverse media. Considering the curriculum setting; combining the characteristics of the integration of art and engineering and the needs of diverse media expressions, guidance for entrepreneurship education and innovative concepts; and focusing on the dynamic expression of arrays, through the connection with the grid composition part of the sculpt foundation, the composition logic and the motion organization logic in the motion design are consciously implanted into the dynamic expression of graphics. The implementation of related courses is also carried out by selecting the following specific forms.

(1) Analyze the composition logic of existing art works: First, observe the changes in the static grid composition and establish the rules; second, explore multiple observation angles of the static composition; and last, use numbers to mark the changes.

(2) Digital logic in team motion practice: Through experiential exercises to strengthen the relationship of motion changes between individual elements and the group. The students are divided into groups of 7 people, and each student represents a unit element. The group will discuss for approximately 10 min to determine the motion form of the unit and the sequential rule of group motion, form an overall scheme and perform live after discussion and confirmation.

(3) Organize motion with digital logic in graphic practice: After team practice, based on an understanding of the sequential rule of group motion with digital markers, the corresponding relationship between numbers and graphics is set, and the digital composition logic in the existing art works is applied to organize the total motion of the grid pattern, as shown in Figure 5 .

Figure 5. Methods of practicing orderly organizational dynamics with simple graphics.

(4) Software practice of organizing motion with digital logic: the self-made program by unity3D is utilized to carry out the tentative design of motion. In the homemade program, structured settings according to the grid form and digital logic allow students to design the sequential rule of grid motion by setting parameters. Based on the first two steps, the circular motion of the unit shape and the numerical law of the grid are applied to set the total motion style. Convolutional neural networks are utilized to learn and analyze the emotional characteristics of literati paintings.

Design of Training Focus

The focus is to cultivate the ability to express emotional characteristics using the motion state of abstract morphological elements in successive training and the new visual thinking habits that are adapted to dynamic expression formed in the process. (1) Pay attention to the changes in the morphological elements on the time axis; (2) Focus on the group performance of a single cyclic dynamic; and (3) Abstract mimicry in motion, as shown in Figure 6 .

Figure 6. Hierarchy of training priorities.

Use of Auxiliary Tools

A self-made program is selected as an auxiliary tool for training. The tool has a basic grid setting function, which simplifies the complex array movement into the adjustment of “size,” “strength,” and “hardness” in units of “elements” to form a basis for the dynamic expression diversity of grid composition, as shown in Figure 7 .

Figure 7. A method for dynamic expression of grid composition in homebrew.

Semistructured Interview

The course uses sample questionnaires and sample interviews to conduct surveys. The main purpose is to explore the status of students after learning: (1) cognition and awareness of motion expression and (2) the connection between motion expression and emotional communication. Thirty of the students who participated in the survey participated in every practice part of the course. In addition, a control group was also set up, with the remaining 20 people in the control group, and the main contents of routine composition training were continued for them. The questionnaire and interview process mainly explored students’ sensitivity to the dynamic characteristics of media and cognition of emotional expression from two aspects—observation of motion and dynamic expression of emotion—to understand students’ impression of dynamic expression with the innovative concept and entrepreneurship education.

Output of Innovation Results

Through the continuous training of the whole idea, a number of exploratory works were produced. According to the unified requirements, the students carried out the design of the abstract graphics from the morphological level to the organizational level and tried to express a certain degree of emotional characteristics through the state of motion. For the final work, most of the students choose computer programs such as processing program or unity3D to realize their creative expression. These programs can realize the dynamic expression of graphics faster by writing code, and are unanimously welcomed by students. During this process, the students have to consider the richness and beauty of the motion in the array and how to form the emotional characteristics of the target through organization of the object’s motion order. Work 1–2 is a relatively typical array composition that uses the most basic equally spaced grid, and the dynamics of the graphics subject are mainly embodied inside the unit shape. Compared with work 1, work 2 rotates the unit shape more in the direction, which enables the dynamics of Work 2 to have richer visual changes with a stronger dynamic. Because of the difference in sequence, the motion process becomes more integrated. Work 3–4 is an attempt at different dynamics of the same set of basic forms. Compared with Work 3, Work 4 emphasizes the sense of order of deformation and color changes. However, due to the relatively single combination of unit shapes, although the visual impact is stronger, the dynamic level is relatively lacking, and the imbalance and instability of the graphics are formed in the middle. Work 3 has a reasonable sense of visual balance and richness, but due to the conservative dynamic design, the emotions conveyed dynamically are also conservative. Work 5 conveys the dynamic feelings of lively and nifty, a combination of large and small squares, and a jumping color relationship. Both graphics and color create a sense of dynamism, and their synchronization weakens the rigidity produced by the alignment. Work 6 is constructed from the shape formed after the picture is cut, and the main motion is the relative linear motion of the left and right. During motion, the triangles on the two sides will form a new graphic relationship when they meet, forming an interesting and dynamic visual form and greatly weakening the sense of existence of the grid due to the large range of dynamics, as shown in Figures 8 , 9 .

Figure 8. Work 1–3.

Figure 9. Work 4–6.

Work 7 is a set of dynamic grid graphics composed of lines and surfaces with transparency. The semitransparent graphics are stacked in the dynamic process to form a certain spatial front-to-back relationship, and the interspersion of lines and surfaces enriches the interrelationship in the dynamic realization process. Through the setting of different rhythms, an emotional rhythm is produced, and the rich changes also weaken the rigid mood created by the sense of grid. “Sense of space,” “uncertainty of form,” “emotional rhythm,” and “relative balance in dynamic” all render this group of works impressive, as shown in Figures 10 , 11 .

Figure 10. Work 7.

Figure 11. Work 8.

Compared with work 7, work 8 respects the grid form, using the simplest point arrangement as the basic graphics. However, in the process of dynamic expression and through the horizontal and vertical spacing changes and color changes, the neat emotions are expressed and some unexpected changes are also produced. The convergence and separation of points comprise the main content of morphological changes. However, the figure-ground relation formed by different combinations can also create graphical interest in the dynamics, thus forming certain emotional characteristics.

Embodiment of Consciousness and Ability

After the course, set corresponding questions for students’ awareness, preference and sensitivity to motion observation and related aspects of dynamic expression of emotion, and make statistical charts based on relevant data. The questionnaire statistics for the course reflect, to a certain extent, the accumulation of students’ awareness and abilities in all aspects after the course.

First, it is the sensitivity study of dynamic feature observation, in the figure, the solid line is the experimental group, and the dotted line is the control group. First, it can be seen that the vast majority of people in the experimental group have a certain awareness of motion observation, but less than 10% have a stronger awareness. In the control group, the overall awareness of observation was not much different from that of the experimental group. However, there were two extreme groups: the first extreme group was characterized as completely “not feeling,” and the second extreme group was characterized as not “full of feeling.” People in the neutral zone were slightly more than 10 percent less likely than those in the experimental group to have awareness of motion observation. This set of data reflects that in the contemporary digital media environment, regardless of whether they participate in the course, the general population has a certain awareness of dynamic observation or a certain experience of observation.

Figure 12 (2) shows the preference of the two groups for dynamic observation. The experimental group showed a distinct and positive preference for the attraction of dynamic observation. More than half of the control group showed a wavering preference between dynamic observation and static observation. Students’ ability of dynamic expression of innovative ideas and entrepreneurship education has been significantly improved. Figure 12 (3) mainly presents two groups of sensitivity characteristics for dynamic observation. Similar to the first figure, this figure presents a “head-to-tail” contrast. The trend of the curves of the two groups exhibit minimal difference. However, 10% of the control group and less than 5% of the experimental group chose the “not feeling” option, whereas approximately 5% of the control group and none of the experimental group chose the “full of feeling” category. In combination with the first figure, it can be inferred that the centralized dynamic training in the course can improve the attention of the subjects to the details in motion to a certain extent. However, the formation of literacy is affected by many existing digital media expressions, and the attention to dynamics changes with the changes in the surrounding information environment.

Figure 12. Line graphs of the two groups’ preferences for dynamic observation.

Second, in digital media art works, a large part of the artistry of dynamic expression lies in the interpretation and expression of emotions. The experimental group in Figure 13 (1) showed a clearer understanding of the dynamic expression of emotions. The control group had a certain cognition but showed a greater sense of uncertainty, with 80% of the people expressing clear possibilities accounting for approximately 20% of the total population. Figure 13 (2) shows feedback on the advantages of dynamic expression in conveying emotions. The experimental group as a whole showed a strong sense of clarity. The control group also shows a certain degree of uncertainty, but the total number of people in the positive cognition exceeds the experimental group, and some people in the experimental group do not think that dynamic expression has advantages. Figure 13 (3) shows an understanding of the dynamic expression of differentiated emotions. The appearance presented in this set of data is similar to Figure 2 . Similarly, most people in the experimental group showed a relatively firm sense of clarity, while the positive cognition of the control group was higher than that of the experimental group. As seen from the data in Figures 2 , 3 , the training of the course did not greatly promote the basic understanding of the “dynamic transmission of emotion” but strengthened the certainty of the dynamic expression of emotion and its advantages in the fuzzy media experience. Therefore, it can be seen that the choice of the experimental group is more affirmative, while the control group’s options are more ambiguous.

Figure 13. Line graphs of the differences in the perception of dynamic expression of emotions between the two groups.

Analysis of the Main Causes of Group Differences

The experimental group and control group in this practice mainly reflect the two aspects of group differences. The experimental group gave moderate recognition of “self-dynamic expression cognition,” and the peaks mainly appear around the more moderate options, while the control group gave more extreme recognition to this, and more “extreme negative” and “extreme positive” appear. On the other hand, the control group was approaching the experimental group in terms of the consciousness of “expressing emotions dynamically,” that is, the exploration and attempt in the course did not make the students in the experimental group have a clearer and stronger consciousness of the “dynamic expression of emotions.” In contrast, although the control group has not been exposed to the corresponding exploration and attempt, a considerable number of people have a relatively clear sense of identity for the dynamic expression of emotions. The differences between these two aspects may be attributed to the following reasons:

(1) Based on the original modeling training part, the dynamic expression of static graphics was extended in the course. Before exploring the dynamics, the experimental group went engaged in the “abstract study of form,” the “study of form change in the time dimension,” the “research of dynamic methods and steps,” “study on dynamic decomposition of self-substitution” and a series of process. The links of dynamic expression from observation, decomposition, and experience to hands-on reality further refine their cognition of the ways and steps of dynamic expression. Therefore, the cognition and denotation of boundaries may help form a relatively cautious attitude to “whether they think so.” In the control group, the cognition of dynamics is completely derived from life experience, and the lack of cognition of details may increase the “black or white” in the grasp of the general direction, forming a certain polarization trend.

(2) The second difference between the two groups was the similarity of identification consciousness between dynamic expression and emotional expression. In the original hypothesis, the experimental group and control group may have great differences in the awareness of “dynamic expression” and “dynamic expression of emotions.” The result was the opposite: the two groups did not widen the gap in proportions, and the control group appeared to be “more confident” in some ways than the experimental group. This difference is most likely due to today’s digital environment and the ubiquitous “multimedia” environment. Although the control group was not guided by the course, dynamic content had an imperceptible influence when contacting various digital media in daily life. If the “era of reading pictures” was formed with the prevalence of graphic language, then the popularization of digital media has brought us into the “dynamic era.” The perception and impression of the dynamic have become the “self-quality” of the group that has grown up in a digital media environment ( Pulley, 2020 ). This accomplishment will further promote the development of “dynamic innovative expression” in a larger range and higher artistic level.

Limitation of Selecting the Training Item of “Grid Expression” and How to Combine Dynamics With Other Basic Training Angles

“Grid” as a graphical basis is the main limiting framework for dynamic expression in this practice. The main considerations are listed as follows: (1) Grid construction is an important form and content in graphic training. Grids not only have the characteristics of neat beauty, are simple and easy to accept but also have rich variability and diverse features when carrying out bone changes. Compared with free composition, grid composition not only appears to be traceable but also has enough space to play ( Djonov and Van Leeuwen, 2013 ; Lee et al., 2014 ). (2) Dynamic expression is an extremely broad content. In the process of combining training with abstract graphics, the existence of a grid provides a basis for a dynamic framework. For students who are more confused about dynamics in the early stage, they can form a “ladder of understanding and application,” and the basic unit of the grid, the “cell shape,” can help students understand the “composite dynamic” organizational relationship between “elements” that comprise “units” and “units” that comprise “arrays” ( Bokil and Ranade, 2014 ). (3) Based on the grid, the “morphological layer” and “organization layer” are also rich in expressiveness, providing a wealth of expandable space for advanced expression.

Of course, just as “skeletal composition” is only one method of graphic composition, the dynamics of the grid are only a form of dynamic innovative expression. Basic training can assist in the establishment of basic thinking about dynamic expression to a certain extent. However, dynamic innovative expression also has more dimensions and can be explored and practiced. In future research, dynamic expression training can also be carried out from more basic training perspectives.

As the Subject of Training, Whether Emotional Performance Has Value and Significance

In this practice, in addition to the exploration and practice of “dynamic expression” from thinking to structure to mode, a small proposition of “how dynamic expression conveys emotion” was proposed at the back end of the training and put into practice. Dynamic training is an exploration of means. For example, in the course, a homemade program by Unity3D helps students clearly distinguish the morphological layer, motion layer and organization layer in the course. Through group simulation animation and other methods to interpret a variety of skeletal decomposition methods that constitute the work and comb the movement order, all of them are ways to explore how to strengthen specific methods of dynamic expression. These methodological explorations can help students learn to observe dynamics and understand the composition of a rich dynamic, thereby gradually establishing a “dynamic” thinking mode. However, as the theme of training, emotional expression is considered from the perspective of connotation. Although how to realize and organize dynamics is not addressed, how to form multiple possibilities in the way of “motion” is discussed. This approach puts a higher demand on dynamic organization skills, which we consider an indispensable part of basic training. Because the ultimate purpose of dynamic expression is “expression,” innovative expression must have attitude and emotional expression to arouse people’s interest and form public resonance and even have a certain value of artistic expression ( Keltner et al., 2019 ). The training limited to means may be mechanical or feeble, although the emotional expression presented in the final work is not very precise and even immature. However, in the process of exploration, the consideration of comprehensive factors, such as how to grasp the precise acceleration, the combined motion of form, and the relationship between color changes in the motion can help students establish a dynamic innovative expression driven by emotional expression and cultivate students’ dynamic expression of innovative ideas and entrepreneurial thinking ( Kamachi et al., 2013 ). This approach promotes the further combination of technical means and artistic expression.

From the analysis of the course process and results, it can be seen that the digital media environment has unknowingly affected the way that the public receives information. As a major of digital media art under design science, the largest difference between it and the traditional design major lies in the rich sensory channels of the design object that can be employed as a multilanguage system for design display and artistic expression. In the results of questionnaire survey analysis, some results often exceed expectations, which mainly revolve around the contrast between recognition in design consciousness and uncertainty in clear goals. In the consciously guided experimental group, the clear goal and implementation awareness was stronger than in the control group, but in the pure vague consciousness group, which could be nurtured by daily experience, the control group even exceeded the experimental group. This part of the difference was not anticipated before the start of the experiment, but it truly reflects the impact of the current digital age on the visual literacy of the general public, especially the sensitive youth groups that have grown up in this era.

However, the cultivation of artistic design talent cannot only be based on ignorant consciousness. For professionals, it is necessary to transform vague consciousness into expressional measures that have professional expression and vary based on satisfactory and professional media literacy. Therefore, it is necessary for basic courses, especially those on modeling ability, to explore more abundant and practical models based on the characteristics and needs of the digital media faced by this future professional group. Dynamic innovative expression arises with the demand of digitalization, intelligence of media, and complex and high efficiency of information transmission ( Park and Nam, 2007 ). Dynamic innovative expression also has a profound impact on future professionals who are immersed in digital media; it is not only the natural language environment of this group but also an important means of future artistic expression. Therefore, the cultivation of dynamic innovative expression design ability should be transformed from specific professional direction or ability direction training to a cultivation of the basic ability facing all-oriented design professionals, especially digital media art design professionals. In this way, the cultivation of the lowest level and the establishment of consciousness can maintain the consciousness of dynamic expression and establish a dynamic expression language system in a more subdivided professional field, establish the cognitive literacy of pan-digital media by using innovative concepts and entrepreneurial education, and even form a unique and stylized dynamic language.

Data Availability Statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author/s.

Ethics Statement

The studies involving human participants were reviewed and approved by the Jiangnan University. Written informed consent for participation was not required for this study in accordance with the national legislation and the institutional requirements.

Author Contributions

JZ, MZ, YL, RL, and RC developed the theoretical framework and model in this work and drafted the manuscript. All authors contributed to the article and approved the submitted version.

This work was supported in part by the Education and Teaching Reform Project of Jiangnan University (Grant No. Jg2019061) and the National Social Science Foundation of China Key Project of Art Science “Research on Chinese Animation Creation and Theoretical Innovation under the Construction of National Cultural Image” (Grant No. 20Ac003).

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

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Foster, H., Senter, T. A., Moholy-Nagy, H., Modern, T., Weber, N. F., and Bielefeld, K., et al. (2006). Albers and Moholy-Nagy: From the Bauhaus to the New World[M] . New Haven, CNT: Yale University Press.

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Kamachi, M., Bruce, V., Mukaida, S., Gyoba, J., Yoshikawa, S., and Akamatsu, S. (2013). Dynamic properties influence the perception of facial expressions. Perception 42, 1266–1278. doi: 10.1068/p3131

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Motomura, K. (2003). Media literacy education in art: motion expression and the new vision of art education. J. Aesthet. Educ. 37, 58–64. doi: 10.2307/3527335

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Keywords : media literacy, innovative concept, entrepreneurship education, dynamic design talent, innovative expression

Citation: Zhang J, Zhang M, Liu Y, Lyu R and Cui R (2021) Research on the Integration of Media Literacy Innovative Concept and Entrepreneurship Education and Digital Dynamic Creative Expression Talents. Front. Psychol. 12:728182. doi: 10.3389/fpsyg.2021.728182

Received: 21 June 2021; Accepted: 27 September 2021; Published: 18 October 2021.

Reviewed by:

Copyright © 2021 Zhang, Zhang, Liu, Lyu and Cui. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Rongrong Cui, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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Research Guides

Critical Media Literacy

Critical Media Literacy Research Guide
Advertising and Consumerism
Climate Change and Environmental Justice
Gender and Sexism
Journalism and News
Photography and Visual Literacy
Race and Racism
Recursos en Español / Resources in Spanish
Social Media, Digital Technologies and AI
Surveillance and Privacy
Citing Your Sources

Institutes, Museums, Research Groups and More!

Association for Media Literacy , AML. Canadian nonprofit organization, since 1978, of professionals, parents, and media members who develop a critical understanding of the nature of media, their techniques, and their impact.

Australian Media Literacy Alliance , AMLA, c/o ALIA House, 9-11 Napier Close, Deakin, ACT 2600 [email protected]

Center for Media and Social Impact , CMSI. Research center and lab that creates, studies and showcases media for social impact; at the School of Communication of American University.

Common Sense . US nonprofit organization providing lesson plans, research and articles about media.

Critical Media Project . CMP ( University of Southern California). Free media literacy web resources for educators and students with many video clips from popular media about age, class, disability, gender, LGBTQ, race & ethnicity, and religion.

International Council for Media Literacy , IC4ML. Bridges scholarship with action through The Journal of Media Literacy ; formerly known as the National Telemedia Council.

Mass Media Literacy . Massachusetts website with resources to teach critical media literacy.

Media Education Foundation , MEF. Produces and distributes documentary films and other educational resources to inspire critical thinking about the social, political, and cultural impact of American mass media. In Resources , see downloadable Discussion Guides, Lessons & Ideas, full transcripts of each film, and more.

Media Education Lab ( University of Rhode Island ). Resources, lesson plans, and events that bolster interdisciplinary approaches to research and practice relating to communication, media studies, and education.

MediaSmarts , Canada's Centre for Digital and Media Literacy. Developer of digital and media literacy programs and resources for Canadian homes, schools and communities since 1996; formerly known as Media Awareness Network.

National Association for Media Literacy Education , NAMLE. Largest nonprofit membership organization dedicated to advancing media literacy education in US.

Project Look Sharp ( Ithaca College ). Offers free teaching units, lesson plans, and resources for teaching media literacy.

UCLA Center for Critical Internet Inquiry , C2i2 ( University of California, Los Angeles ). Center for interdisciplinary, intersectional research. Committed to reimagining technology; championing social, racial, and economic justice; and, strengthening democracy with culture-making and public policy work.

Code of Best Practices in Fair Use for Media Literacy Education (American University School of Communication, Center for Social Media)

US Center for Media Literacy , US based website with resources and archive of articles and lessons for teaching media literacy.

Research Guide Attribution

Dr. Jeff Share teaches critical media literacy to undergraduate and teacher education students. To learn more about Dr. Share, click here or contact him via email ( [email protected] ).

Dr. Andrea Gambino earned her Ph.D. in Education from UCLA. Her research focuses on K-16 teachers' journeys to and practices of critical media literacy. Connect with her via email ( [email protected] ).

Fran Marineo provides research assistance in Education at UCLA, including CML. Please contact Fran Marineo, UCLA Liaison to Education, via email ( [email protected] ).

Accessing UCLA Subscription Sources

From Off-Campus

From On-Campus at UCLA

Source: Media Edge .

Defining Critical Media Literacy

This definition was written collaboratively by the steering committee of the Critical Media Literacy Conference of the Americas, 2021. Members of the steering committee include: Neil Andersen, Allison Butler, Renee Childs, Andrea Gambino, Noah Golden, Nolan Higdon, Michael Hoechsmann, Amina Humphrey, Raúl Alberto Mora, Reina Robinson, Jeff Share, James P. Stancil II, Alison Trope, Alicia Olguín, Yolanda Gayol, Mary Grueser.

Available in English , Spanish , Portuguese , German , and Mandarin

Posters in English for free download

Publications of All Kinds

Building Social Justice Starting in the Classroom (Teaching for Change)
By Any Media Necessary: Mapping Youth & Participatory Politics (Henry Jenkins, Sangita Shresthova, Liana Gamber-Thompson, Neta Kligler-Vilenchik, Arely Zimmerman, NYU Press, 2016)
Campaign for a Commercial-Free Childhood (Commercial Free Childhood)
Civic Media Project. Case studies around the world.
Creative Commons
Critical Commons
Educational Video Center in New York Over 30 years guiding youth to make socially conscious documentaries.
eMedia Education Lab (Europe)
European Framework for The Digital Competence of Educators (DigCompEdu)
Evaluating Information: The Cornerstone of Civic Online Reasoning (Sam Wineburg, Sarah McGrew, Joel Breakstone, & Teresa Ortega, Stanford Digital Repository, 2016)
Fairness & Accuracy in Reporting (FAIR, Extra!, CounterSpin)
The Global Critical Media Literacy Project (GCMLP)
Grandparents of Media Literacy
A Guide to CRAP Detection Resources
How Civic Engagement Helps Students See Their Capacity to Make Change (Mindshift, KQED, Oct 17, 2016)
KQED & PBS Media Literacy course & certificate
Lesson Plan on Storytelling (StoryCorps)
Media and Information Literacy curriculum UNESCO (2011) Curriculum for teaching teachers media literacy.
Media Inequality & Change Center (MIC) (Univ. of Pennsylvania’s Annenberg School & Rutgers Univ. School of Communication and Information). Explores the intersections between media, democracy, technology, policy, and social justice.
Media Literacy Clearinghouse (Frank Baker)
Media Literacy for Citizenship (European Association for Viewers Interests, Brussels [EAVI]).
Media Literacy Lesson Plans (Teaching Tolerance)
Media Literacy Resources (California Department of Education)
Media Matters for America
Media Smarts (Canada's Centre for Digital and Media Literacy)
PBS: Media Literacy for Kids Teaching children to learn about media literacy.
Pedagogies of Media & Information Literacies UNESCO (2012)
Center for Communication & Civic Engagement Culture Jamming and Meme-Based Communication
Smart Media Education for the 21st Century (ACME)
Teaching A People's History (Zinn Education Project)

Library Catalogs

UC Library Search Catalog of library items, online and in print, in all 10 UC Libraries. After search, select: Online at UCLA EXAMPLE SEARCHES Subject Critical pedagogy Educational technology Fake news — United States Information literacy Internet and youth Internet in education — Social aspects Mass media — Study and teaching Mass media and education Mass media and youth Mass media criticism Mass media in education Media literacy Media literacy — Political aspects — United States Media literacy — Study and teaching Minorities in mass media Popular culture — Study and teaching Racism in mass media Social media Visual literacy —Study and teaching

Keywords critical media

Catalog of books. periodicals, recordings, and other items held in libraries worldwide. Current students and faculty of UCLA may use the Interlibrary Loan Service at the UCLA Library to request sources found in WorldCAT libraries (or any non-UCLA Library). Subject headings above may be used when searching WorldCAT.

Next: Research Topics in Critical Media Literacy >>

Learn more about the Critical Media Literacy Conference of the Americas 2023 (Oct. 27-29).

Selected Journals and Magazines

Book Series: Routledge Research in Media Literacy and Education (Series Editors: Pete Bennett and Julian McDougall)

Comunicar: Media Education Research Journal . Quarterly international media education research journal, available in Spanish and English, with archives dating back to 1993.

The Journal of Media Literacy (JML). Began as Better Broadcasts News in 1953, evolved into Telemedium , and then into The Journal of Media Literacy in the 1980s, when the organization changed from the National Telemedia Council and now to the International Council for Media Literacy .

Journal of Media Literacy Education . Peer-reviewed, interdisciplinary journal supporting media literacy education research, scholarship and pedagogy; open access, 2009-present, 3x/yr. Official journal of the National Association for Media Literacy Education.

Research in the Teaching of English (RTE) Annual Annotated Bibliographies ( National Council of Teachers of English ). Since 2003, the RTE has published annotated bibliographies of the most current research on Media Literacy and other aspects of literacy.

Collections: Blogs, Courses, Lessons, Podcasts, Reports, Videos

International Council for Media Literacy (IC4ML).

Global Citizenship Education (GCED) online campus (UNESCO - APCEIU):

Critical Media Literacy : Free 3-week self-paced course of theoretical and practical understandings of media, information literacy and ethical issues/actions with media to promote global citizenship.

Global Citizenship Education Online : E-learning platform with free online courses, lessons, and resources to support educators interested in global citizenship education.

Teaching Media Information Literacy (MIL) in Class to Prevent Hate Speech : Free professional development course for teachers interested in using MIL with students to deconstruct and challenge stereotypes and prejudice reproduced in the news, social media, and the Internet.

25 Introductory Media Literacy Lessons (2007). The Center for Media Literacy.

Action Coalition for Media Education and Project Censored. The Global Critical Media Literacy Educators' Resource Guide .

Association for Media Literacy: Lessons & Ideas. Free lessons and resources from media literacy experts in Canada . Check out these by Neil Andersen on Children's Picture Books and What is Your Emoji Name?

Media and Information Literacy Curriculum for Teachers ( UNESCO , 2011, available for free download in 11 languages)

Media Literacy Resources ( California Department of Education). Resources compiled by the California School Library Association and station KQED to fulfill Senate Bill 830 (2018) .

Project Look Sharp (Ithaca College). Free lessons and resources .

Resources for Teaching Media Literacy (Frank W. Baker, Media Literacy Clearinghouse

Soundbreaking (PBS, 2018) Digital Storytelling Through Sound: Lesson Plans include clips from the Soundbreaking series and media activities.

Padlet Media Literacy Resources (assortment of lessons and resources by the media literacy community)

Along the Line ( The Media Freedom Foundation ). Weekly podcast from Project Censored provides analyses on critical issues and current topics.

CodeSw!tch ( NPR ). Podcast series challenging the notion of a post-racial society through the lenses of human experiences at the cross-section of race, ethnicity, and culture.

Counterspin . FAIR's weekly radio show by Janine Jackson provides a critical analysis of news stories and mainstream media.

Mediacy: voiceED Radio Canada . Neil Andersen and Carol Arcus (Association for Media Literacy) analyze culture and current events from a media literacy perspective.

On the Media ( WNYC Studios ). Weekly investigative podcast with Brooke Gladstone and Bob Garfield discussing how the media influences our world views.

Reveal . First investigative public radio show and podcast in the USA. Al Letson discusses a range of topics to challenge contemporary social issues.

Your Undivided Attention (co-hosts Tristan Harris and Aza Raskin discuss the power of technology)

Commission on Information Disorder Interim Report ( Aspen Institute , July 13, 2021)

Digital Nation Australia, 2021 ( Good Things Foundation , Australia)

Equity and Impact in Media Literacy Practice: Mapping the Field in the United States (A report for NAMLE, 2021)

Evaluating Information: The Cornerstone of Civic Online Reasoning . (2016, Stanford University, Stanford History Education Group)

ITU 2020 Youth Engagement Survey - Data & Interpretation, website & Google slide presentation ( International Telecommunication Union, specialized agency of the United Nations)

Lyiscott, J., Mirra, N., & Garcia, A. (2021). Critical Media Literacy and Popular Culture in ELA Classrooms . James R. Squire Office of the National Council of Teachers of English .

Resolution on English Education for Critical Media Literacy in Politics and Media (2019). National Council of Teachers of English.

Snapshot 2019: The State of Media Literacy Education in the U.S. National Association for Media Literacy Education.

U.S. Media Literacy Policy Report 2020 . State-by-state survey of the status of media literacy education laws for K-12 schools. Media Literacy Now.

Media Education in English Language Arts ( National Council of Teachers of English, April 12, 2022)

Center for Scholars and Storytellers Research Reports on media representations (Centered on adolescents to bridge the gap between academia and media makers, Director Yalda Uhls)

NCTE Report of the Task Force on Critical Media Literacy (National Council of Teachers of Education, 2021)

LAUSD Webinars about critical media literacy with students and teachers (May 2021) Student Panel & Teacher Panel.

Civic Media Literacy (short videos from Civic Engagement Research Group, UC Riverside)

The Critical Media Literacy Conference of the Americas 2021 , videos of the presentations and keynotes. Learn more about CMLCA, here .

The Critical Media Literacy Conference of the Americas 2020 , videos of the presentations and keynote.

Democracy Demands Media Literacy (Brian Stelter, CNN, 4:46 mins.)

Frontline PBS Videos on Media Literacy . Collection of videos and sources for teachers on media literacy.

Media Literacy ( BrainPop, Aug 24, 2017, 6:05 mins.)

Media Literacy Part 1 ( Feminist Frequency, Dec 11, 2018, 9:04 mins.)

Media Literacy Part 2 ( Feminist Frequency, Dec 20, 2018, 10:36 mins.)

Media Smarts: Kids Learn How to Navigate the Multimedia World (July 13, 2005, Edutopia, 7:36 mins.)

Education 4 Liberation (History Class with Michael)

Key Databases with Films, Articles, News

Online videos, documentaries, films.

Internet Archive, aka The Wayback Machine . Non-profit library of millions of free archived books, movies, software, music, websites, and more.

Streaming Video Collections: Internet and Open Access . Video collections open to all (via non-subscription sources).

Streaming Video Databases: Narrative, Documentary, and Performance . UCLA Library subscription video databases.

Articles and eBook Databases

Gender studies databases.

Independent Newspapers

Independent Voices This link opens in a new window Open source, alternative publications from the 1960s-1980s covering feminists, dissident GIs, campus radicals, Native Americans, anti-war activists, Black Power advocates, Latinos, gays, lesbians and more.

Corporate Newspapers

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Articles on Media literacy

Displaying 1 - 20 of 37 articles.

Yes, Kate Middleton’s photo was doctored. But so are a lot of images we see today

T.J. Thomson , RMIT University

How you can tell propaganda from journalism − let’s look at Tucker Carlson’s visit to Russia

Michael J. Socolow , University of Maine

People dig deeper to fact-check social media posts when paired with someone who doesn’t share their perspective – new research

Eli Gottlieb , George Washington University

Young Australians increasingly get news from social media, but many don’t understand algorithms

Tanya Notley , Western Sydney University ; Michael Dezuanni , Queensland University of Technology , and Sora Park , University of Canberra

AI-generated misinformation: 3 teachable skills to help address it

Jaigris Hodson , Royal Roads University

How can you tell if something is true? Here are 3 questions to ask yourself about what you see, hear and read

Bob Britten , West Virginia University

Understanding how news works can short-circuit the connection between social media use and vaccine hesitancy

Muhammad E. Rasul , University of California, Davis ; Jaeho Cho , University of California, Davis , and Saifuddin Ahmed , Nanyang Technological University

How fake science websites hijack our trust in experts to misinform and confuse

Isobelle Clarke , Lancaster University

Media literacy education in South Africa can help combat fake news - here’s what’s needed

Dani Madrid-Morales , University of Sheffield and Herman Wasserman , University of Cape Town

Misinformation will be rampant when it comes to COVID-19 shots for young children – here’s what you can do to counter it

Jaime Sidani , University of Pittsburgh ; Beth Hoffman , University of Pittsburgh , and Maya Ragavan , University of Pittsburgh

Both facts and fake news about the Russian invasion of Ukraine are spread on social media

Richard Lachman , Toronto Metropolitan University

In a pandemic, ignoring science affects everyone. Citizenship education can help ensure that doesn’t happen

Evan Saperstein , Université de Montréal

COVID-19 vaccines for children: How parents are influenced by misinformation, and how they can counter it

Less than half of Australian adults know how to identify misinformation online

Tanya Notley , Western Sydney University ; Michael Dezuanni , Queensland University of Technology ; Simon Chambers , Western Sydney University , and Sora Park , University of Canberra

There’s no such thing as ‘alternative facts’. 5 ways to spot misinformation and stop sharing it online

Mark Pearson , Griffith University

Comics can teach readers how to identify fake news

Erin Steuter , Mount Allison University

Fox News uses the word ‘hate’ much more than MSNBC or CNN

Curd Knüpfer , Freie Universität Berlin and Robert Mathew Entman , George Washington University

How to read coronavirus news and learn what you actually need to know about staying safe in the pandemic

Thomas J. Hrach , University of Memphis

Instagram is the home of pretty pictures. Why are people flocking to it for news?

Laura Glitsos , Edith Cowan University

How to protect yourself from media manipulation on energy issues and other contentious matters

Holly Clermont , University of Northern British Columbia

Top contributors

Associate Professor in Digital Media, Western Sydney University

Professor, Queensland University of Technology

Postdoctoral Associate in Behavioral and Community Health Sciences, University of Pittsburgh

Professor of Communication, News & Media Research Centre, University of Canberra

Assistant Professor of Public Health, University of Pittsburgh

Assistant Professor of Pediatrics, University of Pittsburgh

Associate Professor of Communication, Wayne State University

Carolyn S. Chambers Professor in Journalism, University of Oregon

Professor and Chair, Department of Journalism, Stellenbosch University

Professor in Communication Studies, Concordia University

Director, Zone Learning & Associate Professor, Digital Media, Toronto Metropolitan University

Adjunct Senior Researcher, University of Tasmania

Principal Academic in Media Production, Faculty of Media & Communication, Bournemouth University

Associate Professor and Chair, Communication, Popular Culture and Film, Brock University

Assistant Professor, Educational Technology, Chair in Educational Leadership in the Innovative Pedagogical Practices in Digital Contexts - National Bank, Université Laval

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100 Best Media Topics For Research Writing

We know you need the best media topics for your next papers. Otherwise, why would you be reading this blog post? The good news is that you have picked the best place to look for topics. Our experienced writers have put together a list of the best media topics for high school and college students. Furthermore, we work hard to keep the list fresh. This means that these ideas will be most likely original. They will work great in 2023 because the list of media essay topics is updated periodically.

The Importance of Great Media Topics

You are probably wondering why we are putting so much emphasis on getting you the best media topics to write about. There are several reasons for it, but we will only tell you about 3 of them:

Your professor will greatly appreciate your willingness to dedicate the time and effort to finding excellent topics . Trust us, professors know how to make the difference between students based solely on the topics they choose for their papers.
It is much easier to write essays if you choose good media essays topics . A topic you know something about is the best choice. Also, a good topic enables you to quickly find plenty of information on the Internet. Following this advice you’ll easily write your literature review and the following components of your paper.
By choosing a great topic, your essay will immediately stand out from all the rest . Your professor is surely bored of reading papers written about the same things over and over again. An interesting idea will entice him to award you at least some bonus points.

Mass Media Topics

Mass media is something of great importance in modern times, so why not write your papers on some mass media topics? Here are some great examples:

The effect of mass media on psychological health
Mass media and emotional health
Mass media addiction in the US
The role of mass media in politics
The First Amendment in mass media
Promoting sexuality in mass media

Media Research Topics

Did your professor ask of you to write a research paper? No problem, we have some excellent media research topics in our list. Check them out below:

Discuss children media
Violence in mass media in the US
Video games in the media
Controversial topics in the media in Europe
Discuss post-truth in the media
Media regulations in China

Media Analysis Essay Topics for Presentation

Would you like to write a media analysis paper for a presentation? It’s not difficult to do, if you pick the right media analysis essay topics for presentation. Here are some excellent ideas:

Is the media creating events or reacting to them?
Media and public relations links
Discuss 3 major types of media
The use of media in education (one of the most interesting mass media research paper topics)
Influence of virtual reality on the media (one of the best media analysis essay topics)
Discuss journalism ethics

Media Research Paper Topics for High School

Are you a high school student looking for some awesome topic for his next research paper on media? Here are some excellent examples of media research paper topics for high school:

Major innovations in 21st century media
Compare mainstream media in India and China
What makes an outlet a reliable source?
Advertisements in media
Benefits of mass media for society
Compare traditional media with mass media

Mass Media Research Topics

If you need to write a research paper and want to talk about something in mass media, we have some very nice ideas right here. Check out our mass media research topics:

The right of expression in mass media
Journalism in mass media
Compare TV, film and radio
Mass media in democracy
The war against terror in mass media
Discuss the rise of mobile media

Media Research Topics for College Students

College students who are looking to research topics about media should choose something that can bring them a top grade. Here are our best media research topics for college students:

Influences of technology on media
Latest innovations in media
Discuss media censorship in China (a recommended media related topic)
What is media propaganda?
Mass media and its preemptive effects

Complex Media Related Research Topics

Do you want to try your hand at some difficult topics? If you want to impress your professor, we advise you to select one of these complex media related research topics:

Mass media violating civil rights
Does media benefit the economy of the US?
Define media addition and discuss its effects
Perform a qualitative analysis of 3 media outlets
Media’s scare strategies: a case study
Media influencing a rise in violence in the UK

Controversial Media Topics

Why should you be frightened by controversial topics? You are free to write about them, of course. Here are our best and most controversial media topics:

Exercising the First Amendment in media in the US
Promoting gun violence in mass media
Mass media effects on terrorism
Digital media is destroying traditional media
Artificial intelligence in mass media
Media effects on the death penalty in China

Digital Media Topics

Discussing digital media is a very good way to impress your professor. Let’s face it; the digital realm is extremely popular these days. Here are some brand new digital media topics:

Define and discuss digital media
Climate change in digital media
What is mobile media?
The fate of journalism in the 21st century (one of the best digital media research topics)
Effects of digital media on politics

Media Analysis Topics

Writing a media analysis essay can be a very difficult task, especially if you don’t have much academic writing experience. Here are some media analysis topics that should make things easier:

How Trump lost the media war
Biden’s coverage in mass media in the United States
Advertising revenue in media outlets
Analyze screen time
What are deepfakes and how to spot one?
The crisis of journalism in the 21st century

Easy Media Related Topics

The perfect choice for times when you simply cannot afford to spend too much time writing your essay, our list easy media related topics is right here:

Define mass media in the United Kingdom
Should children watch the news?
Promoting violence in mass media
Spreading awareness via media
Are newspapers still relevant today?
The very first occurrence of mass media

Research Topics in Media and Communication

Would you like to talk about media and communication? It is not an easy subject to write about, but we can make things easier. Here are the easiest research topics in media and communication:

Discuss body image in media
Analyze children’s advertising tactics
Freedom of speech in the media
Copyright law in the media
Define symmetrical dialogue in the media

Media Debate Topics

Are you interested in a media debate? Getting the best topics for 2023 should be your primary concern in this case. We have some very interesting media debate topics right here:

The impact of public relations on communities
Location-based advertising in modern media
Analyze the concept of yellow journalism
Good news vs bad news in the media
Discuss the concept of proportionality in media

Brand New Media Topics

Just like you, our writers are interested in writing about the latest topics. Why don’t you pick one of our brand new media topics?

Is radio still an important part of media?
Newspapers going bankrupt in 2023
Sexual content on TV shows
Politicians’ love for the media
Is the backing of the media important for a president?

Media Ethics Topics

Discussing ethics in relation to media is a very interesting choice. It can also get you an A+ on your next paper. Here are some exceptional media ethics topics:

Including graphic images in media
Depicting terrorism on TV
Regulating newspapers in Europe
Celebrity gossip in the media
The influence of large media corporations

Media Law Topics

Yes, there is such a thing as media law. Would you like to write an essay about it? Here are some great ideas for media law topics:

Discuss the First Amendment and media
The responsibilities of journalists
Journalists in war zones
Fake news in the media
Showing unsuitable content to children

Research Topics in Communication and Media Studies

Writing about communication and media studies has the potential to help you get a top grade. Here are our best research topics in communication and media studies:

Analyze media bias in the United States
Is digital media addictive?
Influence of media on religion

Interesting Media Topics

We know, you want the most interesting media topics to write about. Pick one of these and write a paper that will impress your professor:

State-controlled media in China
Effects of media coverage on criminal trials
The power of mass media in 2023

Understanding Social Media Literacy: A Systematic Review of the Concept and Its Competences

Karina polanco-levicán.

1 Programa de Doctorado en Ciencias Sociales, Universidad de La Frontera, Temuco 4780000, Chile; [email protected]

2 Departamento de Psicología, Universidad Católica de Temuco, Temuco 4780000, Chile

Sonia Salvo-Garrido

3 Departamento de Matemática y Estadística, Universidad de La Frontera, Temuco 4780000, Chile

Associated Data

Not applicable.

Nowadays, people spend long periods on social media, ignoring the implications this carries in daily life. In this context, the concept of social media literacy, an emerging concept scarcely developed in the literature, is relevant. This study sought to analyze, descriptively, the main definitions and competences of the concept of social media literacy. The methodology included a systematic search of literature in the databases Web of Science, PubMed, and Scopus between 2010 and 2021, applying filters for English and Spanish, including only scientific articles. A total of 1093 articles were obtained. An article selection process took place, applying the inclusion and exclusion criteria, resulting in a total of 15 articles being selected. The findings indicate that the concept of social media literacy is based on media literacy to then integrate the characteristics and the implications of digital platforms. This is linked to the development of cognitive competences, where critical thinking, socio-emotional competences, and technical competences are fundamental, considering the social context. The development of socio-emotional competences stands out since social media are a frequent place of interaction between people.

1. Introduction

The transformation of society has been linked to technological changes that are an important part of people’s lives [ 1 , 2 ]. Digital technologies are inserted in aspects of social life, in families and relations with others, at work, in governance and political participation, and they generate new ways to shape a community [ 3 , 4 , 5 ]. In this sense, social media are widely used by different societies, transcending the geographical borders of territories and cultures, connecting the global to the local [ 6 , 7 ]. Staying on the Internet and social media for extended periods has resulted in media and digital literacy continuing to gain importance [ 1 ].

It is important to specify that social media differ from other types of Internet platforms in that they are characterized by their mass use, they allow content creation, and are not only consumed passively, making it possible for people who do not have formal knowledge about mass media to produce information [ 8 ]. This is even more relevant considering the cross-sectional use of social media by different age groups and that children’s exposure to cell phone screens begins at an early age [ 9 ]. Later, in adolescence they spend extensive periods on social media due to their socializing with their peers [ 10 , 11 ], whereas university students spend an average of 20 h a week on such digital platforms [ 12 ], it has been reported that 98.3% of survey respondents state they use social media [ 13 ]. The opposite would mean being outside a relevant social space [ 14 ]. In the older adult population, there is evidence that they use the technology less other age groups; however, the rates of social Internet use are increasing [ 15 ].

It should be noted that users are exposed to different phenomena on social media, such as publicity, images with a positivity bias, and aggressive and violent behaviors. In addition, the way in which social media operate must be considered as they use technology to filter content based on the users’ previous choice, favoring confirmation bias [ 16 ]. They also offer the opportunity to choose with whom one wishes to interact, enabling the formation of groups or communities with similar characteristics [ 17 , 18 , 19 ], which can foster negativity against what is different, which can be particularly relevant in phenomena such as cyberbullying, which has been linked to time spent on social media [ 20 , 21 ].

Thus, there are also messages on social media that can be potentially harmful when they are about health and personal appearance [ 22 ], considering people’s exposure to advertising and photos shared with positivity biases [ 23 , 24 ]. In this sense, exposure to photos that have been manipulated to achieve a positive appearance is associated with reducing body image and body satisfaction, with the increase in the desire of young women to get cosmetic surgery [ 25 ], depending on the time spent on the Internet [ 23 ].

On the other hand, users can be confronted with demands and difficulties such as the dissemination of false and manipulated news in the post-truth era [ 1 , 26 ], which are produced and put into circulation intentionally to obtain benefits such as more visits by users [ 27 ]. This is combined with people sharing information without a review process for this content since positive feedback from other users prevails; consequently, fake news goes viral very quickly [ 26 ]. People are needed in the role of information consumers; they must develop critical thinking, i.e., a skeptical view of the selection of the news provided through algorithms and the news sources must be tracked [ 4 , 26 ], since discerning veracity or falsity is a responsibility that transcends the individual [ 5 ].

It is important to note that the use of social media is not negative in itself as it can increase social capital, foster friendships and reduce feelings of loneliness; however, it depends on the user’s characteristics and how the different platforms are used [ 28 , 29 ]. As a result, teaching and learning competences for the use of these Internet platforms are particularly relevant since they include social and ethical aspects and technical skills [ 14 ], as well as competences that can assess information that aids in better decision-making [ 30 ].

Media literacy was defined by the Aspen Institute [ 31 ] as “the ability to sensitize, analyze and produce information for specific results” (p. 6), although this conceptualization has certainly undergone progressive transformations, moving from printed information to expression and communication that includes new symbolic forms, such as images and multimedia content. In addition, social media have enabled group collaboration and the dialogue of a large number of people who produce content [ 32 ]. It is worth noting that Hobbs [ 32 ] refers in particular to media literacy and understands it as knowledge, competences, and skills for life that make it possible to participate in today’s society by accessing, analyzing, evaluating, and creating messages in different ways and in different media, being the result of media education. For his part, Buckingham [ 33 ] emphasizes the critical component and the understanding that contents are inserted in a broad context, for example, digital capitalism. The emergence of new types of literacy is linked to the appearance of Internet and mobile communication technologies, which have resulted in the appearance of new media. Considering their impact, this is occurring with technologically based sociocultural platforms [ 34 ].

In the same vein, digital literacy refers to a broad set of competences around the use of digital media, computers, and information and communication technologies (ITC), being understood as part of other forms of literacy, such as computer, Internet, media, and informational literacy [ 35 ]. Currently, efforts are being made by the international community to guarantee digital literacy [ 36 ], because since the COVID-19 pandemic time on the Internet and social media has increased [ 37 ]. It is important to mention that digital literacy has been proposed as a strategy against social inequality, given the connection between technological exclusion and wider forms of economic and social exclusion [ 38 ], because people have fewer opportunities to develop skills due to their limited Internet connection, thereby reducing participation levels [ 39 ]. Another relevant element is that it is linked to socio-economic disadvantage with a lack of knowledge about the algorithms that these types of platforms use to recommend content [ 40 ].

Literacy in traditional and digital media is central given that we live permanently receiving messages from different sources [ 41 ]. Generally, these are focused on improving people’s competences to integrate and operate in today’s society [ 42 ]. Therefore, it is necessary to promote the development of skills such as critical thinking because even though teenagers and young adults have known the world with the Internet, they do not have better developed skills in all the areas that digital literacy addresses [ 43 ]. Nevertheless, according to Leaning [ 35 ], the difficulty arises because media literacy does not sufficiently address digital technology, considering that digital literacy does not fully develop a critical approach compared to media literacy. However, it is relevant to point out that the boundaries between the types of literacy can be blurred; in addition, other proposals progressively emerge that link different approaches such as critical digital literacy, rendering the desired distinctions complex [ 44 , 45 , 46 ].

In this sense, due to their mass use, social media have transformed the way we relate to each other, form communities, and use mass media. This has been of interest, with proposals on the issue of literacy being generated that focus particularly on these digital platforms. Therefore, Livingstone [ 47 ] indicates the need for literacy focused on social media to update the analysis of media literacy. Nevertheless, this concept has limited theoretical development and little operationalization [ 7 , 48 ]. In addition, there is evidence that authors define it differently; it has not been clearly established what the competences are that are included in this type of literacy given the authors working with this concept in their research.

In light of the above, this article focuses on social media literacy by performing a systematic literature review to better understand the concept in terms of the competences it provides that adequately guide efforts in the direction of teaching and learning processes in this area. The relevance of these processes must be borne in mind due to the mass use of such platforms and their use by people of different ages for extended periods, considering there are dangers in social media while at the same time they afford possibilities for interaction, entertainment, and other options that can be useful with an adequate understanding of how social media work and how to make use of them. Therefore, the aim of this study was to analyze, descriptively, the main definitions and competences of the concept of social media literacy.

2. Materials and Methods

A systematic search of the literature was done, considering the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) [ 49 ], in the Web of Science, PubMed, and Scopus databases in July 2021. The question that guided the search strategy was: what are the competences that must be developed to operate on social media? The search took place using free terms and terms from Medical Subject Headings (MeSH) including social media, social media sites, digital literacy, media literacy, and social media literacy. The filters were: language (English and Spanish), number of years (from 2010 to date), and article type (article). With respect to the total articles ( n = 1039), they were first selected by relevant title, second, by relevant abstract. Then, the articles were reviewed in full ( n = 59), and the inclusion and exclusion criteria were applied, resulting in 15 articles ( Figure 1 ).

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Systematic review flowchart (Adapted from Page et al., 2020 [ 49 ]).

2.1. Criteria for Eligibility

Inclusion criteria: Articles were selected that proposed a conceptual definition of social media literacy and/or that demonstrated the competences that integrate this concept. Articles were included where the participants were children, teenagers, young adults, adults, and families. Only scientific articles, theoretical and empirical, in English and Spanish between 2010 and 2021 were included.

Exclusion criteria: Articles that address social media from digital literacy without specifically considering the scope of social media literacy were not included, since they do not define the concept, nor do they refer to the competences that social media literacy encompasses. In addition, articles that address digital platforms but do not consider social media were not included. Theses, conference proceedings, and systematic reviews were not included. Articles in languages other than English or Spanish or with a publication date before 2010 were also excluded.

2.2. Procedure

Articles were selected considering the inclusion and exclusion criteria. The articles also had to provide information that responded to the research question; therefore, those articles that did not fit as previously indicated were eliminated. Where questions or disagreements arose about the selected articles, they were resolved through the joint review by the two authors to determine their relevance and to make a decision about their inclusion.

In terms of biases of this study, the language bias was countered by including articles in Spanish and English. In terms of coverage bias, the different databases (Web of Science, Scopus, and PubMed) were reviewed.

2.3. Analysis Strategy

With respect to the selection final, the articles were read and reviewed completely, observing if the records provided a conceptual definition of social media literacy or if they reported on the skills that this type of literacy includes. The other criteria of inclusion and exclusion were also considered. The standard quality assessment criteria for evaluating primary research papers were also applied [ 50 ].

Later, a table was constructed to present the studies, considering first the authors, type of study, objective, and information on the sample. Then, the main results were transformed in relation to the research question to report on the studies selected and to organize the findings of this study.

In relation to the biases present in articles, generally the records describe full data in their results; moreover, the results were reported according to the analyses used, considering that this is of interest to this review.

Fifteen articles were obtained for analysis from the following countries: Australia, Belgium, the Czech Republic, Germany, Indonesia, Singapore, Spain, the United Kingdom, and the United States, it being observed that interest in the concept of social media literacy is concentrated mainly in European countries that develop and contribute theoretical and empirical evidence relating to this concept ( Table A1 in Appendix A ).

3.1. Social Media Literacy: Definition

The conceptualization of social media literacy is based on media literacy [ 51 , 52 , 53 , 54 , 55 , 56 , 57 ]. However, it is emphasized that social media are oriented to the interpersonal communication that arises from the human need to establish interactions with others [ 48 , 52 , 53 ]. Thus, according to Vanwynsbergue [ 56 ], the focus would be on favoring the efficiency and efficacy of Internet communication, benefitting social relations ( Table A1 in Appendix A ).

On the other hand, the understanding of the particular characteristics of such platforms is worth noting, in that it is relevant how the information is presented on social media, considering the objectives after posts by both people and advertising, in addition to positivity bias [ 51 , 53 , 54 ]. Consequently, social media literacy is oriented towards the prevention of risks such as mental and physical health problems [ 51 , 53 ], as well as other types of consequences that can arise from interactions between people, for example cyberbullying, information spreading, and other difficulties [ 52 , 53 , 55 ].

3.2. Social Media Literacy: Competences

With respect to the different competences that encompass social media literacy according to the different studies, there is evidence that cognitive competences appear cross-sectionally in most of the studies searched. These include understanding, analysis, evaluation, synthesis, and the interpretation of the information, added to the assessment of the motive, purpose, realism, and credibility of the publication. Critical thinking is considered fundamental due to the large volume of information to which social media users are exposed [ 51 , 53 , 54 , 55 , 56 , 57 , 58 , 59 , 60 , 61 ]. In addition, according to Schreurs and Vandenbosch [ 54 ], cognitive competences include a knowledge of traditional media literacy and the dynamics of interpersonal communication on social media ( Table A1 in Appendix A ).

Similarly, user-generated information requires that they have knowledge of the implications of sharing personal data and the generation of information considering the digital fingerprint, since this information is used by the social media platforms and shared with other companies, so the user must evaluate what content to share [ 62 ]. Likewise, Tandoc et al. [ 63 ] report on the need to raise awareness about the content recommendation algorithms that transform the social media experience.

The technical or practical competences include the ability to create, review, organize and share contents [ 57 , 58 ], access, find information and use functions such as privacy settings [ 62 ], create social media accounts and publish photos and images, and make videos and memes [ 60 , 63 ]. These competences fulfill an important role so people of different ages can perform adequately on these digital platforms [ 51 , 55 , 56 , 57 , 58 , 59 , 60 ].

On the other hand, the socio-emotional competences are integrated by several authors into the conceptualization of social media literacy because such digital platforms are oriented to the interaction between different people who share content online; therefore, management strategies for interpersonal communications are relevant [ 48 , 51 , 54 , 55 , 56 , 63 ]. Festl [ 48 ] proposes that the development of social competences is central to social media literacy including participation and moral, communicative, and education competences, consistent with other studies that lend relevance to motivation, attitude, and behavior that people on social media exhibit [ 55 , 56 ]. In addition, Schreurs and Vandenbosch [ 54 ] note that effective competences are reflected in the use of adaptive strategies when users are exposed to difficulties on social media, as indicated in Appendix A ( Table A1 ).

The proposals of authors that consider the relevance of the context in which social interactions occur as well as the language used on social media are worthy of note. Specifically, the differences between the different digital platforms must be taken into account since they have particular ways of operating [ 55 ]. Moreover, the sociocultural pragmatics in the different social media must be borne in mind, i.e., changes in the users’ language, relations, and behavior depending on the different social and cultural contexts that take place on the Internet [ 57 ]. This would make it possible to assess the context that could help discern veracity of the information [ 60 ], considering the increase in fake news [ 63 ].

4. Discussion

The objective of this study was to analyze descriptively the main definitions and competences of the concept of social media literacy. The results yielded 15 studies ( Table A1 in Appendix A ) that address social media literacy by either conceptualizing it, or by referring to the competences of which it consists. It should be noted that there are studies that, despite using the concept in their articles, do not develop it, or they use it to talk about another type of literacy without making a suitable distinction on the issue [ 22 , 64 , 65 ].

In relation to the findings of this study, the construction of the concept of social media literacy is based on the knowledge gained through media literacy, to then integrate elements focused on catching the particularities, characteristics, and implications of social media. In this context, it is fundamental to consider the social interactions produced on social media, the possibility of users creating content, the large amount of information that circulates on social media that includes user content and publicity from businesses, as well as the content filtering and recommendation technology. In the same vein, it is suggested that the concept of social media literacy could respond to the requirements of today’s society due to the mass and recurring use of these types of virtual platforms worldwide [ 47 , 48 , 51 , 52 , 53 , 54 , 55 , 56 ].

Consequently, social media literacy is an update of media literacy [ 47 ], being oriented to favoring people being able to perform adequately on social media considering the various difficulties that can arise. Without a doubt, the phenomena that occur on social media are not all negative, rather these digital platforms have benefits that could be taken advantage of better if users have greater knowledge and competences [ 28 ]. Thus, access to the benefits or opportunities that social media afford, such as the possibility of sharing with friends and relatives, should be promoted, but with strategies to protect against damaging trends or risky behaviors [ 54 ].

Generally, the analyzed studies converge in the relevance of cognitive competences in social media literacy. It is worth noting the development of critical thinking because most studies mention it being necessary to obtain a suitable understanding and assessment of the content, being aware of the reliability and credibility of the information [ 55 , 56 , 60 ], reducing the persuasive influence of mass media through the evaluation of the intention and realism of the content [ 53 , 61 ]. This is not an easy task due to the large volume of information and the anonymity of those who produce the content on social media [ 57 ]. In this sense, the knowledge about the algorithms with which social media work acquires relevance, presenting information to the user according to their fingerprint [ 40 ].

As Livingstone [ 52 ] points out, social media literacy is at the intersection between social and mass media, so that the relevance of socio-emotional competences stands out. The social interactions that take place between users in real time or delay time are one of the characteristics that distinguishes social media from other types of digital platforms or mass media; therefore, different authors have focused on the socio-emotional competences to conceptualize and operationalize the construct [ 48 , 51 , 52 , 53 , 54 ]. In this way, such competences can be considered a protective factor against cybervictimization [ 66 ], and a greater prosocial behavior in Internet activities is implied [ 67 ], since there are adaptive strategies against negative experiences [ 54 ].

With respect to the technical or practical competences, there is evidence that among these are the ability to access, create, review, and share content on social media, adding other functions such as those linked to privacy settings. These competences are considered in a general way; however, social media platforms are different from each other, which is why it is relevant to consider those specific skills that could help people to perform adequately on the different social media. Coincidently, Manca et al. [ 7 ] refers to a higher skill level that can be cross-sectional on the different social media and skills specific to each digital platform.

Likewise, studies have shown the relevance of the context in which the content is generated in order to assess its construction [ 55 , 57 , 60 ]. Then, the specific platform can be considered, the context in which differences in the language used and the forms of interaction between users are reflected. On the other hand, it is important to place social media within a broader social and economic context such as digital capitalism [ 33 ], being aware of the objectives of the social media companies such as generating profits [ 68 ], transforming the private experience into merchandise [ 69 ].

Another finding of this study is the different areas in which studies are being conducted that involve this concept. On the one hand, evidence shows that different authors work with this concept applied to the area of physical and mental health related to body perception [ 51 , 53 , 61 , 70 ], developing interventions to reduce eating disorders and the negative impact of exposure to social media because they show idealized appearances, such that social media literacy is considered a protective factor [ 24 , 61 ]. Meanwhile, another group of authors focuses on research with children and adolescents due to the continuous use of social media as a result of their need to establish relations with their peers and how their families mediate the use of digital platforms [ 48 , 52 , 54 , 58 ]. Consequently, the development of competences by teenagers is fundamental for them to operate suitably on social media, considering that parents show deficiencies in technical competences and knowledge of social media because they use them less or they use digital platforms passively [ 54 , 58 ].

Finally, the relevance of the analysis and the assessment of news content on social media to determine its veracity stands out in the current context [ 5 , 26 , 60 , 63 ]. In this sense, the contribution of social media literacy is significant since it considers aspects of such platforms, because when sharing information, it prioritizes the expectation of positive feedback from other users, or that the content supports one’s personal beliefs and values.

5. Conclusions

This systematic review collaborated in the understanding of the construct of social media literacy in its definition and the skills that integrate it, being considered an area of emerging research and that its development is very necessary due to people staying on social media specifically for extended periods. Social media literacy is focused on the development of different abilities that range from the technical to the socio-emotional. In this sense, social media, by making possible and favoring social interactions, bring with them requirements for people to perform adequately on digital platforms, understanding that there is no separation between the digital plane and the physical plane; therefore, a mutual influence is produced that could affect people’s experience by being exposed to the dangers on social media that worsen without the skills to deal with such situations.

On the other hand, the social, economic, cultural, and political context is integrated into the analysis conducted on social media given that such platforms have product advertising, political announcements, and other situations to which social media users are exposed. At the same time, the social media differ from each other, so it is relevant to visualize the characteristics of each of them and their differences, noting they each have their own culture that is reflected in the language, behavior, and interactions generated.

In terms of the limitations of this study, it should be noted that there may be articles that were not detected in the systematic search, or that were not selected for the analysis considering the inclusion and exclusion criteria of this study because the authors used concepts linked to media and digital literacy to refer to the concept of social media literacy. Other databases could be added to verify whether there are new articles and integrate them into the results, contributing to different research questions. Similarly, other types of articles such as systematic reviews or conference proceedings could be added since they were excluded here. With respect to the future lines of investigation, studies must be generated considering the construct of social media literacy and its relation to other constructs such as cyberbullying and cyberaggression as the dangers of social media are considered, making it possible to observe which competences that make up social media literacy are those that would mainly protect against these dangers. In addition, it would be interesting to identify the relations with constructs that reflect if social media literacy facilitate the opportunities that such platforms offer. Finally, other studies could broaden the inclusion criteria by incorporating articles that address social media literacy, although the authors have used other broader concepts or approaches in their research. This way, future studies could analyze and evaluate which of the different literacies that focus on social media obtain the best results.

Concept and competences of Social Media Literacy.

Funding Statement

K.P.-L. received financial support by the National Agency for Research and Development (ANID)/Scholarship Program/DOCTORADO BECAS CHILE/2020-21200712.

Author Contributions

Conceptualization, K.P.-L. and S.S.-G.; methodology, K.P.-L. and S.S.-G.; formal analysis, K.P.-L. and S.S.-G.; investigation, K.P.-L. and S.S.-G.; data curation, K.P.-L. and S.S.-G.; writing—original draft preparation, K.P.-L. and S.S.-G.; writing—review and editing, K.P.-L. and S.S.-G.; supervision, K.P.-L. and S.S.-G.; All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Informed consent statement, data availability statement, conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Media Literacy Education and AI

Posted April 3, 2024
By News editor
Online Education
Teachers and Teaching
Technology and Media

How can educators help students think critically and evaluate all types of communication including digital platforms? In this edition of Education Now, panelists discuss the skills needed to navigate a world increasingly influenced by artificial intelligence, misinformation, and fake news.

Merve Lapus , vice president, Education Outreach & Engagement, Common Sense Education
Sarah Newman , director of art and education, metaLAB (at) Harvard, Berkman Klein Center for Internet & Society at Harvard University
Faith Rogow , author, Media Literacy for Young Children: Teaching Beyond the Screen Time Debates

Uche Amaechi , Lecturer on Education, HGSE

Key Takeaways:

It is never too soon and never too late to empower students to think critically and creatively, not cynically, about generative AI and all media. An inquiry mindset is a good entry point.
Teach students the habit of asking inquiry-based critical thinking questions and remind them that all media are created and what is included and excluded influences the messages that are conveyed.
Don’t give AI too much power. Everyone, including educators, should actively question the role they want new technologies to have in our lives, including our schools, colleges, and universities.

Additional Resources:

The State of Media Literacy Education in the U.S.
AI Literacy Lessons for Grades 6-12 - CommonSense.org
Resources - DemocracyReadyNY
Media Literacy Handouts - Project Look Sharp
Media Literacy Education Musings - Faith Rogow
Media Literacy for Young Children: Teaching Beyond the Screen Time Debates
AI Guide - The AI Pedagogy Project
Assignments - The AI Pedagogy Project
Gram and Gran Save the Summer - A Whimsical Adventure in Media Literacy
From Digital Native to Digital Expert - Usable Knowledge

Education Now

A webinar and newsletter series to shape new approaches to challenges in education

Sal Khan on Innovations in the Classroom

Embracing Artificial Intelligence in the Classroom

Generative AI tools can reflect our failure of imagination and that is when the real learning starts

Get on Board with AI

Anant Agarwal discusses how and why educators need to embrace AI

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Importance of Health Literacy for Human Health Thus, the paper addresses the lack of attention to the public sector and the absence of innovative approaches in the administration of the policies.
Development of Emergent Literacy in Young ESL Learners In the context of the present-day settings, when communication with strangers is reduced to a minimum due to the threat of the COVID-19, the introduction of digital tools needs to be tested as the method […]
Culturally Sensitive Nurses Teaching Health Literacy When patients from different cultures have a problem understanding healthcare practices, nurses have a role in explaining to them the diagnosis and treatment in a way that acknowledges their cultural needs.
Technological Literacy and Technical Fluency Tyler argues that technological literacy is the ability to use technology, while fluency in technology is a deep understanding of it and the future it brings to society.
Media Literacy Research: Analysis of the Issue In the process of research, I have significantly expanded my ability to access and analyze media messages as well as to use the power of information to communicate and make a difference in the world.
Implementation of the Health Literacy Programs Health Literacy Online Resource is especially vital because it offers detailed instructions on how to perform the client-oriented digital design of health-related websites. Some of the health literacy terms seem to be obvious, and because […]
Low Health Literacy in Edison Township The prevalence of these outcomes is based on the level of health literacy within a community attributed to the existing social interventions.
Project Proposal on Budgeting: An Individual’s Economic Literacy Purchasing this device is a long-time dream of mine, as it will allow me to pursue creativity, view media content, and feel more confident in my daily life; in addition, I expect that the iPad […]
Aspects of Literacy Establishment Alphabet awareness is the ability to identify letters from the alphabet, which is related to writing and understanding letter sounds. Lack of alphabet awareness may prevent the development of writing skills and interfere with understanding […]
Clinical Field Experience: Integrating Creative Arts and Literacy Formative assessment is critical for the identification of the gaps students may have and the material they may have failed to cover properly.
Health Literacy and Patient Education The Internet’s accessibility made various types of health information available for any person, and many consumers developed a habit to check the online sources for symptoms or primarily help before reaching out to a healthcare […]
The NP Core Competency of Technology and Information Literacy I advised him to consult a physician, and my use of EHRs appeared to be helpful because it allowed the physician to access patient data easily and confirm the diagnosis of hypertension.
Literacy Bags as a Useful Pedagogical Tool The use of literacy bags addresses family involvement, instilling a love of learning, and controlling homeschooling. The contents of the bag depending on the topic being taught and the teacher’s intentions.
Family Literacy Night Parents ensure that children develop positive, nurturing relationships with adults and have better opportunities to initiate and engage in conversations.
Health Literacy: Strategies to Minimize Barriers In the training of a medical worker, the role of studying natural science and clinical disciplines is undeniable, but the ability of employees to master their speech well, their ability to listen and hear, and […]
Media Violence and Importance of Media Literacy Media literacy is the public’s ability to access, decode, evaluate and transmit a message from media. Improved media literacy and education will enable the responsible consumption of information.
Strategies for Teaching Literacy in a Secondary Classroom: Annotated Bibliography Beforehand, the authors discuss potential obstacles, including disabilities, a cycle of failure, and the absence of motivation, and provide a socio-linguistic background to the literacy acquisition process.
Meeting Small Group’s Literacy Needs One peculiarity of this approach to lesson organization is that it offers minimal opportunities for the differentiation of instruction, and it is reasonable to give preference to this approach when introducing concepts that are totally […]
Emergent Literacy: How to Make Your Child’s Life Easier? While in the womb, the fetus remembers the rhythm of language, hears the first sounds, and tries to interpret them. The key to this approach is the recognition that the language is not discrete, which […]
Phonological and Phonemic Awareness and Literacy Development Simultaneously, phonemic awareness is a more advanced understanding of language, the next level of phonological awareness, when a person can identify and manage the smallest units of speech, the phoneme.
Information Literacy and Power in Business The information is complete when all the data and associated context relevant for the problem is available. Information is crucial in determining business/organization success, success factors are determined from the data and context.
Models of Information Literacy for Business Report Finally by the end of the lesson the learner should be able to obtain new knowledge in the use of literacy information.
Literacy and Numeracy in the Geography Subject Area In the given sample, the student, Pat, demonstrates the basic understanding of the topic, and her skills seem to be poor. The presented sequence of lessons is designed to improve students’ numeracy and literacy skills […]
Enhancing Health Literacy for People With Type 2 Diabetes Two professionals, Andrew Long, a professor in the school of heath care in the University of Leeds, and Tina Gambling, senior lecturer in the school of health care studies from the University of Cardiff, conducted […]
The Importance of Health Literacy In essence, health literacy is very important to all stakeholders in health care settings. Health literacy is one of the most common issues in healthcare settings.
Assessing Health Literacy in Patients Health literacy is critical since, at any time in the patient’s life, they must discover, comprehend, and use health services and information.
Health Literacy: Does It Make a Difference? The article investigates how health literacy contributes to the general development of the nursing practice. The article continues by outlining how health literacy is of benefit to healthcare.
Literacy Demands in the Australian English Syllabus The curriculum also requires learners to “explore the difference in the use of English both at home and school, depending on the relationship between the speakers”.
Story of Media Literacy Overview Consequently, it is imperative for students and people, in general, to consume media content objectively and to analyze the message portrayed in the news.
Thinking, Learning, and Literacy in the Internet Age However, one can present a counterargument to the given statement by claiming that it is not reading that is negatively affected by the web, but rather the style or format of the activity.
Health Literacy and Access to Healthcare Services: Problems, Interventions, and Suggestions for Improvements Unfortunately, due to the emergence of new health threats and the lack of accessibility to healthcare, as well as the absence of basic health literacy in an upsettingly large number of the U.S.population, changes have […]
Effects of Information Literacy on Scholarship, Practice and Leadership in Teaching Profession The first and the most obvious negative aspect of the introduction of information literacy into the field of SPL in the sphere of teaching profession is the abundance of sources and the search for the […]
Emergent Literacy Skills in Children With Hearing Loss The research is stated to “learn more about the early development of literacy skills by examining changes over a typical school year for small children with hearing losses” specifically within the group of young children, […]
Beginning Literacy Learner Study It does not amount to too much trouble for now, as he is able to perform the majority of the tasks and pass the majority of the tests with relative success.
Philosophy of Literacy Instruction And, of course, the literacy educator needs to be critical of his work and seek opportunities for personal improvement Literacy educator needs to understand that reading and writing are social activities and that students should […]
Literacy Studies: Teaching Writing In the context of second language writing several theories have been established; which are commonly the process theories and the genre theories.
“Visual Literacy Theory” by Paul Messaris In its turn, this points out at the fallacious essence of Messaris’ idea that spatial intelligence is an objective category: “One of the clearest examples of spatial intelligence is the ability of movies to conjure […]
Information Literacy in Public Safety Sector Professionals are supposed to be prepared by providing theories inform of public safety scholars and research did to understand them before availing the information to the public.
Developing Children’s Language and Literacy Skills The culture of the society his family belongs to greatly influences how he imbibes the culture and how he expresses his developing personality.
American Education System and Cultural Literacy In the recant past, he has become critical of the cognitive revolution and has explored for the construction of cultural psychology that weighs very much the factors like historical and social settings of the contributors.
Literacy Theories in Action Emergent literacy is the term used to refer to the earliest period of a child’s literacy development, specifically the time between birth and when the child can read and write.
“Literacy in Three Metaphors” by Sylvia Scribner The fundamental proposal presented by the author revolves around the thought that the main problem of literacy is the conceptualization and formulation of a proper education plan.
Early Years Literacy: Analysis and Development The paper consists of three major parts: a description of a literacy event in which I participated, a detailed analysis of all the aspects of the event, implications for teaching, and a conclusion.
Literacy Learning Across Diverse Contexts: Digestive System All of the four activities described in curriculum planning can be justified on the basis of their connection to the children’s age and experience.
Disciplinary Literacy in a Content-Area Classroom The purpose of this paper is to give a detailed overview of the concept of disciplinary literacy and the most appropriate approaches for a content-area classroom.
“What Is Literacy? The Power of a Definition” by Keefe & Copeland In the first section of the article, the researchers describe some of the conflicting beliefs about the definition of literacy. The article is significant to education and literacy instruction as it shows the need for […]
Pandemic Flu: Health Literacy The higher the readability score, the easier it is to percept the ideas reflected in the text. The higher this score, the better the understanding of a document by the reader is.
Literacy Development in Five Stages The question that children tend to ask during the stage of awareness and exploration are the main signifiers of the literacy development process being launched.
Emerging Literacy and Assessment in Education Finally, the application of assessments in early education will inform a teacher about the gaps in a student’s knowledge system and the strategies that can be used to fill these gaps.
Emerging Literacy Class: Expectations and Objectives Therefore, learning how to locate emerging literacy and use it to prompt the evolution of one’s language skills is central to the successful development of an individual.
Digital Literacy: Gender and Socio-Economic Aspects Thereby, digital literacy is defined by the opportunity to access information technology and Internet resources, based on the culture, economic, and social development of a country.
Political Media Literacy Program The focus on social media is especially crucial as these platforms do not have many rules and tools to check the authenticity of the posted information.
Reading Literacy Development and Instruction In the overviewed classroom, the evaluation of the literacy skills of the students was sustained by offering the learners to complete a multi-discipline test, which matches the Common Core State Literacy Standard. The outcomes of […]
The Literacy Principal: Leading, Supporting and Assessing One of the ways is to pay attention to the rhyming, as the students will be able to find similarities in words and sounds.
Literacy Environment for Young Learners This paper examines the arrangement of objects in the classroom and the required teaching skills that enhance literacy in young learners.
Digital Literacy Promotion at a Community Event In the course of the event, the attendees will be explained the basics of how the new technology will help learners from Pre-Kindergarten through 12th-grade students in school districts and adult learners at the community […]
Shared Reading as a Literacy Strategy Reading strategy involves determining mental actions that learners take when they are reading to assist them to build and maintain the meaning of what they would be reading.
Rebecca’s Literacy Development: Non-Cognitive Aspects As to the non-cognitive aspects of the student’s literacy, the girl loves to read and uses every opportunity for it though is embarrassed to read aloud to the others.
Digital Literacy and Higher Education in Knowledge Economy Altbach, Reisberg, and Rumbley argue that the “phenomenon of massification ” is what has led to a major revolution in university education.
Literacy Theory and Practice in Teaching Reading Due to the fact that the English language prevails in the sphere of international business and technology, it is important for students to have a sufficient command of language.
Literacy for the 21st Century: A Balanced Approach The authors describe the lesson developed by Mrs Firpo, who illustrates a set of techniques that can help children see the connection between graphemes and sounds. I think that the methods and ideas of Mrs […]
Home-Based Literacy Program and Educators The selection and training of home visitors should be based on the ability of these teachers to handle children and their families.
Literacy Challenges at the Postsecondary Level In this view, the article asserts that student learning is less effective when classes are large and the material taught is new to the learners. The feelings of anonymity and lack of self-directed learning on […]
Literacy Standards and Reading Instruction Theory Besides the development of efficient teaching strategies, the recent programs are also oriented on the supporting students and ensuring them with effective reading activities.
Active Literacy Across the Curriculum In addition, the author also expressed the idea about the importance of the literacy mapping a process that would help educational authorities to keep track of the consistency with which literacy is taught in schools, […]
Individual Literacy Narrative The purpose of this narrative is to describe how I have managed to develop this kind of literacy. The most outstanding observation is that various events and experiences have made it easier for me to […]
Records of Literacy in Qin and Early Han Dynasties The main aim of the text is, according to the author, to review the records of literacy among the lower orders during the Qin and early Han dynasties.
Computer Literacy: Parents and Guardians Role Filtering and monitoring content on the internet is one of the most important roles that parents in the contemporary world should play, and it reveals that parents care about their children.
Instructional Practices for Emergent Literacy Learners On the level of listening and speaking, the emergent literacy learner should be able to use language to express opinions related to the discussed topic, follow the directions given by the teacher when it comes […]
School Literacy Environment for Younger Students For Birth to Pre-K group, the classroom environment will be organized to engage students in physical, emotional, and cognitive activities. In K to Grade 3, the students will be driven towards reading fluency and reading […]
“Charlotte’s Web” by White for Literacy Development The task of a teacher is to keep the learners interested and motivated. On the whole, literacy and language development is a complicated process.
Literacy Strategies in a Social Studies Classroom It may help to put the text in a broader context and help relate the students’ knowledge about the author to the ideas given in the text.
Effective Literacy Teaching in Multicultural Class The purpose of the proposed research is to explore, examine and analyze the issues and challenges that embed teacher education in the US, paying attention to the obstacles that limit the implementation of effective literacy […]
Literacy and Numeracy Across the Curriculum Overall, it is clear that both literacy and numeracy can help societies all over the world to achieve a better future in the 21st century.
Critical Literacy in Lambert’s Bellies Bear a Burden The text is accompanied by several images, most of which are included to illustrate the dynamics of change in women’s body measurements over the years, as well as a photograph of an obese woman to […]
Literacy Education and the Workforce This has made organizations set aside a good fraction of their revenue to improve the literacy level of their employees to make them more productive.
Literacy Coaching Cycle in Learning In an effective literacy coaching, literacy coach should make strategic class visits to access the level of delivery that teachers are attaining.
Literacy Through iPads in Early Education In the article, Beschorner and Hutchison, note that in the 21st century, children gain access to written language very early due to the use of digital devices.
Reading and Literacy: Teacher Education Program It is vital to understand that a teacher’s role is not only sharing knowledge with his or her students but also shaping their worldview and making them ready for life in an economically, culturally, and […]
Population Literacy Skills in Arab Countries For the tables and the analysis, I chose the two years that were closer together, 2005 and 2009. First of all, after 2005 the internet actively started to win its popularity all around the world […]
Literacy of Population in Arab Countries That is why this phenomenon can be taken as the main evidence of the problem of poverty peculiar for the majority of these states.
Early Cochlear Implantation’s Impact on Literacy That way, the design suitable for this research is qualitative and narrative since the focus is the impressions of the quality of life and learning after the implantation.
IT and Its Effect on Workplace Literacy In the last three decades, information technology in the form of information systems has revolutionized the business approach across the globe.
Environmental Education and Literacy Program Although scholars and environmental experts are in agreement that environmental education plays a key role in assisting young people in comprehending the nature and complexity of environmental challenges and in developing their capacity to take […]
Young Child’s Language and Literacy Development In addition, a work of literature on any social issue may influence how children respond to the demands of their learning environments. Taken together, the growing importance of literature in learning and children’s linguistic development […]
Classroom Literacy: Interactions and Learning Approaches Vocabulary skills are important for improving literacy as well as the overall growth of the student in the classroom and outside classroom environment.
Visual Literacy and Its Significance The definition of visual literacy provided in the book, in its turn, can be viewed as less restricting in terms of the perception of images by the representatives of different cultures. The use of visual […]
Instruction and Literacy Development Methods To enhance the students’ learning activities and development of their literacy skills, it is possible to use such computer technologies as the computer software and electronic books at all the stages of learning because different […]
Ocean Literacy and Exploration From the onset of “human-ocean interaction and exploration in the fifteenth century” and despite ocean being the largest feature of the earth, only 5% of the ocean is known.
Balanced Literacy Institute and Teacher Cadre Another important and beneficial point of the training is that the material is selected with a unique understanding of the needs of students and teachers.
Diverse Classrooms and Literacy The recruitment of a significant proportion of literacy teachers from various ethnic backgrounds is necessary to effectively address issues on language understanding and fluency in reading.
Education Theories: Why Literacy Matters? By definition, literacy is “the ability and the willingness to use reading and writing to construct meaning from the printed text”. Literacy makes a positive contribution to the economic prosperity of an individual and promotes […]
Technological Literacy Unit Plan Housing is a social issue that is always contained in the economic blueprints of different countries, however, the cost of buying a house is high and people who get locked out of the financing avenues […]
English Literacy Lessons for Australian Students. When Theory Meets Practice Once a teacher introduces the concept of metacognition to the students, it will be easier to help the students link reading and writing: “Adding components of metacognition supports students in learning how to summarize and […]
How Effective Teachers Support the Youngest Children’s Literacy Development? The effective teachers should be aware of the most common issues the youngest learners may face and understand the methods to address the issues.
Balanced Literacy Program Introduction is as important, perhaps, even more to the flow of the class and positive atmosphere between the teacher and students.
Factors that Influence Literacy Acquisition and Reading Achievement Finally, the paper will highlight some contrary arguments that tend to downplay the role of parents in children’s learning at home and at school.
Expert Literacy Teachers: What Has Been Learned One of the key insights that I have gained in the process of learning about the role of the RTI in shaping the responsibilities and strategies of an expert literacy teacher concerns the fact that […]
Conducting an Assessment: Students’ Progress in Mastering Literacy: What Needs to Be Improved Helping students acquire the basic literacy skills is one of the key tasks of a teacher, and the reading skills are at the top of the teacher’s priority list.
Strategies to Support Balanced Literacy After the learners finish reading the story, the teacher should ask them to narrate their feelings and thoughts about the experience.
Literacy Instruction for African American Students The research results state that the process of literacy instruction is hindered to an impressive degree by the misunderstandings between teachers and students due to the language issues.
Problems of Reading and Literacy The article covers the how, what and when of the visual essays, experiences and how to teach them to improve reading and literacy. It is with no doubt that problems of reading and literacy are […]
Early Literacy Development The literacy development is a concept related to acquisition of reading and writing skills. The problem of literacy development in preschool-aged children requires a specific approach to be taken and applied.
Literacy Linguistic Usage Finally, it is vital to apply the findings on the relationships between language and identity in the practical sphere of learning and teaching languages.
Issues of Children Literacy The best way to make parents and guardians aware of the importance of child literacy is to communicate to them the results of researches that have studied the relationship between early childhood literacy levels and […]
Balanced Literacy Overview The book written by Margaret Haddix and entitled Dexter the Tough is concerned with quite a difficult period in the life of Dexter, the protagonist of the book.
An Early Literacy Intervention The major implication of the study was that effective intervention programs have the capacity to close the gaps in early educational literacy.
How Are Literacy, Fluency and Reading Comprehension Affected by Using Oral Reading Methods in the Classroom? Rasinski states that one of the most effective ways to assess a learner’s reading ability is for the instructor to listen to the learner reading.
Promoting Literacy to Students: The Challenges and the Solutions Thus, basing the research on the theory of phonetic awareness, one can presume that the roots of low literacy rates are going to be found and that the most efficient means of improving literacy rates […]
NELP Report: Impact of Shared-Reading Interventions on Young Children’s Literacy Skills In particular, the authors focus on the analysis of randomized control trial and quasiexperimental design with reference to the evaluation of the efficiency of the interventions with the results.
Comprehensive Literacy Model The attention of students should be focused on the common roots of the vocabulary in use such as the suffixes and the prefixes.
Literacy of women in Europe and Middle East Women’s leadership and women in the telecommunication businesses are some of the points that need to be put into consideration and women’s contribution to the economic opportunities that may affect each and every one of […]
Financial Literacy: How Do Ordinary People Cope with Their Financial Tasks? The goal of the project was to examine the levels of financial literacy in ordinary citizens and their implications for financial literacy education.
Literacy Development in Adults Barton and Hamilton and Purcell-Gates et al judge literacy, based on the ways in which literacy is used in real-life situations; the role of education in the development of literacy; and the importance of real-life […]
Perspectives of Adult Literacy They argue that literacy is not an outcome of local practices since there are social structures and technology in the global society that affect the acquisition of literacy skills.
Internet Effect on Education and Students’ Literacy Lots of people prefer real life communication in order to observe the emotions, to follow the reactions, to provide with some support, and, finally, to know for sure whom you are talking to.
From the First Language Literacy to the Second Language Proficiency The above observation was also apparent in the study by Benseman, Sutton and Lander who explained that, the involvement of the learner in the teaching allows students to increase their use of first language literacy […]
Literacy: Diagnosing Reading Skills, Reporting Progress & Outcome Data Assessment Tools Progress Diagnostic Outcome Individual or Group Assessment Additional Explanation of Use IRI X X I IRI are used with individual students to assess the progress and diagnose the development of definite reading […]
New Service to Be Offered: Information Literacy Seminars for New Students In this view, the information literacy targets both librarians and students, as their relationships have a significant impact on the development of information literacy in a learning institution.
SMS Technology and Its Effect on Literacy The use of SMS behind the screens of the cell phones and computers become a shield against engaging in conversations and this affects one’s ability to verbally communicate with others.
Technological Access, Literacy and Fluency However, not all members of the community surrounding the University are technologically literate. To improve access to digital technology in Michigan Technological University and the surrounding areas, various measures should be put in place.
Article Reflection about Literacy Reflecting on these four articles; ‘There is reading…and then there’s reading,’ ‘Taking literacy skills home,’ ‘The importance of the act of reading,’ and ‘the new literacy studies’ I cannot help but appreciate and celebrate the […]
Violence and Adult Literacy Opportunities Literacy has significant implications for reducing violence against women, and this paper explores the reasons behind and solutions to continued illiteracy in adult women. The reasons behind the failure of literacy to reduce violence and […]
Literacy Poses in Paulo Freire’s Philosophy The golden middle in adult literacy education is in being able to transform the theories and rules of language into the forms and meanings that are understandable to learners.
Reading Commentary About Literacy Articles: What Does Literacy Mean? This paper tries to explain the reasons of low literacy in Canada and offers recommendations to improve the quality of workplace performance in the country.
Children’s Literature for Literacy Children literature deserves lots of attention; it provides the reader with an opportunity to investigate the worlds of different people, analyze oneself, and comprehend each piece of information because of such features as a friendly […]
Literacy Coaching in Modern Education The standard is also utilized by these individuals in assessment of the candidates and effectiveness’s of the program. The NCATE utilizes a criterion which is based on this standard in making decisions related to accreditation […]
Modern theories about literacy The articles of Darville, Atwood and Hamilton provide the practical and theoretical evidence to support the efficiency of these new approaches to literacy; due to the accounts given by authors, one can estimate the true […]
My Struggle for Literacy in America The main purpose of this presentation is to convince the audience that literacy is one of the skills that a person can and should develop.
The Cornerstones to Early Literacy Displacement is the idea that language can be used to communicate on things not in the immediate environment. One unique feature of language is that children, growing up, can easily learn how to communicate in […]
Marketing of New Services – Set up Information Literacy Talks for Mature An effort is made to discuss the potential customer base for these services and to evaluate strategies to create and manage relationships with all potential customers for the proposed services and communicating the service to […]
Literacy Practices Inventory and With the advent of technology and the Internet, the concept of a community becomes effective irrespective of the members’ physical locations because they are not limited by the mode of communication or transportation.
Culture, Literacy, and Learning: Taking Bloom in the Midst of the Whirlwind by Carol D. Lee She describes the way students respond to improved scheme and the way teachers modify the cultural background of the language or English arts program.
Literacy in Young Children In this context, literacy is considered the possession of the ability to read and write. Lastly, the social angle shows that in most societies where there’s a modicum of literacy, young children embrace the education […]
“Perspectives on Language and Literacy in Latino Families and Communities” by Ana Celia Zentella The review focuses on the socialization involved in the acquisition of the two languages. Parents are actively involved in the development of language and education.
Reading and Literacy Statistics In order to examine the historical development of reading, it is necessary to refer to the analysis and definition of spoken language and human communication and consider reading a necessity to sharing and retaining information.
Why Can Financial Advice Not Substitute for Financial Literacy?
Does Financial Literacy Improve Financial Inclusion?
How Does Economic Education Impact Economic Literacy?
Why Do English Learners Struggle With Content Literacy?
Why Has the Literacy Level in the United States Fallen in the Last Century?
What Are the Politics of Literacy?
Can Autocracy Promote Literacy?
Does Education After Essential Literacy Matter in Terms of Our Jobs?
Can Basic Maternal Literacy Skills Improve Infant Health Outcomes?
How Would You Contribute to the Planning of Literacy Skills?
Does Technology Affect Our Society Literacy Levels?
Why Is the Need for Financial Literacy Comprehension Still Not Being Add?
Can Financial Literacy Reduce Anxiety About Life in Old Age?
What Determines Financial Literacy in Japan?
Does Financial Education Impact Financial Literacy and Financial Behavior?
Are Literacy Skills Associated With Young Adults’ Health in Africa?
Is Social Media Helping Students Write Better?
Are Temporal and Tonal Musical Skills Related to Phonological Awareness and Literacy Skills?
How Does Health Literacy Affect Today’s World?
Literacy, Children, and Community: What Are the Solutions?
How Teachers Use Content Literacy?
What Are Adolescents’ Perceptions of Health Literacy?
What Explains the Gender Gap in Financial Literacy?
How Does Texting Affect Literacy in Teenagers?
Can Academic Standards Boost Literacy?
Does Accelerated Reader Affect the Literacy of Students?
How Literacy Shapes Technology?
How Ordinary Consumers Make Complex Economic Decisions?
What Video Games Have to Teach Us About Learning and Literacy?
How Does Social Background Affect the Acquisition of Language and Literacy?
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Media Literacy Education and AI

Sarah Newman

Director of Art & Education at metaLAB Sarah Newman joins a panel to discuss the skills needed to navigate a world increasingly influenced by artificial intelligence, misinformation, and fake news.

"When educators are talking about AI they're really talking about generative AI, there's a lot of uses of AI that we're not curious about, we're not questioning, we're not scared of and these new applications people are curious about but all of these things we need to approach critically.

Listen at Harvard Graduate School of Education .

community How dating sites automate racism
community Making the Public Record Public
community Event Tomorrow Marks the End of Commercial Restrictions on the Caselaw Access Project that Digitized All U.S. Case Law

After being insulted, writing down your feelings on paper then getting rid of it reduces anger

A research group in Japan has discovered that writing down one's reaction to a negative incident on a piece of paper and then shredding it or throwing it away reduces feelings of anger.

"We expected that our method would suppress anger to some extent," lead researcher Nobuyuki Kawai said. "However, we were amazed that anger was eliminated almost entirely."

This research is important because controlling anger at home and in the workplace can reduce negative consequences in our jobs and personal lives. Unfortunately, many anger management techniques proposed by specialists lack empirical research support. They can also be difficult to recall when angry.

The results of this study, published in Scientific Reports , are the culmination of years of previous research on the association between the written word and anger reduction. It builds on work showing how interactions with physical objects can control a person's mood.

For their project, Kawai and his graduate student Yuta Kanaya, both at the Graduate School of Informatics, Nagoya University, asked participants to write brief opinions about important social problems, such as whether smoking in public should be outlawed. They then told them that a doctoral student at Nagoya University would evaluate their writing.

However, the doctoral students doing the evaluation were plants. Regardless of what the participants wrote, the evaluators scored them low on intelligence, interest, friendliness, logic, and rationality. To really drive home the point, the doctoral students also wrote the same insulting comment: "I cannot believe an educated person would think like this. I hope this person learns something while at the university."

After handing out these negative comments, the researchers asked the participants to write their thoughts on the feedback, focusing on what triggered their emotions. Finally, one group of participants was told to either dispose of the paper they wrote in a trash can or keep it in a file on their desk. A second group was told to destroy the document in a shredder or put it in a plastic box.

The students were then asked to rate their anger after the insult and after either disposing of or keeping the paper. As expected, all participants reported a higher level of anger after receiving insulting comments. However, the anger levels of the individuals who discarded their paper in the trash can or shredded it returned to their initial state after disposing of the paper. Meanwhile, the participants who held on to a hard copy of the insult experienced only a small decrease in their overall anger.

Kawai imagines using his research to help businesspeople who find themselves in stressful situations. "This technique could be applied in the moment by writing down the source of anger as if taking a memo and then throwing it away when one feels angry in a business situation," he explained.

Along with its practical benefits, this discovery may shed light on the origins of the Japanese cultural tradition known as hakidashisara ( hakidashi refers to the purging or spitting out of something, and sara refers to a dish or plate) at the Hiyoshi shrine in Kiyosu, Aichi Prefecture, just outside of Nagoya. Hakidashisara is an annual festival where people smash small discs representing things that make them angry. Their findings may explain the feeling of relief that participants report after leaving the festival.

Anger Management
Social Psychology
Disorders and Syndromes
Educational Psychology
Consumer Behavior
Anger management
Social psychology
Cognitive dissonance
Self-awareness
Obsessive-compulsive disorder
Collaboration

Story Source:

Materials provided by Nagoya University . Note: Content may be edited for style and length.

Journal Reference :

Yuta Kanaya, Nobuyuki Kawai. Anger is eliminated with the disposal of a paper written because of provocation . Scientific Reports , 2024; 14 (1) DOI: 10.1038/s41598-024-57916-z

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Political typology quiz.

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Where do you fit in the political typology?

Are you a faith and flag conservative progressive left or somewhere in between.

Take our quiz to find out which one of our nine political typology groups is your best match, compared with a nationally representative survey of more than 10,000 U.S. adults by Pew Research Center. You may find some of these questions are difficult to answer. That’s OK. In those cases, pick the answer that comes closest to your view, even if it isn’t exactly right.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

IMAGES

Media Literacy Research Paper by Ima Rider
(PDF) Science education and the promotion of critical media literacy
(PDF) Critical Media Literacy: Research, Theory, and Practice in “New
(PDF) Critical Media Literacy framework: Conceptual Understandings and
Professor helps to create media literacy pamphlet for classrooms
MEDIA AND INFORMATION LITERACY REACTION PAPER OR ESSAY

VIDEO

Media Literacy
FIve interesting research paper topics in 2024
The 1 simple thing you should do to improve your media literacy
Media and Information Literacy (Definition, Types, Advantages, Disadvantages, Conclusion)
Lesson 7
The Need for Critical Media Literacy

COMMENTS

Social media literacy: A conceptual framework
This essay aims to conceptualize social media literacy, explicate its core content and competencies, and outline an agenda for research, education, and action. ... Extant (mass) media literacy research has identified perceived realism as a key factor in determining media effects, connecting it to the efficacy of media literacy education programs.
Research Topics in Critical Media Literacy
Critical Media Literacy Research Guide; Research Topics in Critical Media Literacy. Advertising and Consumerism ; Climate Change and Environmental Justice ; Gender and Sexism ; Journalism and News ; Math ; The Movies ; Photography and Visual Literacy ; Race and Racism ; Recursos en Español / Resources in Spanish ; Science ; Social Media ...
(PDF) Media Literacy: A Conceptual Analysis
is an accumulation of media literacy education. This study, which is designed as conceptual analysis, is to determine the essential elements that make up the. field of media literacy by analyzing ...
(PDF) Media literacy: The state of research and suggestions for future
It is the goal of this paper to present an overview of existing aspects of research in media. literacy (i.e., education, intervention, and definitions) and to suggest additional approaches to ...
PDF Media literacy instruction in todayâ•Žs classrooms: A study of
that media literacy involves students as media producers who use media to engage a broader audience (Weninger et al., 2017). Along with teachers' knowledge or understanding of media literacy, their confidence integrating technology or media literacy in the classroom is related to their integration of media literacy in courses. For example,
Journal of Media Literacy Education
The Journal of Media Literacy Education is an online, open-access, peer-reviewed interdisciplinary journal that supports the development of research, scholarship and the pedagogy of media literacy education. It is the official journal of the National Association for Media Literacy Education. No author fees are charged for publication in this journal.
Integrating Media Literacy Across the Content Areas
During the first four modules, teachers were tasked with implementing one media literacy concept into their instruction per week, bridging the weekly media literacy topic with their content curricula. All teachers implemented approaches taught in the course such as search operators, lateral reading, and critical questions.
Keeping Current: Media Literacy Education as a Tool for Critically
Student Research Submissions Spring 5-14-2015 Keeping Current: Media Literacy Education as a Tool for Critically Examining Current Events in a High School Government Classroom Kasey Moore ... The research is divided into three main topics: Theoretical Framework of Media Literacy, Measuring Media Literacy Skills, and Current Events in
Critical Media Literacy in Teacher Education, Theory, and Practice
A major difference between critical media literacy (CML) and the more common media literacy practiced in the United States is the rigorous examination of the politics of representation; an analysis of how historically disenfranchised social groups are represented in media (Funk et al., 2016). Many of the respondents discussed analyzing issues ...
Frontiers
This article is part of the Research Topic Understanding Startups From Idea To Market View all 63 articles. ... Liu Y, Lyu R and Cui R (2021) Research on the Integration of Media Literacy Innovative Concept and Entrepreneurship Education and Digital Dynamic Creative Expression Talents. Front. Psychol. 12:728182. doi: 10.3389/fpsyg.2021.728182. ...
Critical Media Literacy Research Guide
Critical media literacy is a dialogical process for social and environmental justice that incorporates Paulo Freire's (1970) notion of praxis, "reflection and action upon the world in order to transform it" (p. 36). This pedagogical project questions representations of class, gender, race, sexuality and other forms of identity and challenges ...
Information and Media Literacy in the Age of AI: Options for the Future
The concepts of information and media literacy have been central components of digital literacy since the digitization of information began. However, the increasing influence of artificial intelligence on how individuals locate, evaluate, and create content has significant implications for what it means to be information and media literate. This paper begins by exploring the role artificial ...
Journal of Media Literacy Education: Most Popular Papers
Untangling media literacy, information literacy, and digital literacy: A systematic meta-review of core concepts in media education. Géraldine Wuyckens, Normand Landry, and Pierre Fastrez. PDF. Media literacy education for parents: A systematic literature review. Alicia Haywood and Sabrina Sembiante.
Impact of media literacy education on knowledge and behavioral
Introduction. The main feature of the 21st century is media-saturated culture and provision and ease of access to different types of media for everybody, particularly children and adolescents (1-4).In general, mass media are the result of the people's need to satisfy such requirements as gaining news and information, entertainment, and socialization.
Media literacy News, Research and Analysis
Richard Lachman, Toronto Metropolitan University. Increased media literacy education and government regulations are necessary to combat fake information on social media platforms. January 13, 2022 ...
(PDF) Media and Information Literacy
Abstract. Information literacy emphasizes to the access, evaluation and use of information. Media literacy emphasizes the ability to understand, evaluate and use media as a leading source and ...
The effect of media literacy on effective learning outcomes in online
Media literacy. Media literacy is a concept and encompasses a range of critical skills needed for living and working in the mediated and participatory cultures of the twenty-first century (Koc & Barut, 2016).Several theoretical perspectives on media literacy could be found in the existing literature (Datu et al., 2021).While contemporary models have focused on operationalizing media literacy ...
Top 100 Media Topics To Write About In 2023
Here are some excellent examples of media research paper topics for high school: Major innovations in 21st century media; Compare mainstream media in India and China ... (and new) media literacy topics you can find. For anything you need, just get in touch with us. Related Posts. 211 Research Topics in Linguistics To Get Top Grades 122 Best ...
Media Literacy
Media Literacy. A. Dorr, in International Encyclopedia of the Social & Behavioral Sciences, 2001 The core concept of media literacy is intelligent engagement, as both a user and a creator, with media and technology. A media-literate person can decode, evaluate, analyze, and produce both print and electronic media. Two closely related constructs are media education, teaching about media as ...
Understanding Social Media Literacy: A Systematic Review of the Concept
Social media literacy is understood as the update of media literacy to perform more suitable analyses of such digital platforms, since they are at the interface between "social" and "media", which will enrich, expand, and update the important tradition of mass media education. 6. McLean et al., (2017) [ 53] Australia.
Loyola University Chicago Loyola eCommons
Media Literacy David Kamerer Loyola University Chicago, [email protected] ... Kamerer, D. "Media Literacy." Communication Research Trends 32(1), 2013. This Article is brought to you for free and open access by the Faculty Publications and Other Works by Department ... the more current work in computer or digital literacy. He concludes his essay ...
Research Guides: Media Literacy: Using Media Literacy
But understanding the context and history of a claim will help you better evaluate it and form a starting point for future investigation. Trace the Claims, Quotes, and Media back to the Original Context. Much of what we find on the internet has been stripped of context. Maybe there's a video of a fight between two people with Person A as the ...
Media Literacy Education and AI
The State of Media Literacy Education in the U.S. AI Literacy Lessons for Grades 6-12 - CommonSense.org; Resources - DemocracyReadyNY; Media Literacy Handouts - Project Look Sharp; Media Literacy Education Musings - Faith Rogow; Media Literacy for Young Children: Teaching Beyond the Screen Time Debates; AI Guide - The AI Pedagogy Project
201 Literacy Topics to Write about & Samples
201 Literacy Essay Topics & Examples. If you've found this article, you probably need good literacy topics to choose from. We've got a whole collection of them for high school and college students. Our IvyPanda team has gathered this list of literacy topics for research papers and essays.
Media Literacy Education and AI
Director of Art & Education at metaLAB Sarah Newman joins a panel to discuss the skills needed to navigate a world increasingly influenced by artificial intelligence, misinformation, and fake news. "When educators are talking about AI they're really talking about generative AI, there's a lot of uses of AI that we're not curious about, we're not questioning, we're not scared of and these new ...
News in Brief: UVA Launches New Reading Education Master's, Certificate
Media Contact. Laura Hoxworth. Email [email protected] Research Center or Department. Curriculum, Instruction & Special Education; Phone. 434-924-5266. News Type. School News. News Topics. Literacy; Teaching & Learning
6 facts about Americans and TikTok
While news consumption on other social media sites has declined or remained stagnant in recent years, the share of U.S. TikTok users who get news on the site has doubled since 2020, when 22% got news there. Related: Social Media and News Fact Sheet. TikTok news consumers are especially likely to be: Young.
After being insulted, writing down your feelings on paper then getting
A research group in Japan has discovered that writing down one's reaction to a negative incident on a piece of paper and then shredding it or throwing it away reduces feelings of anger.
Political Typology Quiz
About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions.
'Misinformation' Is the Censors' Excuse
Journal Editorial Report: Manhattan courtrooms have become the rally venue. Images: AFP/Getty Images/Bloomberg News Composite: Mark Kelly The Supreme Court heard oral arguments last month in the ...

ORIGINAL RESEARCH article

Introduction

Characteristics of Contemporary Digital Media and the Basic Education of Art Design

Materials and Methods

To Develop the Basic Design Capabilities of Digital Media for New Media Needs and Characteristics

Transform the Dynamic Demand Into the Concrete Basic Course Training

Selection of Forms

Design of Training Focus

Use of Auxiliary Tools

Semistructured Interview

Output of Innovation Results

Embodiment of Consciousness and Ability

Analysis of the Main Causes of Group Differences

Limitation of Selecting the Training Item of “Grid Expression” and How to Combine Dynamics With Other Basic Training Angles

As the Subject of Training, Whether Emotional Performance Has Value and Significance

Data Availability Statement

Ethics Statement

Author Contributions

Conflict of Interest

Publisher’s Note

Critical Media Literacy

Institutes, Museums, Research Groups and More!

Research Guide Attribution

Accessing UCLA Subscription Sources

Defining Critical Media Literacy

Publications of All Kinds

Library Catalogs

Selected Journals and Magazines

Collections: Blogs, Courses, Lessons, Podcasts, Reports, Videos

Key Databases with Films, Articles, News

Articles and eBook Databases

Independent Newspapers

Corporate Newspapers

Most Popular Papers *

JMLE is indexed in:

Articles on Media literacy

Yes, Kate Middleton’s photo was doctored. But so are a lot of images we see today

How you can tell propaganda from journalism − let’s look at Tucker Carlson’s visit to Russia

People dig deeper to fact-check social media posts when paired with someone who doesn’t share their perspective – new research

Young Australians increasingly get news from social media, but many don’t understand algorithms

AI-generated misinformation: 3 teachable skills to help address it

How can you tell if something is true? Here are 3 questions to ask yourself about what you see, hear and read

Understanding how news works can short-circuit the connection between social media use and vaccine hesitancy

How fake science websites hijack our trust in experts to misinform and confuse

Media literacy education in South Africa can help combat fake news - here’s what’s needed

Misinformation will be rampant when it comes to COVID-19 shots for young children – here’s what you can do to counter it

Both facts and fake news about the Russian invasion of Ukraine are spread on social media

In a pandemic, ignoring science affects everyone. Citizenship education can help ensure that doesn’t happen

COVID-19 vaccines for children: How parents are influenced by misinformation, and how they can counter it

Less than half of Australian adults know how to identify misinformation online

There’s no such thing as ‘alternative facts’. 5 ways to spot misinformation and stop sharing it online

Comics can teach readers how to identify fake news

Fox News uses the word ‘hate’ much more than MSNBC or CNN

How to read coronavirus news and learn what you actually need to know about staying safe in the pandemic

Instagram is the home of pretty pictures. Why are people flocking to it for news?

How to protect yourself from media manipulation on energy issues and other contentious matters

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